Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
P-Index
This Author published in this journals
All Journal Al Ishlah Jurnal Pendidikan Journal Of Human And Education (JAHE)
M. Firdaus
Universitas Lancang Kuning
Humanities Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Transformation of Texts as Expressive Spaces in Classic Malay Literary Works: Learning to Write Poems in Philology Courses Adriansyah Adriansyah; Elmustian Elmustian; Mangatur Sinaga; M. Firdaus
AL-ISHLAH: Jurnal Pendidikan Vol 16, No 4 (2024): AL-ISHLAH: JURNAL PENDIDIKAN
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v16i4.5755

Abstract

This study investigates the transformation of poems into expressive spaces in philology learning, aiming to foster active and creative student engagement with classical Malay literature. It seeks to develop innovative teaching approaches that enhance appreciation and critical engagement. A sample of 52 students was purposively selected using the Slovin formula with a 10% margin of error. Data were collected through classroom observations, questionnaires, in-depth interviews, and document analysis of poem learning. Thematic analysis was employed to identify key patterns and themes from the data. The findings reveal that integrating poems into philology learning enhances students’ understanding and appreciation of classical Malay literature. It also boosts creativity and critical thinking, with respondents reporting an improved ability to appreciate cultural heritage and refine expressive and analytical skills. These results highlight the potential of interactive and creative methods in philology education, demonstrating their effectiveness in making classical literature more relevant and engaging for students. The study underscores the value of incorporating expressive and interactive strategies into the philology curriculum to deepen student engagement and promote a lasting appreciation of classical literature and culture.
Pendampingan Implementasi Pembelajaran Sosial-Emosional Berbasis Kelas melalui Coaching Reflektif Herlinawati Herlinawati; Nurfaisal Nurfaisal; M. Firdaus
Journal Of Human And Education (JAHE) Vol. 6 No. 3 (2026): Journal of Human And Education (JAHE)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This community engagement program aimed to strengthen teachers' capacity to integrate social-emotional learning into regular classroom instruction through a workshop, classroom practice, observation, reflective coaching, and evaluation. The partner school was SMA Negeri 2 Tambang, Kampar Regency, Riau, which employed 70 teachers; 43 teachers (61.43%) participated. Evaluation used a teacher-understanding pretest-posttest, observations across 15 units before and 15 units after mentoring, a student response questionnaire, and teacher reflection. The mean understanding score increased from 61.74 to 82.56, a difference of 20.82 score points. The largest difference was found in teachers' ability to integrate social-emotional learning into instruction (22.09 points). After mentoring, supportive teacher-student interaction was observed in 93.3% of observation units, collaboration and empathy in 86.7%, emotion check-ins/reflection in 80.0%, and end-of-lesson reflection in 73.3%. Twelve of 15 observation units displayed at least three SEL strategies. Aggregated positive student responses ranged from 74% to 81%. The findings indicate strengthened teacher understanding and early changes in classroom practice. The data do not establish causality or direct improvement in students' psychological well-being.
Co-Authors Adriansyah Adriansyah Elmustian Herlinawati Herlinawati Mangatur Sinaga Nurfaisal Nurfaisal