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Pengaruh Penggunaan Metode Diskusi Terhadap Hasil Belajar Siswa Pada Mata Pelajaran Pendidikan Agama Islam dan Budi Pekerti Kelas VIII R, Rahmi; Aminullah, Aminullah; Latif, Idrus
JIKAP PGSD: Jurnal Ilmiah Ilmu Kependidikan Vol 8, No 3 (2024): SEPTEMBER (JIKAP PGSD)
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/jkp.v8i3.62018

This research aims to find out how the discussion method is used and whether there are significant differences in student learning outcomes in the subjects of Islamic Religious Education and Character in class VIII of SMP Negeri 1 Patimpeng. This research uses quantitative research with a quasi-experimental method with a non-equivalent control group design. Research data was obtained by providing questionnaires and tests. The data analysis technique uses inferential tests with the Independent Sample T-Test method. The results of this research show that the discussion method is effective on the quality of learning of Islamic Religious Education and Character in class VIII students at SMP Negeri 1 Patimpeng. This can be seen from the results of the t-test using SPSS version 29 on the pre-test and post-test scores of student learning outcomes. It can be seen that the 2-tailed probability (significance) is 0.022 < 0.05, so there is a significant difference in the quality of learning after using the method. discussion. Therefore, the discussion method is effective for the quality of learning.

PERAN ORANG TUA DALAM PENGELOLAAN SOSIAL EMOSIONAL ANAK USIA DINI SELAMA PEMBELAJARAN DARING R, Rahmi; Irfan, Ahmad; Fatimah, Sitti
EDUCHILD (Journal of Early Childhood Education) Vol. 4 No. 1 (2023)
Publisher : Institut Agama Islam Negeri Bone

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30863/educhild.v4i1.5511

The research was conducted to determine the contribution of parents in Asri Kindergarten Waru, Bulu Tempe Village, West Tanete Riattang District, Bone Regency. And to know the social emotional management of early childhood during online learning at Asri Waru Kindergarten, Bulu Tempe Village, Tanete District Riattang Barat, Bone Regency. This research method uses a type of qualitative research, for obtain the desired data researchers using primary data and secondary. Furthermore, it was analyzed by reducing data, presenting data and conclusion. The results of this study indicate that the contribution of parents in online learning at Asri Waru Kindergarten, Bulu Tempe Village, Tanete District West Riattang Bone Regency, as an educator with priority children's interests and children's needs, the role of parents as controllers with regulate the attitude of children, parents as facilitators by providing facilities and infrastructure for children, while parents act as mentors, parents can provide direction or guidance to children. As for social management emotional early childhood during online learning, namely respect where children can respect others, adjust themselves so that children can be accepted environment, and solidarity with children.

PERAN ORANG TUA DALAM PENGELOLAAN SOSIAL EMOSIONAL ANAK USIA DINI SELAMA PEMBELAJARAN DARING R, Rahmi; Fatimah, Sitti
EDUCHILD (Journal of Early Childhood Education) Vol. 5 No. 2 (2024)
Publisher : Institut Agama Islam Negeri Bone

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30863/educhild.v5i2.5730

The research was conducted to determine the contribution of parents in Asri Kindergarten Waru, Bulu Tempe Village, West Tanete Riattang District, Bone Regency. And to know the social emotional management of early childhood during online learning at Asri Waru Kindergarten, Bulu Tempe Village, Tanete District Riattang Barat, Bone Regency. This research method uses a type of qualitative research, for obtain the desired data researchers using primary data and secondary. Furthermore, it was analyzed by reducing data, presenting data and conclusion. The results of this study indicate that the contribution of parents in online learning at Asri Waru Kindergarten, Bulu Tempe Village, Tanete District West Riattang Bone Regency, as an educator with priority children's interests and children's needs, the role of parents as controllers with regulate the attitude of children, parents as facilitators by providing facilities and infrastructure for children, while parents act as mentors, parents can provide direction or guidance to children. As for social management emotional early childhood during online learning, namely respect where children can respect others, adjust themselves so that children can be accepted environment, and solidarity with children.

Sekolah Kebangsaan sebagai Proyek Kemanusiaan MBKM: Penguatan Literasi Digital dan Demokrasi Mahasiswa melalui Program Tular Nalar di Majene Fachruddin, Achmad Taqlidul Chair; Hildawati; R, Warqiah; Nasrah; R, Rahmi; Firdaus, Misqul; Muh. Dai Sifatullah; Putri, Silfania Anastasia; El Fikri, Andi Royyan; Adinda Dwi Azharyah
MALAQBIQ Vol. 4 No. 1 (2025): Malaqbiq : Jurnal Pengabdian Kepada Masyarakat
Publisher : Sekolah Tinggi Agama Islam Negeri Majene

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46870/jam.v4i1.1528

ABSTRAK Sekolah Kebangsaan merupakan program pembelajaran berbasis proyek yang bertujuan untuk meningkatkan literasi digital dan kesadaran demokrasi mahasiswa melalui keterlibatan aktif dalam isu-isu kebangsaan. Kegiatan ini dilaksanakan oleh Program Studi Tadris Bahasa Inggris STAIN Majene sebagai bagian dari mata kuliah Digital Literacy yang diprogram oleh mahasiswa semester 3 angkatan 2022. Kegiatan diawali dengan penyampaian materi oleh Badan Pengawas Pemilihan Umum Kabupaten Majene terkait tahapan pemilihan umum dan dinamika hoaks menjelang pemilu. Untuk mengevaluasi pemahaman peserta, panitia mengadakan kuis interaktif. Peserta dibagi menjadi 10 kelompok untuk mengikuti diskusi dan microteaching yang dipandu oleh fasilitator. Kegiatan ini diikuti oleh 127 peserta, terdiri dari 42 mahasiswa Tadris Bahasa Inggris, 35 Pendidikan Agama Islam, 23 Pendidikan Guru Madrasah Ibtidaiyah, dan 27 Bimbingan Konseling Pendidikan Islam. Setiap kelompok menunjukkan partisipasi aktif dalam memahami isu hoaks dan peran mereka sebagai pemilih cerdas. Hal ini ditunjukkan dengan berbagai pertanyaan dan jawaban kritis yang diajukan oleh mahasiswa. Diskusi kelompok mendorong pemikiran kritis, sedangkan sesi microteaching memperkuat kemampuan menyampaikan kembali materi. Kegiatan ini memperlihatkan keterkaitan antara teori literasi digital dan praktik pemberdayaan mahasiswa melalui pendekatan partisipatif dan kolaboratif. Temuan kegiatan menunjukkan bahwa pelibatan mahasiswa lintas prodi dapat memperkuat pemahaman kolektif tentang literasi informasi dan membangun kesadaran kebangsaan. Kegiatan ini menjadi bukti bahwa pendidikan berbasis proyek mampu menciptakan ruang belajar yang bermakna dan relevan dengan konteks sosial. Kata kunci: Sekolah Kebangsaan, Literasi Digital, Hoaks.

Patterns of Lecturer and Student Speech Acts in EFL Classroom Interaction: Qualitative Study Insights R, Rahmi; Uswatunnisa; Rina Marliana
New Language Dimensions Vol. 6 No. 2 (2025): New Language Dimensions Vol. 6 No. 2, December 2025
Publisher : English Department, Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/nld.v6n2.p143-152

Classroom interaction has long been a significant concern in English as a Foreign Language (EFL) education, particularly the persistent imbalance in participation, in which lecturers dominate classroom discourse while students make minimal contributions. Within the international discussion of interactional asymmetry and learner agency, speech act theory offers a valuable lens for examining how such interactional roles are constructed and maintained in the classroom environment. The findings indicate that classroom interactions are heavily dominated by representative and directive speech acts from lecturers, which serve to explain content and organize learning activities. In contrast, students produce only limited expressive responses, indicating limited opportunities to engage in various pragmatic roles. Commissive and declarative speech acts are absent, reflecting students' limited role in the meaning-making process. The prevalence of these patterns is shaped by pedagogical strategies, interlocutor roles, peer dynamics, and activity types, as well as student affective factors such as self-confidence and anxiety. By highlighting patterns of pragmatic dominance and their contextual determinants, this study extends research on international EFL classroom interaction beyond descriptive classification. It highlights how the distribution of speech acts reflects broader pedagogical and psychological dimensions, offering insights for fostering more interactionally balanced and student-centered EFL learning environments.

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