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All Journal Jurnal Pendidikan Agama Islam Teaching English as a Foreign Language Journal BAHASTRA
Alsulami, Naif Daifullah
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Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Developing Religious Moderation in Indonesian Islamic Schools Through the Implementation of the Values of Islām Wasaṭiyyah Muqowim, Muqowim; Sibawaihi, Sibawaihi; Alsulami, Naif Daifullah
Jurnal Pendidikan Agama Islam Vol. 19 No. 2 (2022): Jurnal Pendidikan Agama Islam
Publisher : Yogyakarta: Jurusan Pendidikan Agama Islam Fakultas Ilmu Tarbiyah dan Keguruan UIN Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/jpai.2022.192-03

Abstract

Purpose – This study aims at identifying the importance of religious moderation through understanding and practicing the values of Islām wasaṭiyyah in the learning process in Indonesian madrasah. Design/methods/approach – Using a historical approach, this qualitative study investigates the practices of the values of Islām wasaṭiyyah by medieval Muslim figures and explores indicators of success in learning based on those values in madrasah. Data were collected through document analysis. Document data sources were obtained from various literature, including books, ulama fatwas, scientific journals, seminar papers, and other publications. Data analysis techniques use content analysis based on themes found Findings – The authors found that of the seven values selected—tolerance, egalitarian, dynamic and innovative, reform, taking the path middle, balance, and prioritizing the priority—the figures practiced them simultaneously. The indicators of success in learning are students, teachers, and parents have an awareness of the importance of the values of wasaṭiyyah; students become the center of pedagogy reflecting those values; students and teachers act independently in implementing those values; students and teachers are involved in collaboration in developing those values; and there is transformation to the better one due to the inculcation of those values. Research implications/limitations – Because the study applies a historical approach, it uses only documents as its data source. Future studies can use interviews and observations so that the results are more trustworthy. Originality/value – The findings of the study provide an overview of the extent to which the values of Islām wasaṭiyyah have been practiced in Islamic schools in Indonesia.
Navigating English learning in the digital era: Millennial students’ strategies at a private university in Yogyakarta Hatmanto, Endro Dwi; Pratolo, Bambang Widi; Nafi’ah, Aisyah Umi; Alsulami, Naif Daifullah; Gendroyono , Gendroyono
Teaching English as a Foreign Language Journal Vol. 4 No. 1 (2025)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/tefl.v4i1.1409

Abstract

This study investigates the learning strategies of millennial students and the role of digital technologies in English language learning at a private university in Yogyakarta. Using a qualitative descriptive design, five participants were selected using purposive sampling, interviewed, and data were analyzed thematically. The findings reveal six dominant strategies: bite-sized learning, autonomous learning, collaborative learning, game-based learning, mobile learning, and multimodal learning. Digital tools—such as ChatGPT, Google Scholar, YouTube, Duolingo, and Zoom—were found to support flexible, engaging, and self-paced learning environments. These practices align with constructivist and adaptive learning theories, highlighting learner autonomy, feedback, and diverse media use. While digital platforms promote active and personalized learning, the study also notes challenges related to information literacy, self-regulation, and access equity. This research offers insights into how technology enhances ELT practices and provides practical implications for educators aiming to develop inclusive and future-ready English learning environments.
Exploring internal challenges and coping strategies in online English learning via Google Meet: A study of 7th grade students in Yogyakarta Pratolo, Bambang Widi; Beliarita, Liza; Alsulami, Naif Daifullah
BAHASTRA Vol. 44 No. 2 (2024): BAHASTRA
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26555/bs.v44i2.540

Abstract

Google Meet is widely used application for distance learning, but its use presents both external and internal challenges for students. This study focuses solely on the internal challenges faced by students. The aim of this research is to identify the problems encountered in using Google Meet for online English learning and to explore the strategies students employ to overcome these issues. The study was conducted with seventh-grade students from a private junior high school in Yogyakarta. A descriptive qualitative method was used, with eight seventh-grade students participating as research subjects. Data were collected through interviews and documentation, with pseudonyms used to protect students' privacy. The research identified several key internal challenges, including a lack of motivation, difficulties interacting with teachers and peers, challenges in maintaining focus, reduced confidence in using Google Meet, and difficulties with group assignments. In response to these challenges, students implemented various strategies, such as taking notes on material presented by the teacher, seeking further clarification from teachers or classmates, completing assignments on time, being more active and communicative during lessons, and strengthening their focus and attention. The findings of this study suggest that educators need to be aware of the internal challenges students face when using digital tools like Google Meet for online learning. Schools and teachers may need to provide more guidance and support to help students stay motivated and engaged in virtual classrooms. Additionally, developing student-centered strategies to enhance interaction and improve focus during online sessions is essential for ensuring effective learning outcomes.
Co-Authors Bambang Widi Pratolo Beliarita, Liza Gendroyono , Gendroyono Hatmanto, Endro Dwi Muqowim, Muqowim Nafi’ah, Aisyah Umi Sibawaihi Sibawaihi