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All Journal Indonesian TESOL Journal Al-MIKRAJ: Jurnal studi Islam dan Humaniora
Dirgahayu
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Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences

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Transfigurasi Filsafat Pendidikan Islam Dari Nalar Konservatif Menuju Rasionalisme Spiritual dan Pragmatisme Transformatif Umi Salamah; Dirgahayu; Abd. Haris
AL-MIKRAJ Jurnal Studi Islam dan Humaniora Vol. 5 No. 2 (2025): Al-Mikraj, Jurnal Studi Islam dan Humaniora
Publisher : Pascasarjana Institut Agama Islam Sunan Giri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/almikraj.v5i2.7616

Abstract

This study explores the epistemological transformation in Islamic educational philosophy by examining the trajectory from conservative theological frameworks to rational-spiritual and transformative-pragmatic paradigms. Employing a qualitative-descriptive approach through in-depth library research, this article analyzes the conceptual contributions of key figures such as al-Ghazali, Ikhwan al-Shafa, and Ibn Khaldun. The findings indicate that the conservative stream upholds hierarchical classifications of knowledge grounded in scriptural absolutism, whereas the rationalist-religious school advances epistemic potential through the actualization of reason and intellect. Meanwhile, the pragmatic approach advocated by Ibn Khaldun offers a functionalist view of education aligned with sociological needs and empirical realities. Through thematic content analysis, this research affirms the dynamic adaptability of Islamic educational philosophy in addressing the complexities of contemporary civilization. It concludes that an integrative synthesis of ontology, epistemology, and axiology across these philosophical streams can foster a holistic educational model that is both faithful to Islamic tradition and responsive to global intellectual challenges.
The Effectiveness of Picture Strip Story for Improving Eighth-Grade Students’ Vocabulary Mastery in an EFL Classroom Andi Manguntungi; Sri Rahayu; Sri Damayanti; Dirgahayu
Indonesian TESOL Journal Vol. 5 No. 2 (2023): Indonesian TESOL Journal (October)
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/itj.v5i2.9562

Abstract

Vocabulary knowledge is a foundational component of second/foreign language proficiency because it supports comprehension and production across skills. However, vocabulary learning in many EFL classrooms remains dominated by decontextual memorization that often fails to engage learners and support retention. This study investigated whether Picture Strip Story (a sequence of pictures presented as a short narrative) could improve eighth-grade students’ vocabulary mastery. A quantitative pre-experimental one-group pretest–posttest design was employed. Twenty-seven students were selected randomly from the eighth-grade population. Students completed a vocabulary pretest, received Picture Strip Story-based instruction, and then completed a posttest. The instrument consisted of multiple-choice and word-matching items. Results showed that the posttest mean score (M = 76.67, SD = 7.74) exceeded the pretest mean score (M = 57.59, SD = 10.90). A paired-samples t-test indicated a significant improvement, t(26) = 11.744, p < .001, with a large effect size (Cohen’s dz = 2.26). These findings suggest that Picture Strip Story can be an effective instructional medium for vocabulary learning by providing contextualized input and visual support. Implications for classroom practice and recommendations for future research are discussed..
Co-Authors Abd. Haris Andi Manguntungi Sri Damayanti SRI RAHAYU Umi Salamah