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All Journal Child Education Journal Jurnal Pemberdayaan Masyarakat Assyfa Learning Journal Journal of Islamic Education
Ribut Wahyu Eriyanti
Universitas Muhammadiyah Malang, Indonesia
Religion Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Democratic Leadership in the Management of Student Discipline in Islamic Boarding Schools Lalu Iwan Eko Jakandar; Ribut Wahyu Eriyanti; Fauzan Fauzan; Ria Arista
JIE (Journal of Islamic Education) Vol. 9 No. 1 (2024): JIE: (Journal of Islamic Education) January-June
Publisher : Yayasan Letiges Konsultan Sosial

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35723/jie.v9i1.344

Abstract

This study aims to determine the implementation of democratic leadership in managing student discipline at the Babussalam Islamic Boarding School. The research method used is a qualitative approach with data collection techniques through in-depth interviews, observation and document analysis. The research results show that democratic leadership in Islamic boarding schools facilitates the active participation of students in the decision-making process regarding disciplinary policies. Open discussions, deliberations and participatory meetings provide a forum where students can voice their opinions and ideas. In addition, this research identifies the impact of implementing democratic leadership where students show an increase in compliance with the rules created together. They feel more responsible for their self-discipline and feel valued by the Islamic boarding school environment. However, there are also obstacles, such as differences in interpretations of Islamic values ​​and challenges in maintaining a balance between students' autonomy and collective discipline. Thus, this research makes an essential contribution to understanding the practice of democratic leadership at the Babussalam Islamic boarding school and describes its impact on the character formation and discipline of the students. The implications of the results of this research highlight the importance of maintaining traditional values ​​while introducing a participatory approach that is in line with the demands of the times, creating an educational environment that is inclusive and responsive to the needs of students, and enriching the discourse on Islamic education in Indonesia.
The Role of Metacognitive and Socio-Affective Strategies in Shaping Communicative Competence among EFL University Students Juwita Boneka Sinaga; Ribut Wahyu Eriyanti; Ria Arista Asih; Akhsanul In'am; Masduki Masduki; Suryo Hartanto; Jenny Rose O Tumacder
Jurnal Pemberdayaan Masyarakat Vol 4, No 1 (2025)
Publisher : Yayasan Keluarga Guru Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46843/jpm.v4i1.388

Abstract

In the context of English as a Foreign Language (EFL) education, communicative competence remains a crucial goal for higher education students. However, the roles of learning strategies—particularly metacognitive and socio-affective strategies in shaping communicative competence are still underexplored. This study aims to examine the predictive relationship between students’ use of metacognitive and socio-affective strategies and their overall communicative competence. Employing a quantitative approach with multiple regression analysis, data were collected from 120 EFL university students using standardized questionnaires. The findings revealed that socio-affective strategies significantly predicted students’ communicative competence, while metacognitive strategies did not demonstrate a significant effect. The results suggest that emotional regulation, interpersonal interaction, and social support are essential components in enhancing students’ ability to communicate effectively in English. This research contributes to applied linguistics and EFL pedagogy by emphasizing the importance of socio-affective dimensions in language learning and advocating for strategy-based instruction in classrooms. In terms of practical contribution, the study offers insights for language educators and curriculum developers to design more holistic and student-centered teaching strategies that promote not only linguistic knowledge but also emotional engagement and communicative confidence among students.
Speech Recognition, And Chatbot: Innovation In Indonesian Language Learning For Generation Z In The Digital Era Asrofi Asrofi; Joko Widodo; Nurul Zuhriah; Ribut Wahyu Eriyanti; Daroe Iswatiningsih; Hari Sunaryo
Assyfa Learning Journal Vol. 3 No. 2 (2025): Assyfa Learning Journal
Publisher : CV. Bimbingan Belajar Assyfa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61650/alj.v3i2.712

Abstract

The development of digital technology and the unique characteristics of Generation Z have driven the need for innovation in Indonesian language learning, particularly to improve the speaking skills of junior high school students. Conventional learning methods are often ineffective in building student confidence, creativity, and active participation. This study aims to develop and test the effectiveness of synergy between theater, speech recognition technology, and chatbots as a more interactive and relevant learning innovation. Using a Research and Development (R&D) approach using the ADDIE model, this study collected data through observations, interviews, questionnaires, and a pilot test of the teaching module. The results showed significant improvements in students' speaking skills, including fluency, clarity, and argument structure. Students became more confident, creative, and engaged, thanks to the automatic feedback from the speech recognition technology and adaptive conversational practice provided by the chatbot. This innovative module also increases student motivation and engagement, supports the implementation of the Independent Curriculum, and the development of 21st-century skills. This synergy has proven effective and can be widely adopted to create more personalized learning that meets the demands of the digital age.
Designing Literacy Resilience: A Needs Analysis of the Social-Emotional Learning-Based DRAMATIKA Module for Junior Secondary Literacy Instruction Asrofi Asrofi; Ribut Wahyu Eriyanti; Hari Sunaryo; Daroe Iswatiningsih; Isioma Stella Olagunju
Jurnal Pendidikan Anak Vol 8 No 2 (2026): Child Education Journal
Publisher : Universitas Nahdlatul Ulama Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33086/cej.v8i2.8583

Abstract

Literacy instruction in junior secondary education poses cognitive and socio-emotional challenges, particularly in developing expository writing skills, managing writing anxiety, and encouraging students to express ideas confidently. This study aimed to analyse the instructional and socio-emotional needs underpinning the development of the DRAMATIKA module, which integrates improvisational theatre and Social-Emotional Learning (SEL) to support literacy resilience. The initial phase of research and development involved a qualitative needs analysis with pre-service Indonesian language teachers and junior secondary students selected through purposive sampling. Data were collected through semi-structured interviews, classroom observations, document analysis, and a needs assessment questionnaire, and were examined using thematic analysis and data triangulation. The findings identified difficulties in organising arguments, emotional barriers to written expression, and limited pedagogical readiness among pre-service teachers to integrate drama-based activities and SEL into literacy instruction. The analysis also identified instructional requirements, including improvisational prompts, scaffolded writing activities, assessment rubrics, and visual teaching guides. These findings informed the proposed DRAMATIKA framework, positioning pre-service teachers as prospective instructional facilitators and junior secondary students as the target learners. The study concludes that integrating drama-based pedagogy with SEL offers a relevant direction for designing emotionally responsive literacy instruction. Further development and evaluation are required to establish the module's effectiveness in improving literacy resilience and writing outcomes.
Co-Authors Akhsanul In'am Asrofi Asrofi Daroe Iswatiningsih Fauzan Fauzan Hari Sunaryo Isioma Stella Olagunju Jenny Rose O Tumacder Joko Widodo Juwita Boneka Sinaga Lalu Iwan Eko Jakandar Masduki Masduki Nurul Zuhriah Ria Arista Ria Arista Asih Suryo Hartanto