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The effect of the talking stick method on improving students’ learning outcomes in islamic religious education at SMPN Satap 2 Tinondo Fajriani, Najma; Nurhayati, Nurhayati; Aulia, Andi Nurul
Educenter : Jurnal Ilmiah Pendidikan Vol. 4 No. 3 (2025): Educenter: Jurnal Ilmiah Pendidikan (In progress)
Publisher : ARKA INSTITUTE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55904/educenter.v4i3.1643

Education is a very important activity in preparing children to face their future lives. In fact, the phenomenon of the educational process has existed since the beginning of human life, although its implementation was still very simple in the early stages. This study aims to determine the effect of the Talking Stick learning method on the Islamic Religious Education learning outcomes of eighth-grade students at SMPN Satap 2 Tinondo. This research employed a quantitative approach using an experimental method. The study sample consisted of 50 students selected from the entire eighth-grade population. The instrument used was a questionnaire that had undergone validity and reliability testing. Data analysis was carried out through normality, homogeneity, linearity, and t-tests. The results of this study indicate that the Talking Stick method has a significant effect on learning outcomes. However, field observations show that the success of learning is not solely determined by the method, but also by students’ readiness, activeness in discussions, and teacher support. Therefore, the Talking Stick method has a positive and significant effect, but its effectiveness can be optimized if supported by other collaborative and consistent learning strategies.

The effect of the talking stick method on improving students’ learning outcomes in islamic religious education at SMPN Satap 2 Tinondo Fajriani, Najma; Nurhayati, Nurhayati; Aulia, Andi Nurul
Educenter : Jurnal Ilmiah Pendidikan Vol. 4 No. 3 (2025): Educenter: Jurnal Ilmiah Pendidikan (In progress)
Publisher : ARKA INSTITUTE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55904/educenter.v4i3.1643

Education is a very important activity in preparing children to face their future lives. In fact, the phenomenon of the educational process has existed since the beginning of human life, although its implementation was still very simple in the early stages. This study aims to determine the effect of the Talking Stick learning method on the Islamic Religious Education learning outcomes of eighth-grade students at SMPN Satap 2 Tinondo. This research employed a quantitative approach using an experimental method. The study sample consisted of 50 students selected from the entire eighth-grade population. The instrument used was a questionnaire that had undergone validity and reliability testing. Data analysis was carried out through normality, homogeneity, linearity, and t-tests. The results of this study indicate that the Talking Stick method has a significant effect on learning outcomes. However, field observations show that the success of learning is not solely determined by the method, but also by students’ readiness, activeness in discussions, and teacher support. Therefore, the Talking Stick method has a positive and significant effect, but its effectiveness can be optimized if supported by other collaborative and consistent learning strategies.

The Influence of Social Media Language on Students’ Academic Writing in English language education students at Al Mawaddah Warrahmah Islamic Science University Kolaka Aulia, Andi Nurul; Syahrul, Syahrul
Journal of English Language and Education Vol 11, No 1 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i1.1714

The widespread use of social media has significantly shaped students’ communication patterns, yet its specific impact on the quality of academic writing remains underexplored, particularly among English language education students in Indonesian tertiary institutions. Addressing this gap, the present study examines how social media language influences the academic writing performance of 10 students in the English Education Department at Al Mawaddah Warrahmah Islamic Science University Kolaka. Data were collected through a questionnaire measuring students’ social media usage and perceptions, alongside an analytical writing task in the form of a short academic essay to identify the presence of informal language features. These features included abbreviations, slang, code-switching, and unconventional punctuation. The findings indicate that frequent social media engagement contributes to the unintentional transfer of informal expressions into academic writing. A total of 31 informal language instances were identified, with Pearson correlation analysis showing a moderate negative relationship (r = –0.42) between social media use and writing accuracy. Despite this, several students reported positive effects such as increased confidence, fluency, and exposure to new vocabulary. In conclusion, social media language exerts a dual influence—diminishing formality and accuracy while enhancing certain aspects of language development. These findings highlight the need for educators to incorporate digital literacy and targeted academic writing instruction to help students manage informal language interference and optimize the benefits of online language exposure.

Improving Grammar Accuracy in Contextual Writing Tasks Using AI Feedback Systems: A Study of EFL Learners at Science University of Al Mawaddah Warrahmah Kolaka Ningzi, Vill Janna; Aulia, Andi Nurul; Suhrah, Suhrah; Rahmi, Rahmi; Idris, Muthahharah
Journal of English Language and Education Vol 11, No 1 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i1.2006

This study examined the effectiveness of artificial intelligence (AI) feedback systems in improving grammatical accuracy in contextual writing tasks among English as a Foreign Language (EFL) learners. Thirty undergraduate students from twelve different study programs at Universitas Sains Islam Al Mawaddah Warrahmah Kolaka participated in this research as part of a general English course. Using a mixed-methods quasi-experimental design with pretest-posttest control group framework, this study compared the effectiveness of AI-driven feedback (via Grammarly) versus conventional teacher feedback in improving grammatical accuracy within authentic writing contexts. Data were collected through written assignments, error analysis, and student perception interviews. Results demostrated that students receiving AI feedback demonstrated statistically significant improvements in grammatical accuracy (M = 82.5, SD = 6.3) compared to the control group (M = 74.3, SD = 7.1), with p 0.001. Notably, AI systems excelled at detecting and correcting morphosyntactic errors, subject-verb agreement violations, and determiner misuse. Qualitative findings revealed that students perceived AI feedback as immediate, non-judgmental, and conducive to self-correction and engagement. However, students also expressed concerns about over-reliance on automated tools. This research suggested that a hybrid approach integrating AI feedback with traditional instructor guidance offers optimal outcomes for developing grammatical competence in contextual writing. Pedagogical implications include leveraging AI tools as formative assessment instruments alongside explicit grammar instruction and peer review mechanisms.Keywords: AI feedback systems, grammatical accuracy, contextual writing, EFL learners, and automated writing evaluation.

The Correlation Between Students’ Big Five Personality (Introversion/Extroversion) and Learning Style. Syahrul, Syahrul; Aulia, Andi Nurul
Journal of English Language and Education Vol 11, No 1 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i1.2130

The relationship between personality and learning styles is critical for personalized education, yet findings on the introversion/extroversion and Visual-Auditory-Kinesthetic (VAK) style link remain contradictory. This quantitative study examined this correlation among 58 university students. Personality was assessed via an 8-item scale (scores 0–40), with scores ≤28 classified as introversion and ≥29 as extroversion. Learning style was measured using a 30-item VAK questionnaire. A Chi-square test of independence revealed no significant association (χ²(2) = 3.125, p .05). These results indicate that sensory learning preferences are not statistically determined by the introversion/extroversion dichotomy in this context. The study concludes that educators should move beyond personality-based style-matching and instead employ multimodal, flexible pedagogies that encourage metacognitive adaptation in diverse learners.

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