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p-Index From 2020 - 2025
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This Author published in this journals
All Journal International Journal of Post-Axial: Futuristic Teaching and Learning IJAS: International Journal of Arabic Studies Innovative Journal of Educational Research and Insights (IJERI)
Laeli Umi Kulsum
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Religion Education Languange, Linguistic, Communication & Media Social Sciences Other

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The Use of Guided Inquiry Strategy to Enhance Arabic Writing Skills in Madrasah Tsanawiyah Students Syed Iftikhar Ali Gilani; Laeli Umi Kulsum
Innovative Journal of Educational Research and Insights Vol. 1 No. 1 September 2024: Innovative Journal of Educational Research and Insights
Publisher : PT Mutiara Bustan Ilmu

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Abstract

This study explores the effectiveness of guided inquiry as a strategy for improving Arabic writing skills among Madrasah Tsanawiyah students. The research involved implementing guided inquiry methods in writing instruction over a semester and assessing its impact on students’ grammar, coherence, and critical thinking. Data were collected through pretest and posttest assessments of students’ writing, along with observational data on classroom interactions and student feedback. Results indicated significant improvements in grammar accuracy, sentence complexity, and essay coherence. Students demonstrated enhanced abilities to organize and develop arguments, use evidence effectively, and express their opinions with greater clarity. The guided inquiry approach also positively influenced students' perceptions of their writing abilities and confidence. Despite these gains, challenges such as difficulties in self-editing and generating ideas without direct guidance were noted. The findings suggest that guided inquiry is a valuable pedagogical tool for enhancing writing skills but also highlight the need for additional support mechanisms to address ongoing challenges.
Evaluating the Impact of Artificial Intelligence-Based Learning Methods on Students' Motivation and Academic Achievement Rizkyana Wahyu Laras Pertiwi; Laeli Umi Kulsum; Isnaini Amirotun Hanifah
International Journal of Post Axial: Futuristic Teaching and Learning Vol. 2 No. 1 March 2024: International Journal of Post-Axial
Publisher : Yayasan Azhar Amanaa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59944/postaxial.v2i1.279

Abstract

This research explores the transformative potential of artificial intelligence (AI) in elementary education, focusing on its impact on student motivation, academic achievement, and overall learning experiences. Through a comprehensive examination of existing literature, empirical evidence, and qualitative interviews with educators and administrators, this study sheds light on the benefits and challenges of AI integration in educational settings. The findings highlight a positive correlation between AI-based learning methods and student motivation levels, suggesting that technology can engage students in meaningful ways by fostering curiosity, autonomy, and intrinsic motivation in their learning journey. Moreover, significant improvements in students' academic achievement following exposure to AI-enhanced instruction underscore the efficacy of these innovative approaches in facilitating deeper conceptual understanding and mastery of academic content. However, addressing challenges such as equity, inclusion, and ethical considerations requires a multifaceted approach involving ongoing professional development, investments in infrastructure, and the establishment of ethical safeguards. Further research is needed to explore the nuanced dynamics of AI integration in education, including its impact on teacher-student interactions, classroom dynamics, and the broader socio-cultural context. Overall, interdisciplinary collaborations and a commitment to ethical innovation are essential for harnessing the transformative power of AI to create more equitable, inclusive, and effective learning environments for all student.
The Use of Guided Inquiry Strategy to Enhance Arabic Writing Skills in Madrasah Tsanawiyah Students Syed Iftikhar Ali Gilani; Laeli Umi Kulsum
IJAS: International Journal of Arabic Studies Vol. 1 No. 1 September (2024): International Journal of Arabic Studies
Publisher : IJAS: International Journal of Arabic Studies

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study explores the effectiveness of guided inquiry as a strategy for improving Arabic writing skills among Madrasah Tsanawiyah students. The research involved implementing guided inquiry methods in writing instruction over a semester and assessing its impact on students’ grammar, coherence, and critical thinking. Data were collected through pretest and posttest assessments of students’ writing, along with observational data on classroom interactions and student feedback. Results indicated significant improvements in grammar accuracy, sentence complexity, and essay coherence. Students demonstrated enhanced abilities to organize and develop arguments, use evidence effectively, and express their opinions with greater clarity. The guided inquiry approach also positively influenced students' perceptions of their writing abilities and confidence. Despite these gains, challenges such as difficulties in self-editing and generating ideas without direct guidance were noted. The findings suggest that guided inquiry is a valuable pedagogical tool for enhancing writing skills but also highlight the need for additional support mechanisms to address ongoing challenges
Co-Authors Isnaini Amirotun Hanifah Rizkyana Wahyu Laras Pertiwi Syed Iftikhar Ali Gilani