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All Journal Journal International of Lingua and Technology Pengabdian Jurnal Abdimas International Journal of Educational Narratives International Journal of Language and Ubiquitous Learning
Zahir, Roya
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Religion Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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The Role of School Principals in Promoting Inclusive Education Rivana, Anggi; Pao, Chai; Zahir, Roya; Misransyah, Misransyah
International Journal of Educational Narratives Vol. 2 No. 6 (2024)
Publisher : Yayasan Pendidikan Islam Daarut Thufulah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v2i6.1745

Abstract

Inclusive education has become a global priority in educational reform, aiming to provide all students, regardless of their abilities or disabilities, with equal opportunities to succeed. School principals play a vital role in fostering an inclusive environment, as they are responsible for leading the implementation of inclusive practices and promoting a culture of acceptance within the school community. However, there is a gap in understanding the specific roles and strategies school principals use to support inclusive education. This study aims to explore the role of school principals in promoting inclusive education, focusing on the strategies they employ, challenges they face, and the impact of their leadership on creating inclusive school environments. The study employed a qualitative research design, using in-depth interviews with 15 school principals across diverse educational settings. Data was analyzed thematically to identify key patterns in the principals’ approaches to inclusion, including leadership styles, professional development, and collaboration with teachers and parents. The findings indicate that school principals play a crucial role in fostering inclusive education by promoting inclusive policies, ensuring adequate resource allocation, and supporting professional development for teachers. However, challenges such as limited resources, resistance to change, and a lack of training were also identified. The study concludes that effective leadership by school principals is essential for the successful implementation of inclusive education. To overcome existing challenges, further professional development and a stronger emphasis on collaboration among educators and stakeholders are recommended.
The Development of Social Entrepreneurship in Remote Communities: A Case Study in Sidenreng Rappang Hermansyah, Sam; Erwin, Erwin; N, Zulkifli; Zahir, Roya
Pengabdian: Jurnal Abdimas Vol. 3 No. 1 (2025)
Publisher : Yayasan Pendidikan Islam Daarut Thufulah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/abdimas.v3i1.2228

Abstract

Background. Social entrepreneurship has emerged as a strategic approach to address socio-economic disparities, especially in remote communities where access to economic opportunities and institutional support is limited. Purpose. This study aims to explore the development of social entrepreneurship in the remote region of Sidenreng Rappang, Indonesia, focusing on community-driven initiatives and their socio-economic impacts. Method. Employing a qualitative case study methodology, data were collected through in-depth interviews, participant observation, and document analysis involving local entrepreneurs, community leaders, and development agencies. Results. The findings reveal that successful social entrepreneurship in the region is driven by strong local leadership, the utilization of indigenous knowledge, and adaptive strategies that align with the community’s cultural and ecological context. Challenges identified include limited access to capital, insufficient training in entrepreneurial skills, and weak institutional support. Conclusion. The study concludes that fostering social entrepreneurship in remote areas requires a hybrid support system involving education, mentorship, policy facilitation, and community empowerment. This research contributes to the growing body of literature on inclusive development by highlighting the contextual dynamics of entrepreneurial ecosystems in marginalized areas.
Revitalizing Regional Languages with Technology: Development of AI and Gamification-Based Language Learning Applications Firdaus, Muhammad Ridwan; Wahyuni, Erna; Khan, Jamil; Zahir, Roya
Journal International of Lingua and Technology Vol. 4 No. 1 (2025)
Publisher : Sekolah Tinggi Agama Islam Al-Hikmah Pariangan Batusangkar, West Sumatra, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55849/jiltech.v4i1.828

Abstract

The rapid decline of regional languages poses a significant challenge to cultural preservation and linguistic diversity. As globalization and digitalization continue to spread, regional languages are at risk of being overshadowed by dominant languages. This research explores the potential of technology, particularly artificial intelligence (AI) and gamification, to revitalize regional languages by enhancing language learning applications. The study aims to develop and evaluate an AI-driven, gamified language learning application designed to promote the acquisition and preservation of regional languages. The research employs a mixed-methods approach, combining the development of the language learning application with usability testing and user feedback. The application integrates AI to provide personalized learning experiences and uses gamification elements to increase engagement and motivation. The effectiveness of the application was tested through pilot studies with users from different age groups, focusing on language retention, engagement, and user satisfaction. The results show that the AI and gamification-based application significantly improved language retention and engagement among participants. Users reported higher motivation and enjoyment compared to traditional language learning methods, and the application was particularly effective in making learning more interactive and appealing for younger audiences. This study concludes that integrating AI and gamification into language learning applications can play a pivotal role in revitalizing regional languages, providing a scalable and engaging solution for preserving linguistic heritage.
Application of AI-based Flipped Classroom Method in Improving English Speaking Skills Ayu Pawestri Kusuma, Ratna; Zahir, Roya; Binusa Suryadi, Satrio
International Journal of Language and Ubiquitous Learning Vol. 3 No. 2 (2025)
Publisher : Yayasan Pendidikan Islam Daarut Thufulah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijlul.v3i1.2309

Abstract

Background. Speaking is a crucial component of English language acquisition, yet it remains one of the most challenging skills to master among EFL learners. Traditional teaching methods often fail to provide sufficient opportunities for oral practice and personalized feedback. The flipped classroom method has emerged as a promising pedagogical approach, and the integration of Artificial Intelligence (AI) offers the potential to enhance its effectiveness. Purpose. This study aims to examine the application of an AI-based flipped classroom method and its impact on improving English speaking skills, particularly in the areas of fluency, pronunciation, coherence, and accuracy among senior high school students. Method. A quasi-experimental design was employed involving 60 students divided into control and experimental groups. The experimental group was taught using AI-integrated flipped learning, incorporating tools such as speech recognition and automated feedback systems. Pretests and posttests were administered, and data were analyzed using descriptive statistics and independent t-tests. Results. Findings indicate that the experimental group outperformed the control group in all speaking components. The most significant improvements were observed in fluency and pronunciation, attributed to regular, individualized AI-guided speaking practice. The consistency of score gains across students suggests that the method is both effective and equitable. Conclusion. The AI-based flipped classroom approach offers a valuable instructional model that merges active learning with intelligent technology. It facilitates personalized, adaptive, and continuous speaking practice, thereby supporting accelerated language acquisition. Further studies are needed to test its scalability and long-term impact in diverse learning environments.
Co-Authors Ayu Pawestri Kusuma, Ratna Binusa Suryadi, Satrio Erwin Erwin Firdaus, Muhammad Ridwan Khan, Jamil Misransyah Akos Pao, Chai Rivana, Anggi Sam Hermansyah Wahyuni, Erna Zulkifli N