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All Journal LLT Journal: A Journal on Language and Language Teaching Southeast Asian Journal of Islamic Education Jurnal Inovasi Pendidikan dan Teknologi Informasi (JIPTI) Jurnal Pustaka Indonesia Language, Technology, and Social Media
Azad, Inamul
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Arts Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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The Integrated Learning Model in Islamic Religious Education in ‎Junior High School Al Khansa, Elsa; Pahrudin, Agus; Jatmiko, Agus; Sufian, Muhammad; Azad, Inamul
Southeast Asian Journal of Islamic Education Vol 7 No 2 (2024): Southeast Asian Journal of Islamic Education, December 2024
Publisher : Faculty of Education and Teacher Training of UINSI Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/sajie.v7i2.9356

Abstract

The integrated learning model in Islamic Religious Education at the junior high ‎school level seeks ‎to improve students' understanding of religious values and ‎engagement in learning‎. This study examines the application of the ‎integrated learning model in Islamic Religious Education at the junior high school ‎level, focusing on its impact on students' understanding of religious values and ‎engagement in the learning process. This study was conducted at Al Azhar 1 Junior ‎High School in Bandar Lampung. A descriptive qualitative approach was employed ‎to explore the implementation of the integrated learning model. Data were ‎collected through semi-structured interviews, observations, and document ‎analysis. The participants included teachers, students, the school principal, and the ‎vice principal. Analysis followed Miles and Huberman's ‎interactive ‎model, with data validity ensured through triangulation, offering an objective view ‎of ‎the model's effect on student engagement and understanding. Results showed that the integrated learning model effectively connects religious values with students' real-life contexts, enhancing their understanding and participation. Students became more active in discussions and felt motivated to apply religious values in their daily lives, mainly through themes like honesty, discipline, and cooperation presented in relatable scenarios. The study implies that the integrated learning model in Islamic Religious Education increases student engagement and supports positive character development. These findings provide valuable insights for designing a more engaging and impactful curriculum that aligns with the goals of Islamic Religious Education.
Expressive and Commissive Speech Acts in the 2024 Indonesian Presidential Debate: A Pragmatic Analysis on TvOne YouTube Channel Henita; Azad, Inamul
JPI : Jurnal Pustaka Indonesia Vol. 4 No. 3 (2024): Desember
Publisher : Yayasan Darussalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/jpi.v4i3.1652

Abstract

Political debates serve as critical arenas for candidates to demonstrate credibility, convey policy agendas, and persuade audiences through carefully constructed discourse, with speech acts functioning as key pragmatic tools. This study aimed to analyze the use of expressive and commissive speech acts in the 2024 Indonesian presidential debate as broadcast on the YouTube channel TvOne News. Employing a qualitative descriptive design, the research collected utterances from the debate and analyzed them using pragmatic and speech act frameworks through stages of data reduction, classification, and interpretation, supported by triangulation for validity. The results revealed that expressive speech acts—including thanking, apologizing, criticizing, praising, and insinuating—were strategically employed to manage interpersonal relations and construct ethos, while commissive acts such as promising, offering, vowing, swearing, and expressing intention were used to project commitments and strengthen credibility. The discussion highlights that the candidates frequently combined expressive and commissive acts into composite strategies, thereby enhancing persuasive impact and appealing to both cultural expectations of politeness and digital media dynamics. The implication of this study is that the interplay between expressive and commissive acts in political debates not only enriches the theoretical understanding of political pragmatics but also offers practical insights for strengthening media literacy, enabling voters to critically interpret rhetorical strategies in the evolving digital campaign landscape.
PRE-SERVICE LANGUAGE TEACHERS’ READINESS FOR DEEP LEARNING APPROACHES: INSIGHTS FROM A CROSS-REGIONAL STUDY IN ASIA Aridan, Muhammad; Hijriyah, Umi; Khabibjonovna, Kushieva Nodira; Geng, Hui; Azad, Inamul; Elyas, Tariq
LLT Journal: A Journal on Language and Language Teaching Vol 28, No 2 (2025): October 2025
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/llt.v28i2.12274

Abstract

This study examines the readiness of pre-service language teachers from five Asian countries (China, Indonesia, Uzbekistan, Saudi Arabia, and India) to implement deep learning strategies. A total of 6,113 participants completed a Likert-scale readiness questionnaire administered via Google Forms, and their responses were analyzed using the Rasch model, focusing on their preparedness in pedagogical, technological, and affective dimensions. The results revealed significant regional differences, with teachers from China demonstrating the highest levels of readiness, particularly in pedagogical and technological aspects, due to stronger institutional support. In contrast, teachers from India and Indonesia showed lower readiness, particularly in technological integration and institutional support. Gender differences were also observed, with female teachers showing higher readiness in pedagogical and affective areas. Age played a role, with teachers aged 26–35 years showing higher levels of readiness compared to younger participants. The findings highlight the need for teacher education programs to tailor their approaches to address regional, gender, and age-related differences, ensuring that all pre-service teachers are prepared to implement deep learning strategies effectively in diverse contexts.
How Do Different Generations Communicate on Social Media? A Comparative Analysis of Language Styles, Emoji Usage, and Visual Elements Azad, Inamul; Chhibber, Sugandha; Tajhizi, Azra
Language, Technology, and Social Media Vol. 1 No. 2 (2023): December 2023 | Language, Technology, and Social Media
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/ltsm.v1i2.61

Abstract

This study aims to explore generational differences in language styles on social media, with a focus on levels of formality, emoji usage, and the integration of visual communication elements. A quantitative content analysis was conducted on a sample of 4,000 social media posts collected from Twitter, Facebook, and Instagram. The sample included posts from four generational cohorts: Baby Boomers, Generation X, Millennials, and Generation Z. Each post was analyzed for language structure, the frequency of emoji use, and the presence of visual elements such as memes. Statistical methods, including ANOVA, were employed to identify significant differences across generations. The analysis revealed that Baby Boomers prefer more formal language structures, reflecting their adherence to traditional communication norms. In contrast, Generation Z demonstrates a strong preference for informal language, frequent use of abbreviations, emojis, and memes, illustrating their adaptation to the fast-paced, visually-oriented nature of digital communication. The study concludes that these generational differences are shaped by both cultural background and technological exposure, leading to distinct communication patterns across age groups. This research contributes to the field of digital communication by providing empirical evidence on how generational cohorts interact differently on social media, offering valuable insights for marketers and digital strategists in tailoring their communication strategies.
INTEGRATING ICT IN ISLAMIC RELIGIOUS EDUCATION: ENHANCING LEARNING OUTCOMES AND OVERCOMING CHALLENGES IN THE 21ST CENTURY Muflikhatun; Pahrudin, Agus; Jatmiko, Agus; Koderi; Azad, Inamul
Jurnal Inovasi Pendidikan dan Teknologi Informasi (JIPTI) Vol. 6 No. 2 (2025): Jurnal Inovasi Pendidikan dan Teknologi Informasi (JIPTI)
Publisher : Information Technology Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52060/jipti.v6i2.3833

Abstract

This study explores the integration of Information and Communication Technology (ICT) in Islamic Religious Education (PAI), aiming to enhance learning outcomes and address challenges in adapting to modern educational demands. Using a literature review methodology, this research synthesizes studies published between 2015 and 2023, focusing on the effectiveness of ICT tools, the types of digital resources used in PAI, and the barriers faced by educators in implementing these technologies. The findings indicate that ICT significantly improves student engagement, motivation, and comprehension in PAI subjects, particularly through multimedia tools, mobile applications, and e-learning platforms. However, challenges such as inadequate infrastructure, digital literacy among teachers, and the digital divide between urban and rural areas limit the widespread use of ICT in PAI classrooms. The study highlights the need for increased investments in infrastructure and continuous professional development for teachers to bridge these gaps. Additionally, it calls for policy support at both institutional and governmental levels to facilitate the integration of ICT in religious education. The novelty of this research lies in its focus on the specific application of ICT in PAI, offering insights into how digital tools can modernize Islamic education while preserving its core values. The findings provide valuable recommendations for educators and policymakers to enhance ICT integration in PAI and ensure its effective use in the 21st century.
Co-Authors Agus Jatmiko Agus Pahrudin Al Khansa, Elsa Chhibber, Sugandha Elyas, Tariq Geng, Hui Henita Khabibjonovna, Kushieva Nodira Koderi Muflikhatun Muhammad Aridan Sufian, Muhammad Tajhizi, Azra Umi Hijriyah