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The Effectiveness of Media-Based Mind Mapping in Teaching Short Story Writing at SMP Unismuh Makassar Ulviani, Maria; Amin, Sulvahrul; Hafid, Hilda; Kemala, Rosmalina
Society : Jurnal Pengabdian Masyarakat Vol 4, No 3 (2025): Mei
Publisher : Edumedia Solution

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55824/jpm.v4i3.525

This article discusses a community engagement project aimed at enhancing short story writing skills through media-based mind mapping at SMP Unismuh Makassar. The school faced challenges in improving students' creative writing abilities, particularly in narrative construction. In response, a mind mapping technique using media was implemented as an innovative teaching method. The project involved interactive workshops where students were guided in using mind mapping to organize their ideas and develop structured narratives. The results revealed a significant improvement in students' ability to create coherent and creative short stories. Feedback from both students and teachers indicated that the method effectively boosted student engagement and writing quality. The study concludes that media-based mind mapping is an effective tool for improving short story writing in educational settings, fostering creativity, and enhancing writing competencies.

Empowerment and Well-Being of Persons with Disabilities: Islamic Teachings on Inclusive Livelihood in the Qur'an Billah, Muktashim; Kemala, Rosmalina; Larhzizer, Fouad; Harakan, Ahmad
Indonesian Journal of Disability Studies Vol. 12 No. 1 (2025)
Publisher : The Center for Disability Studies and Services Brawijaya University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21776/ub.ijds.2025.12.1.10

This study explores the empowerment of persons with disabilities through guidance from Qur'anic verse Surah al-Nūr/24:61, offering ethical and spiritual frameworks to reduce discrimination and enhance well-being. The research emphasizes applying Qur'anic principles, including compassionate care, spiritual psychology, and ability-based empowerment, to the lives of persons with disabilities. Using an analytical exegesis method that incorporates historical, linguistic, and legal contexts, as well as literature reviews, the findings underscore the significance of eliminating stigma through empathy, enhancing mental well-being through spiritual connections, and empowering individuals according to their abilities. The verse directs able-bodied people to engage in inclusive social interactions, fostering acceptance and support for persons with disabilities. The study concludes that integrating Qur'anic values into social policies provides a comprehensive approach to creating inclusive and just societies, while offering insights for developing religiously informed, disability-inclusive policies that address the needs and dignity of all individuals.

INTEGRITAS DAN TANGGUNG JAWAB SOSIAL GURU PAI DALAM PERSPEKTIF ETIKA PROFESI KEGURUAN Nihaya, Musdalifah; Kemala, Rosmalina
Jurnal Mudarrisuna: Media Kajian Pendidikan Agama Islam Vol 15 No 2 (2025): 2025
Publisher : Universitas Islam Negeri Ar-Raniry Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/cd1vp876

Guru PAI adalah pendidikan profesional yang memiliki tugas memberi pemahaman materi agama Islam kepada peserta didik dan masyarakat. Penelitian ini bertujuan untuk mengetahui integritas dan tanggung jawab sosial Guru PAI dalam perspektif etika profesi keguruan. Guru merupakan salah satu faktor penentu keberhasilan dalam pendidikan. Pendekatan penelitian yang digunakan dalam penelitian ini adalah studi kepustakaan. Peneliti mengumpulkan data dengan membaca, menyelidiki, dan menganalisis publikasi dan artikel yang diperlukan untuk penelitian. Hasil utama yang ingin dicapai adalah peran etika profesi keguruan dalam membangun integritas dan tanggung jawab sosial Guru PAI dalam menjalankan proses pembelajaran yang ideal serta mampu membimbing, membina etika dan kepribadian peserta didik saat di sekolah ataupun diluar sekolah. Kata Kunci: Integritas; tanggung jawab sosial; etika profesi keguruan; Guru pendidikan agama islam.

The Effectiveness of Media-Based Mind Mapping in Teaching Short Story Writing at SMP Unismuh Makassar Ulviani, Maria; Amin, Sulvahrul; Hafid, Hilda; Kemala, Rosmalina
Society : Jurnal Pengabdian Masyarakat Vol. 4 No. 3 (2025): Mei
Publisher : Edumedia Solution

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55824/jpm.v4i3.525

This article discusses a community engagement project aimed at enhancing short story writing skills through media-based mind mapping at SMP Unismuh Makassar. The school faced challenges in improving students' creative writing abilities, particularly in narrative construction. In response, a mind mapping technique using media was implemented as an innovative teaching method. The project involved interactive workshops where students were guided in using mind mapping to organize their ideas and develop structured narratives. The results revealed a significant improvement in students' ability to create coherent and creative short stories. Feedback from both students and teachers indicated that the method effectively boosted student engagement and writing quality. The study concludes that media-based mind mapping is an effective tool for improving short story writing in educational settings, fostering creativity, and enhancing writing competencies.

Analisis dan Penerapan Pendekatan Tradisional dan Modern dalam Manajemen Pendidikan Islam Kemala, Rosmalina; Rasihun; Ramlianto; Sumiati
PILAR Vol. 16 No. 2 (2025): JURNAL PILAR, DESEMBER 2025
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/4jd9sq65

Pendidikan Islam menghadapi tantangan besar dalam menyeimbangkan antara pemeliharaan nilai-nilai tradisional dan kebutuhan untuk beradaptasi dengan tuntutan globalisasi serta perkembangan ilmu pengetahuan dan teknologi. Permasalahan pokok dalam penelitian ini adalah bagaimana pendekatan tradisional yang berakar pada sistem pendidikan Islam klasik dapat berinteraksi dengan pendekatan modern yang menekankan efisiensi, profesionalisme, dan penggunaan teknologi, tanpa mengorbankan dimensi spiritual yang menjadi inti dari pendidikan Islam itu sendiri. Tujuan penelitian ini adalah untuk menganalisis konsep dasar dan karakteristik masing-masing pendekatan, mengidentifikasi kelebihan dan kelemahan dari kedua pendekatan tersebut, serta mengeksplorasi potensi integrasi keduanya dalam mengelola pendidikan Islam di era global. Metode yang digunakan adalah pendekatan deskriptif analitis dengan mengandalkan studi literatur yang relevan dan terkini. Hasil penelitian menunjukkan bahwa pendekatan tradisional, yang berfokus pada pembentukan moral dan spiritual melalui sentralisasi peran guru, memiliki keterbatasan dalam adaptasi terhadap perkembangan ilmu pengetahuan dan teknologi. Sementara itu, pendekatan modern menekankan pada sistem manajemen yang terstruktur, profesionalisme, penggunaan teknologi, serta akuntabilitas, namun berisiko mengurangi dimensi spiritualitas dalam pendidikan. Kesimpulannya, integrasi antara pendekatan tradisional dan modern dapat menjadi model manajemen pendidikan Islam yang holistik, yang menggabungkan kekuatan nilai-nilai spiritual dengan prinsip efisiensi dan inovasi, guna menghasilkan generasi Muslim yang kompeten secara global tanpa kehilangan jati diri keislamannya.

Kritik Sastra terhadap Puisi yang Dihasilkan AI oleh Siswa SMP Unismuh Makassar Ulviani, Maria; Kemala, Rosmalina; Rimang, Siti Suwadah; Haslinda, Haslinda; Amin, Sulvahrul
ISOLEK: Jurnal Pendidikan, Pengajaran, Bahasa, dan Sastra Vol. 3 No. 2 (2025): Isolek: Jurnal Pendidikan, Pengajaran, Bahasa, dan Sastra (September 2025)
Publisher : Program Studi Pendidikan Bahasa dan Sastra Indonesia, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Islam Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59638/isolek.v3i2.763

The development of artificial intelligence (AI) in the field of education has opened new opportunities in literary learning, particularly in the processes of poetry creation and analysis. This study aims to examine literary criticism of AI-generated poems produced by students of SMP Unismuh Makassar in order to understand the relationship between human creativity and technology. The research employs a descriptive qualitative method with modern literary criticism and semiotic approaches. The data, consisting of AI-generated poems and students’ poems, are analyzed based on linguistic, aesthetic, and moral aspects. The results indicate that AI-generated poems tend to have more orderly linguistic structures but are emotionally flatter, whereas students’ poems are more expressive and contextual. The analysis shows that literary criticism approaches are able to distinguish the depth of meaning and human values between digital works and human-created works. This study emphasizes the importance of integrating AI as a reflective and creative medium in literature learning at the secondary school level.

INOVASI PEMBELAJARAN BERMAKNA UNTUK MENINGKATKAN KREATIVITAS SISWA DI SMP UNISMUH MAKASSAR Ulviani, Maria; Rimang, Siti Suwadah; Kemala, Rosmalina
ISOLEK: Jurnal Pendidikan, Pengajaran, Bahasa, dan Sastra Vol. 3 No. 2 (2025): Isolek: Jurnal Pendidikan, Pengajaran, Bahasa, dan Sastra (September 2025)
Publisher : Program Studi Pendidikan Bahasa dan Sastra Indonesia, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Islam Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59638/isolek.v3i2.608

Meaningful learning is an important approach to improving the quality of student learning, particularly in developing creativity, a requirement of 21st-century learning. This study aims to analyze the effectiveness of meaningful learning innovations in enhancing the creativity of junior high school students at Unismuh Makassar. The study used a classroom action research (CAR) method implemented in two cycles. The subjects were 30 eighth-grade students. Data were obtained through observation, creativity tests, and documentation, then analyzed descriptively using qualitative and quantitative methods. The results showed a significant increase in creativity indicators, including originality, fluency, flexibility, and elaboration. In the first cycle, the average student creativity was in the moderate category, while in the second cycle, it increased to the high category. Thus, meaningful learning innovations have been proven to create an active, contextual learning atmosphere and encourage students to be more innovative. The conclusion of this study confirms that meaningful learning is an effective strategy for enhancing junior high school students' creativity and can serve as a practical reference for teachers in developing innovative learning in the classroom.

Pembelajaran Berbasis Kritik Sastra untuk Mengembangkan Kemampuan Interpretatif Siswa di SMP Unismuh Makassar Ulviani, Maria; Rimang, Siti Suwadah; Haslinda, Haslinda; Kemala, Rosmalina
ISOLEK: Jurnal Pendidikan, Pengajaran, Bahasa, dan Sastra Vol. 4 No. 1 (2026): Isolek: Jurnal Pendidikan, Pengajaran, Bahasa, dan Sastra (Maret 2026)
Publisher : Program Studi Pendidikan Bahasa dan Sastra Indonesia, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Islam Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59638/isolek.v4i1.761

This study aims to describe the implementation of literary criticism-based instruction (LCBI) in literature learning and to analyze its effect on students’ interpretative skills at SMP Unismuh Makassar. The research employed a qualitative descriptive approach through a two-cycle classroom action research design involving 28 eighth-grade students selected purposively. Data were collected through observation, interviews, field notes, and document analysis, and analyzed interactively using data reduction, display, and conclusion drawing. The findings revealed that LCBI significantly improved students’ interpretative ability, as indicated by the increase in the average score from 63.4 in the pre-cycle to 85.3 in the second cycle. Improvements were evident in students’ abilities to interpret implicit meanings, analyze structure and style, and construct logical interpretative arguments. Moreover, the approach fostered active participation, confidence, and reflective engagement with literary texts. It can be concluded that literary criticism-based instruction effectively enhances students’ interpretative and critical thinking skills while offering a humanistic, reflective, and contextual model for literature learning in secondary education.

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