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All Journal Jurnal Pendidikan Vokasi Humanika : Kajian Ilmiah Mata Kuliah Umum Socia : Jurnal Ilmu-Ilmu Sosial Jurnal Penelitian dan Pengembangan Pendidikan Jurnal Penelitian dan Pengembangan Sains dan Humaniora (JPPSH) Jurnal Theologia Jurnal Pendidikan dan Pemberdayaan Masyarakat INVOTEC Religious: Jurnal Studi Agama-Agama dan Lintas Budaya Union: Jurnal Ilmiah Pendidikan Matematika FALASIFA : Jurnal Studi Keislaman Jurnal Pendidikan : Riset dan Konseptual SYAMIL: Jurnal Pendidikan Agama Islam (Journal of Islamic Education) JAPANEDU: Jurnal Pendidikan dan Pengajaran Bahasa Jepang Tarbawi : Jurnal Ilmu Pendidikan Journal of Educational Research and Evaluation Journal of Education Action Research Journal of Education Technology Mimbar Ilmu Pedagogik: Jurnal Pendidikan JOURNAL OF APPLIED LINGUISTICS AND LITERATURE AL-TANZIM : JURNAL MANAJEMEN PENDIDIKAN ISLAM Suluh: Jurnal Bimbingan dan Konseling Edsence: Jurnal Pendidikan Multimedia Thinking Skills and Creativity Journal Jurnal Pendidikan Multikultural Indonesia Journal of Asian Orientation in Theology Jurnal Asy-Syukriyyah Bidayatuna: Jurnal Pendidikan Guru Mandrasah Ibtidaiyah Jurnal Pedagogi dan Pembelajaran Bakti Cendana: Jurnal Pengabdian Masyarakat Jurnal Paradigma Indonesian Values and Character Education Journal AT-Turost: Journal of Islamic Studies JOLLT Journal of Languages and Language Teaching Journal of Religious and Socio-Cultural Journal of Comparative Study of Religions (JCSR) International Journal of Research in Education (IJRE) Indonesian Journal of Teaching in Science Journal of Educational Management and Instruction (JEMIn) Journal of Communication Studies Indonesian Journal of Instruction Indonesian Journal Of Educational Research and Review SYAMIL: JURNAL PENDIDIKAN AGAMA ISLAM (JOURNAL OF ISLAMIC EDUCATION) Akademika : Jurnal Pemikiran Islam Chalim Journal of Teaching and Learning Curricula: Journal of Curriculum Development Kharisma: Jurnal Administrasi dan Manajemen Pendidikan Jurnal Pendidikan Sains Indonesia (Indonesian Journal of Science Education) Indonesian Journal of Religious Journal of Education, Religious, and Instructions (JoERI) Al-Karim: International Journal of Quranic and Islamic Studies Refleksi : Jurnal Penelitian Tindakan Indonesian Journal of Education and Social Studies Jurnal Asy-Syukriyyah Profesi Pendidikan Dasar Jurnal Pendidikan Ilmu Sosial EMPIRISMA: JURNAL PEMIKIRAN DAN KEBUDAYAAN ISLAM Proceeding Of International Conference On Education, Society And Humanity Interdisciplinary Journal of Social Sciences Jurnal Manajamen Pendidikan Islam JERIT: Journal of Educational Research and Innovation Technology Communicative : Jurnal Komunikasi dan Penyiaran Islam Hadlonah : Jurnal Pendidikan dan Pengasuhan Anak TATHO: International Journal of Islamic Thought and Sciences Educalingua Journal International Journal of Research in Education (IJRE) International Journal of Religious and Interdisciplinary Studies Educational Researcher Journal Educational Psychology Journal Lembaran Ilmu Kependidikan Edukasi ASEAN Journal of Educational Research and Technology Jurnal VARIDIKA Jurnal Ekonomi Akuntansi Manajemen Agribisnis International Journal of Universal Education
Adeoye, Moses Adeleke
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Exploring Lecturers' Perceptions of First Language Influence on English Adjective Order Acquisition among EFL Learners Prastikawati, Entika Fani; Adeoye, Moses Adeleke
Jurnal VARIDIKA Volume 38 No 1, March 2026
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/varidika.v38i1.13287

Abstract

The influence of first language (L1) on acquiring English as a Foreign Language (EFL) is a vital area of inquiry, particularly regarding specific grammatical structures such as adjective order. The purpose of this research is to systematically identify and explain how learners’ first languages affect the acquisition of English adjective order, and to provide evidence-based insights that can inform targeted instructional strategies for addressing L1-related difficulties in EFL teaching. This study adopted a quantitative research approach using a structured questionnaire designed around the research questions on EFL lecturers’ perceptions of first language (L1) influence on English adjective order, the effectiveness of teaching strategies in mitigating L1 interference, and the integration of L1 awareness into teaching and assessment practices. Statistical analyses were employed to summaries responses, identify patterns of agreement, and test differences across lecturer characteristics, ensuring objective and systematic interpretation of the data. The findings revealed distinct error patterns associated with L1 influence, indicating that learners from various language backgrounds encounter unique challenges in mastering English adjective order. Furthermore, the research introduced the concept of Adaptive Language Instruction, advocating for instructional strategies tailored to the specific linguistic profiles of learners. In conclusion, this study contributes to the field by offering a detailed understanding of the L1 influence on adjective order and practical teaching strategies that enhance EFL instruction. By integrating L1 awareness into teaching practices, educators can better support learners in navigating L1-related challenges, ultimately improving their English proficiency.
Adult learners’ perceptions of transformational educational leadership in enhancing access to adult education in Nigerian higher institutions Sulaimon, Jamiu Temitope; Adeoye, Moses Adeleke; Mohammed, Lawal Mustapha
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 13 No 3 (2025)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v13i3.20944

Abstract

Access to quality adult education remains a persistent challenge in Nigeria, despite policy initiatives promoting lifelong learning and flexible higher education pathways. Adult learners frequently encounter socio-economic, institutional, and logistical barriers that hinder access, participation, and programme completion. This study examined the influence of transformational educational leadership on adult learners’ access to, participation in, and satisfaction with adult education programmes in Nigerian higher institutions. Focusing on postgraduate students in the Faculty of Education at the University of Ilorin, the study targeted a diverse population of working adults balancing academic, professional, and family responsibilities. A descriptive survey research design was employed, with data collected through a structured questionnaire administered to 185 respondents. Descriptive statistics were used to address the research questions, while Pearson Product–Moment Correlation was applied to test the hypothesis at a 0.05 significance level. The findings indicated that adult learners perceived transformational educational leadership as highly effective in enhancing access, participation, and satisfaction. Key leadership practices—such as clear vision articulation, individualised consideration, intellectual stimulation, and flexible programme delivery—emerged as significant enablers of learner engagement. The correlation analysis revealed a strong positive relationship between transformational leadership and learners’ satisfaction (r = 0.651, p < 0.05). The study concludes that transformational educational leadership plays a critical role in fostering inclusive, motivating, and supportive learning environments for adult learners. This research contributes to educational leadership literature by demonstrating the learner-centred impact of transformational leadership and offers practical implications for institutional leaders and policymakers seeking to improve access, retention, and equity in adult education within Nigerian universities.
IMPLEMENTATION OF ACTIVE LEARNING STRATEGIES WITH A HUMANISTIC APPROACH IN ISLAMIC EDUCATION SUBJECTS AND THEIR EFFECT ON STUDENT MOTIVATION AND LEARNING OUTCOMES AT SMP NEGERI 4 PALEMBANG Widyawati, Anggun; Amilda, Amilda; Fauzi, Muhammad; Adeoye, Moses Adeleke
Jurnal Asy-Syukriyyah Vol. 26 No. 2 (2025): Jurnal Asy-Syukriyyah
Publisher : STAI Asy-Syukriyyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36769/asy.v26i2.1346

Abstract

This research investigates the implementation and effects of active learning strategies integrated with humanistic pedagogical approaches on student learning motivation and cognitive achievement in Islamic Religious Education (PAI) at SMP Negeri 4 Palembang.. Data collection instruments included a 25-item motivation questionnaire (Cronbach's α = 0.976) and an 18-item learning outcomes test (Cronbach's α = 0.737), both satisfying validity and reliability requirements. Independent samples t-tests revealed significant between-group differences in learning motivation (t = -8.295, p = 0.000, experimental M = 112.58 vs. control M = 95.91) and learning outcomes (t = -2.677, p = 0.009, experimental M = 89.03 vs. control M = 82.21). Multivariate Analysis of Variance (MANOVA) confirmed simultaneous significant effects on both dependent variables (Wilks' Lambda = 0.461, p = 0.000, Partial Eta² = 0.539), indicating large practical effect sizes. The findings substantiate that integration of active learning strategies with humanistic principles produces coherent, synergistic enhancements in both affective motivation and cognitive achievement dimensions. Results suggest that pedagogical approaches addressing simultaneous cognitive engagement and emotional support facilitate comprehensive student development aligned with Islamic education's holistic philosophical foundations emphasizing character formation alongside intellectual growth.
IMPLEMENTATION OF ACTIVE LEARNING STRATEGIES WITH A HUMANISTIC APPROACH IN ISLAMIC EDUCATION SUBJECTS AND THEIR EFFECT ON STUDENT MOTIVATION AND LEARNING OUTCOMES AT SMP NEGERI 4 PALEMBANG Widyawati, Anggun; Amilda, Amilda; Fauzi, Muhammad; Adeoye, Moses Adeleke
Jurnal Asy-Syukriyyah Vol. 26 No. 2 (2025): Jurnal Asy-Syukriyyah
Publisher : STAI Asy-Syukriyyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36769/asy.v26i2.1346

Abstract

This research investigates the implementation and effects of active learning strategies integrated with humanistic pedagogical approaches on student learning motivation and cognitive achievement in Islamic Religious Education (PAI) at SMP Negeri 4 Palembang.. Data collection instruments included a 25-item motivation questionnaire (Cronbach's α = 0.976) and an 18-item learning outcomes test (Cronbach's α = 0.737), both satisfying validity and reliability requirements. Independent samples t-tests revealed significant between-group differences in learning motivation (t = -8.295, p = 0.000, experimental M = 112.58 vs. control M = 95.91) and learning outcomes (t = -2.677, p = 0.009, experimental M = 89.03 vs. control M = 82.21). Multivariate Analysis of Variance (MANOVA) confirmed simultaneous significant effects on both dependent variables (Wilks' Lambda = 0.461, p = 0.000, Partial Eta² = 0.539), indicating large practical effect sizes. The findings substantiate that integration of active learning strategies with humanistic principles produces coherent, synergistic enhancements in both affective motivation and cognitive achievement dimensions. Results suggest that pedagogical approaches addressing simultaneous cognitive engagement and emotional support facilitate comprehensive student development aligned with Islamic education's holistic philosophical foundations emphasizing character formation alongside intellectual growth.
School Committee Empowerment through Management and Partnership Training in Supporting the Educational SDGs Andris Susanto, Dias; Setyorini, Ajeng; Priyolistiyanto, Andi; Adeoye, Moses Adeleke
Bakti Cendana Vol 9 No 1 (2026): Bakti Cendana: Jurnal Pengabdian Masyarakat
Publisher : LPPM Universitas Timor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32938/bc.v9i1.10019

Abstract

School committees play a strategic role in community-based educational governance. However, many school committees still lack a comprehensive understanding of their roles, functions, and mechanisms for building partnerships with schools and the wider community. This community service program aimed to empower school committee members through training in institutional management and school-community partnership strategies. The activity was conducted at SD Negeri Jatingaleh 01 in Semarang City, representing the Candisari District area. The approach employed was Participatory Action Learning (PAL) and Capacity Building, comprising several stages: needs assessment, training, assistance in preparing annual work plans, and the formation of a school-community partnership forum. The results showed a significant improvement in the understanding and skills of school committee members, the successful development of annual work programs, and the implementation of collaborative school-community initiatives. This intervention aligns with the Sustainable Development Goals (SDGs), particularly SDG 4 (Quality Education) and SDG 17 (Partnerships for the Goals). The program is recommended for replication in other school clusters with policy support from local governments)
Graduate Assistantships as Catalysts for Professional Development and Experiential Learning for Equitable Access in Higher Education Adeoye, Moses Adeleke
International Journal of Universal Education Vol. 3 No. 2 (2025): International Journal of Universal Education
Publisher : Institute for Research and Community Services Universitas Muhammadiyah Palangkaraya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33084/ijue.v3i2.11444

Abstract

Background: Graduate assistantships have become essential components of higher education because they offer financial support alongside structured professional development, yet many institutions continue to struggle with inequitable access, unclear policies, inconsistent supervision, and limited coordination needed to maximise their developmental value. Method: This study used a qualitative desk-based research approach relying solely on secondary data from academic literature, institutional documents, and policy reports published between 2015 and 2025. Relevant materials were systematically identified, screened, and analysed through thematic content analysis to explore patterns related to assistantship design, experiential learning, student development, and institutional frameworks. Results and Discussion: The findings show that graduate assistantships provide significant opportunities for students to develop communication skills, teaching competence, research capability, leadership qualities, and reflective judgment through direct participation in academic, research, and administrative work. The analysis also reveals that the effectiveness of assistantships depends heavily on institutional structures, including clarity of roles, supervision quality, workload balance, and the presence of coordinated support led by Student Affairs units. Well-organised programs enhance experiential learning, foster professional identity formation, and promote equitable access, while poorly structured programs limit learning, create stress, and reduce developmental outcomes. These insights highlight how assistantships function as experiential learning environments where theory is integrated with practice and professional skills are strengthened. Conclusion: Overall, the study concludes that graduate assistantships are most impactful when intentionally designed, transparently managed, and supported through strong institutional policies and mentorship systems. Strengthening supervision, equity mechanisms, and Student Affairs coordination is essential for ensuring that assistantships fulfil their potential as transformative experiences that prepare postgraduate students for academic, administrative, and professional career pathways.
From Hashtags to Code-Switching: A Critical Discourse Analysis of Language Evolution on Social Media Adeoye, Moses Adeleke
Journal of Communication Studies Vol. 6 No. 1 (2026): JCS: Journal of Communication Studies
Publisher : Program Studi Komunikasi dan Penyiaran Islam, Fakultas Dakwah, Institut Agama Islam Sunan Giri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/jcs.v6i1.8541

Abstract

Language has always adapted to cultural and technological shifts, but the rise of social media has accelerated this evolution, reshaping how individuals communicate, construct identities, and negotiate power. With billions of users worldwide, platforms such as Twitter, Instagram, and Facebook have become key arenas where linguistic innovations and cultural expressions intersect with ideological struggles. This research investigates how social media discourse contributes to language evolution, focusing on three interrelated dimensions: linguistic innovation, identity construction, and power relations. Specifically, it examines how features such as hashtags, emojis, memes, and code-switching function as tools for creativity, belonging, and ideological framing. A mixed-methods design was employed, combining quantitative content analysis with Critical Discourse Analysis (CDA). A purposive sample of 500 posts, collected across major platforms, was coded for linguistic features and analysed in terms of how discourse reflected innovation, constructed identities, and reinforced or challenged power structures. The findings reveal that 72% of posts used abbreviations and acronyms, while 65% incorporated emojis, underscoring a trend toward brevity and emotional expressiveness. Code-switching appeared in 50% of posts, signalling hybrid cultural identities, and 75% of posts included cultural references that reinforced belonging. Hashtags emerged as powerful discursive tools: 68% of posts employed them for resistance and advocacy, while 45% perpetuated stereotypes, illustrating the dual role of social media in empowerment and marginalisation. The research concludes that social media is not only a site of linguistic creativity but also a space where identities are negotiated and ideologies contested. By integrating CDA with quantitative analysis, this research contributes a holistic framework for understanding language evolution in digital contexts, offering insights relevant to sociolinguists, educators, policymakers, and digital communities.
Beyond Administration: How Continuous Quality Improvement Transforms Professional Collaboration and Student Engagement in Elementary Schools Agus R, Abu Hasan; Rohmatillah, Layli Febrianti; Adeoye, Moses Adeleke; Iliasu, Samuel Femi
JURNAL AL-TANZIM Vol 10, No 2 (2026)
Publisher : Nurul Jadid University, Probolinggo, East Java, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/al-tanzim.v10i2.13658

Abstract

This study aims to analyze the implementation of Continuous Quality Improvement (CQI) in strengthening the culture of academic quality in elementary schools during the Independent Curriculum era. This study uses a qualitative case study design, with data collected from the principal, vice principal, teachers, administrative staff, and students through in-depth interviews, participant observation, and document analysis. The study was conducted in an elementary school implementing CQI, with data credibility ensured through triangulation and member checks. The results show that CQI strengthens the culture of academic quality through three main mechanisms: (1) the development of a collaborative teacher professional learning community; (2) the systematic use of academic data (attendance, grade recap, and learning portfolio) in learning decision-making; and (3) the transformation of supervision into a coaching-based formative process. These practices result in more structured learning, increased student engagement, and more consistent monitoring of learning progress. This study contributes by positioning CQI as a cultural and pedagogical framework, rather than simply an administrative system. In addition, this study recommends strengthening collaboration, data-based evaluation, and formative supervision to sustain academic quality in elementary schools.
Co-Authors Abdullateef Hassanat Jimoh Abdulrazak , Mohammed Abdulrazak, Mohammed Abiola, Muhydeen Olaitan Abisoye, Fausat Motunrayo Abrahem Masuwd, Mowafg Adebiyi, Sunday Adetunji Adisa, Taofiq Adesola Adong, Christine Afolabi, Ojo Kayode Agus R, Abu Hasan Ahmad Muzakki Aini, Tsamar Nur Ainnubi, Olaolu Paul Ajala, Sodiq Ajape, Rasheedat Oladunni Ajeng Setyorini Ajewole, Idowu Philip Akinnubi, Olaolu Paul Akinnubi, Paul Olaolu Alabi, Opeyemi Abdullahi Alahmari, Sarah A. Aldizeeri , Maram Miftah Amilda Amilda Andi Priyolistiyanto Ardianto, Hendri Are, Seyi Ari Syahidul Shidiq Arowosaye, Saheed Abiodun Ayoku, Oba Baba Azisi, Azisi Badawi, Habib Baharun, Hasan Banderas , Antoni Benjamin, Theophilus Bolaji, Hameed Olalekan Bolaji, Oluwafemi Tajudeen Busari, Jamiu Muhammad Curle, Samantha Dias Andris Susanto Dias Andris Susanto Ehindero, Ronke Elizabeth Entika Fani Prastikawati Fajenyo, Ridwan Ayodele FASHAGBA, Irewolede Fathurrahman Fathurrahman Fawale, Afiss Adebayo Firmansyah Firmansyah Hakim, Ahmad Muzakki Heldy Ramadhan Putra P Hidayat, Ahmad Wahyu I Wayan Widiana Ibikunle, Yejide Adepeju Ibrahim Solahudeen Owoyale-Abdulganiy Iliasu, Samuel Femi Imam Shofwan Issa, Hammed Okiki Jamiu, Tajudeen Ade Jibril, Ayuba Olaniyi Jimoh, Hassanat Abdullateef Jolaoye, Joshua Durotoye Lailatul Fitriyah Lere Omiwole, Joseph Lestari, Liana Lestari, Risti Dwi Lulut Widyaningrum Luwoye, Akindeyi M. Yogi Riyantama Isjoni Mahmud, Musa Aremu Makinde, Semiu Olawale Medupin, Abiodun Johnson Mista, Hunaidah Mohammed, Lawal Mustapha Muhammad Arifudin, Muhammad Munawwaroh, Izzatul Murtiningsih Ni'am, Muhammad Durrin Niji-Olawepo, Olaide Abidemi Oba-Suleiman, Raimi Obi, Sabina Nwakaego Oderinde, Olayinka Ibiyemi Oladimeji, Rasheedat Modupe Olaifa , Ebunlomo Oreoluwa Olaifa, Adeseko Sunday Olaifa, Ebunlomo Oreoluwa Onikoyi, Olawale Abayomi Oshin, Olubunmi Olufunke Otemuyiwa, Bridget Idowu Oyekunle, Taiye Wasiu Oyelakin, Akinyemi Moruff Paramole, Oyeronke Christiana Peters, Olorunjeedalo Anu Pradnyani, Made Shania Satya Pristiwiyanto Putri, Dinda Febrianti R, Abu Hasan Agus Ratih Laily Nurjanah Rohmat rohmat Rohmatillah, Layli Febrianti Rozi, Fathor Rusman Rusman Ryan, John Charles Sabela, Windari Safitri, Mayliana Ariyani Sagaya, Amdalat Abiodun Sain, Zohaib Hassan Sani, Lauratu Haruna Septiarini, Nyoman Intan Setyoningsih Setyoningsih Shidiq*, Ari Syahidul Shogbesan, Yusuf Olayinka Sholihah, Mar'atus Sri Nurhayati Sulaimon, Jamiu Temitope Suleiman, Bilkisu Aliyu Suleiman, Mordecai Gimba Suleiman, Yusuf Sunday Olaifa, Adeseko Taridi, Taridi Taufikin, T taufikin, taufikin Widiastuti Agustina Eko Setyowati Widyawati, Anggun Wijaya, Kristian Wirawan, Kadek Adrian Surya Indra Yahaya, Ajoke Kudirat Yayat Suharyat Yusuf, Jamilla