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All Journal Jurnal Manajemen Pendidikan Pendas : Jurnah Ilmiah Pendidikan Dasar BAHTERA : Jurnal Pendidikan Bahasa dan Sastra International Journal of Business, Law, and Education
Nurhayati, St
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Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Neuroscience Social Sciences Other

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Kontroversi Penggunaan Permainan Bahasa dalam Komunikasi Antarbudaya di Pesantren Multietnis Musyarrafah, Musyarrafah; Nurhayati, St; Syafri Idris, Andi Muhammad
Bahtera: Jurnal Pendidikan Bahasa dan Sastra Vol. 24 No. 1 (2025): BAHTERA: Jurnal Pendidikan Bahasa dan Sastra, Volume 24 Nomor 1 Januari 2025
Publisher : Program Studi Pendidikan Bahasa Program Pascasarjana Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/bahtera.241.05

Abstract

The aim of the study is to analyze the implementation of Ludwig Wittgenstein’s language games theory in the context of intercultural communication at Pondok Pesantren Manahilil Ulum DDI Kaballangan. This research was employed a qualitative approach with participatory observation and in-depth interviews. Data were collected from utterances of students from various ethnic backgrounds, such as Buginese, Mandarese, Makassarese, and Pattinjonese, with two informants from each ethnic groups, to understand how differences in word meanings affect communication dynamics. The findings show that the different language games in each ethnic group’s local language cause significant misunderstandings, as seen in words like “bosi,” “buto,” and “doko.” However, these misunderstandings were resolved through communication adaptations, such as the use of Indonesian as a bridging language. The originality of this study lies in the application of language games theory in a multi-ethnic boarding school setting, which has not been extensively explored in the context of education. This research provides new insights into the dynamics of intercultural communication in boarding school and the adaptive strategies used by students to maintain harmony. The study’s implications highlight the importance of cross-cultural awareness and the appropriate use of language to enhance communication effectiveness in multi-ethnic boarding school settings
The Role of Teacher Strategies in Increasing Student Motivation in Aqidah Akhlak Subjects Asriani, Asriani; Halik, Abdul; Buhaera, Buhaera; Marhani, Marhani; Nurhayati, St
International Journal of Business, Law, and Education Vol. 5 No. 2 (2024): International Journal of Business, Law, and Education
Publisher : IJBLE Scientific Publications Community Inc.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56442/ijble.v5i2.938

Abstract

A concise and factual abstract is required. The abstract should state This study aims to determine student learning motivation, teacher strategies, and supporting and inhibiting factors in increasing Aqidah Akhlak’s learning motivation. The descriptive qualitative approach is research that describes stimuli and events factually and systematically regarding the factors, characteristics, and relationships between phenomena owned to do the basics only. The research uses a credibility or trust test to assess the results. The main findings of this study show that students’ Aqidah Akhlak learning motivation can be increased by applying various creative learning methods, appropriate reward strategies, and adjustments to student needs. Supporting factors include student enthusiasm, teacher competence, learning facilities, a conducive environment, positive friends, and family support. Meanwhile, the inhibiting factors include unsupportive family conditions, less than optimal student and teacher health, a less conducive classroom environment, and negative peer influence.
THE CONCEPT OF TRUTH IN LANGUAGE USE: WITTGENSTEIN'S THOUGHTS AND IMPLICATIONS FOR ENGLISH LANGUAGE TEACHING Nurul, Ade; Ayultri; Nurhayati, St
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 01 (2026): Volume 11 No. 01 Maret 2026
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i01.40093

Abstract

This study aims to analyze the concept of truth in language use according to Ludwig Wittgenstein’s philosophical thought and its implications for English language teaching in EFL (English as a Foreign Language) classrooms. The research employs a qualitative approach using library research methods through the analysis of Wittgenstein’s works and recent academic literature in the fields of philosophy of language and pedagogy. Data were obtained from secondary sources, including relevant books and peer-reviewed journal articles, and analyzed using content analysis techniques. The findings indicate that Wittgenstein’s concept of “truth as use” directly influences a more communicative and contextual approach to English language teaching. The main finding reveals that a language-games-based approach enhances students’ communicative performance by balancing grammatical accuracy and social acceptability. Moreover, the results emphasize that learning evaluation should not only focus on propositional truth but also on functional truth, reflecting learners’ ability to use language appropriately in social contexts. Consequently, this research contributes theoretically by bridging Wittgenstein’s philosophy of language with modern pedagogical practices and offers a conceptual foundation for developing more pragmatic curricula and evaluation strategies in English language teaching.
ETIKA ISLAM DALAM RUANG DIGITAL (TANTANGAN DAN PELUANG TRANSFORMASI PENDIDIKAN ISLAM) Abdul Rahman, Nur Amalina; Nurhayati, St; Adyana, Nurul Ilmi; Rheka, Jeny
Jurnal Manajemen Pendidikan Vol. 11 No. 1 (2026): Regular Issue (In Progress)
Publisher : STKIP Pesisir Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34125/jmp.v11i1.1817

Abstract

This study aims to analyze Islamic ethics within the digital space and examine its implications for the transformation of Islamic education. The rapid expansion of digital technology has reshaped educational interactions, learning cultures, and value transmission, posing both ethical challenges and strategic opportunities for Islamic educational institutions. This article seeks to position Islamic ethical values as a normative and pedagogical foundation in responding to digital disruption. This research employs a qualitative approach through library research. Data were collected from recent scholarly journals, authoritative books, and relevant academic documents published within the last five years. The analysis was conducted using a conceptual and thematic approach, focusing on Islamic ethical principles and their relevance to contemporary digital educational practices. The findings indicate that the digital space presents significant ethical challenges for Islamic education, including moral degradation, information disinformation, weakening of educational authority, and shifts in learners’ value orientations. However, digital transformation also offers opportunities to reconstruct Islamic education through ethical digital literacy, value-based pedagogical innovation, and strengthening the role of educators as moral guides in virtual learning environments.
INTEGRASI WAHYU DAN AKAL DALAM PENDIDIKAN ISLAM KAJIAN EPISTIMILOGIS UNTUK PENGEMBANGAN KURIKULUM Sudirmanto, Sudirmanto; Nurhayati, St; Aliah, Nur
Jurnal Manajemen Pendidikan Vol. 11 No. 1 (2026): Regular Issue (In Progress)
Publisher : STKIP Pesisir Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34125/jmp.v11i1.1824

Abstract

Knowledge in the Islamic perspective is derived from revelation and reason, which should be understood as an integrated epistemological unity. However, in contemporary Islamic education practices, a separation between the two remains evident, particularly in curriculum development, resulting in learning processes that do not fully reflect the integration of revelatory values and rational reasoning. This study aims to examine the epistemological integration of revelation and reason as a foundation for the development of the Islamic education curriculum, including the formulation of educational objectives, the development of curriculum content, and the selection of instructional methods. This research employs a qualitative approach using a library research method, drawing upon primary and secondary sources in the form of scholarly works, journal articles, and contemporary books relevant to Islamic educational epistemology and curriculum development. The data are analyzed through content analysis techniques, emphasizing the conceptual interrelationships between revelation, reason, and curricular practices. The findings indicate that the integration of revelation and reason can be formulated as an applicable epistemological framework that guides the formulation of holistic educational objectives, the development of integrative curriculum content, and the implementation of contextual and reflective learning methods.
Co-Authors Abdul Halik Abdul Rahman, Nur Amalina Adyana, Nurul Ilmi Asriani Asriani, Asriani Ayultri Buhaera, Buhaera Marhani Marhani Musyarrafah, Musyarrafah Nur Aliah, Nur Nurul, Ade Rheka, Jeny Sudirmanto, Sudirmanto Syafri Idris, Andi Muhammad