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All Journal Cendekia: Jurnal Kependidikan dan Kemasyarakatan Educare : Jurnal Ilmu Pendidikan Educazione: Journal of Education and Learning Journal of Social Studies and Education
Alma Vorfi Lama
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Adapting Speaking Etiquette in Digital Intercultural Communication: A Bibliometric Analysis Muhammad Akhyar Aji Saputra; Alma Vorfi Lama
Journal of Social Studies and Education Vol. 3 No. 1 (2025): January-June (2025)
Publisher : Al-Qalam Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jsse.v3i1.659

Abstract

This research explores the evolving role of speaking etiquette in intercultural communication within the digital age. With the increasing shift from face-to-face communication to virtual platforms, traditional norms of communication etiquette are undergoing significant changes. The study addresses the challenge of adapting these norms, traditionally rooted in non-verbal cues and in-person interactions, to digital environments where communication is primarily text-based or mediated through video conferencing. Using a bibliometric approach, this research analyzes trends in the literature on speaking etiquette and intercultural communication, mapping the intersection of key concepts such as digital literacy, emotional intelligence, and cultural adaptation. The findings highlight a clear shift toward incorporating technological and emotional intelligence skills into traditional communication practices. Additionally, the research identifies a gap in the literature regarding the adaptation of speaking etiquette to digital platforms, suggesting that future research should explore these interactions in greater depth. The study's implications underscore the need for updated communication strategies that integrate digital competencies to improve intercultural interactions in an increasingly digital world. These insights provide a foundation for enhancing global communication practices, particularly in multicultural and virtual settings.
Understanding Learning Strategies: A Comparison Between Contextual Learning and Problem-Based Learning Muhammad Syauqi Jonnata Maftuh; Uthman Shehu Lawal; Moses Ade; Alma Vorfi Lama; Afa Fauzul Adzim
Educazione: Journal of Education and Learning Vol. 1 No. 1 (2023): Educational Innovation and Development
Publisher : Al-Qalam Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/educazione.v1i1.496

Abstract

This study focused on comparing problem-based learning (PBL) and contextual learning (CL) strategies based on findings generated from literature analysis. This study aims to identify essential differences between the two learning approaches and uncover the advantages and limitations of each in an educational context. This research uses a qualitative approach using the library research type—data collection techniques using primary and secondary data sources. The data analysis technique used in this study is descriptive analysis. PBL helps students understand concepts and improve problem-solving and collaboration skills. Meanwhile, contextual learning emphasizes applying knowledge in students' real lives, deepening their understanding. Both of these methods have their advantages. PBL focuses on problem-solving, while Contextual Learning links learning to everyday situations. The best choice depends on the learning context and goals of the student, both of which offer learning experiences relevant to the real world. This research implies the importance of considering and integrating Problem-Based Learning (PBL) and Contextual Learning in student learning experiences.
Designing Mobile Applications for Inquiry-Based Learning in Environmental Science in Madrasah Environment Mochamad Sukron Amin; Alma Vorfi Lama
EDUCARE: Jurnal Ilmu Pendidikan Vol. 4 No. 2 (2025): July
Publisher : Yayasan Avicenna

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71392/ejip.v4i2.92

Abstract

This study aims to analyze the limitations of contextual learning models in environmental science education in madrasahs, explore the potential and challenges of developing mobile applications for inquiry-based learning, and examine students’ responses to using inquiry-based digital media in understanding environmental issues. This study uses a qualitative approach with a case study design. Data collection techniques were carried out through in-depth interviews, participatory observation, and documentation, which were analyzed using data reduction techniques, data display, and verification of findings. The study results indicate that conventional methods still dominate science learning in madrasahs and have not utilized contextual learning optimally. Teachers face challenges in the form of limited infrastructure, digital media, and low technological literacy. However, students responded positively to the interactive mobile application-based approach that supports the inquiry process. The implications of these findings emphasize the need to develop learning applications relevant to the local context and can increase students’ active involvement in understanding environmental issues. This study contributes to the innovation of technology-based science learning models in madrasah environments and as a reference for developing digital-based curricula oriented towards ecological literacy.
Optimizing Student Participation with Gamification Learning Media: A Study of Digital-Based Structural Gamification Muhammad Munif; Ratna Rufaida; Fathor Rozi; Alma Vorfi Lama
Cendekia: Kependidikan dan Kemasyarakatan Vol 23 No 2 (2025)
Publisher : IAIN Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21154/cendekia.v23i2.11640

Abstract

This study investigates the implementation of digital gamification at MTs Nurul Jadid as a strategy to enhance student participation in learning. With the increasing integration of digital technology in education, gamification offers a promising approach to boost student motivation and engagement. Using a qualitative case study design, the research evaluates key gamification elements such as point systems, levels, and leaderboards within teaching and learning activities. The findings reveal that gamification positively influences students' intrinsic motivation, leading to increased participation in discussions, questions, and interactions with teachers. This approach fosters a more interactive and enjoyable classroom environment, promoting intensive collaboration and social interaction among students, while improving teacher-student relationships. Consequently, learning extends beyond knowledge transfer to active peer collaboration and mutual support. The study contributes valuable insights toward developing gamification-based learning models suitable for Islamic boarding schools and other educational institutions, aiming to improve learning effectiveness in line with contemporary educational trends.
Co-Authors Afa Fauzul Adzim Fathor Rozi Mochamad Sukron Amin Moses Ade Muhammad Akhyar Aji Saputra Muhammad Munif Muhammad Syauqi Jonnata Maftuh Ratna Rufaida Uthman Shehu Lawal