Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
P-Index
This Author published in this journals
All Journal Register : Journal of English Language Teaching and Learning of FBS UNIMED Ikhlas: Jurnal Ilmiah Pendidikan Islam
Rizka Arni Sagala
Unknown Affiliation
Religion Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Budaya Sekolah Berbasis Keislaman sebagai Sarana Penguatan Nilai Pancasila : (Studi pada Kegiatan Ramadhan di SMA Islam Al Ulum Terpadu Medan) Rizka Arni Sagala; Nayla Firzanah; Murni Murni; Hasnah Masroida Hasibuan; Prita Nurjanah; Diva Dea Amanda
Ikhlas : Jurnal Ilmiah Pendidikan Islam Vol. 2 No. 2 (2025): April: Ikhlas : Jurnal Ilmiah Pendidikan Islam
Publisher : Asosiasi Riset Ilmu Pendidikan Agama dan Filsafat Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/ikhlas.v2i2.732

Abstract

Education plays a crucial role in shaping students' character based on Pancasila values. However, in the era of globalization, these values are increasingly eroded by external cultural influences. To address this, Islamic-based schools integrate Pancasila values into school culture through various religious activities. This study aims to analyze how the Islamic-based school culture at SMA Islam Al Ulum Terpadu Medan contributes to strengthening Pancasila values. This research employs a descriptive qualitative method with a quantitative approach. Data were collected through observations, interviews with teachers and student organization leaders (Rohis), and questionnaires distributed to 40 students from grades X, XI, and XII. The findings indicate that various programs, such as Tadarus before lessons, Hafalan Tahfiz, Tarbiyah Ramadhan, and Pesantren Kilat, help instill discipline, teamwork, and social awareness among students. Approximately 75% of students reported that these activities enhanced their understanding and practice of Pancasila values in daily life. However, the study also identified several challenges, including a lack of variation in teaching methods and the need for innovation to make activities more engaging for students. Therefore, developing more interactive and innovative methods is necessary to improve the effectiveness of these programs in shaping students' character based on Pancasila.
Students’ Perceptions of Translanguaging in Classroom Interaction at SMPN 1 Binjai Rizka Arni Sagala; Agnes Cia Sitinjak; Sriwahyuni Manalu; Serli Amanda Siburian; Nazwa Sabilah Rambe
REGISTER: Journal of English Language Teaching of FBS-Unimed Vol. 15 No. 1 (2026)
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/3z33s714

Abstract

This study aimed to investigate students’ perceptions toward translanguaging in classroom interaction and to explore the factors influencing those perceptions. This study employed a descriptive qualitative research design. The participants were 30 students of class VII-3 at SMPN 1 Binjai. The data were collected through an open-ended questionnaire distributed using Google Forms and semi-structured interviews. The data were analyzed using the qualitative data analysis by Miles, Huberman, and Saldaña (2014), which consisted of data condensation, data display, and conclusion drawing and verification. The findings showed that most students had positive perceptions toward translanguaging in classroom interaction (25 out of 30 students, 83.3%), while a smaller number showed negative perceptions (5 students, 16.7%). Students generally believed that translanguaging helped them understand the material more easily, increased confidence, and created a more comfortable classroom atmosphere. However, several students felt that mixing Indonesian and English sometimes caused confusion and reduced focus during communication activities. On the other hand, students’ perceptions were influenced by three main factors namely competence, autonomy, and relatedness. Competence became the most dominant factor with 15 participants (50%), followed by relatedness with 11 participants (36.7%), and autonomy with 4 participants (13.3%). These findings indicate that students tended to develop more positive perceptions toward translanguaging when supported in classroom interaction.    
Co-Authors Agnes Cia Sitinjak Diva Dea Amanda Hasnah Masroida Hasibuan Murni Murni Nayla Firzanah Nazwa Sabilah Rambe Prita Nurjanah Serli Amanda Siburian Sriwahyuni Manalu