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All Journal JURNAL PENDIDIKAN TAMBUSAI English Education: English Journal for Teaching and Learning
Ramadhani, Amanda Agni Oktavia
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Education Social Sciences

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Analisis Faktor-Faktor Pendukung dan Penghambat Moderasi Beragama dalam Lingkungan Sekolah Zulkarnain, Ali Iskandar; Ramadhani, Amanda Agni Oktavia; Asri, Diar Mukti; Putri, Rica Amelia
Jurnal Pendidikan Tambusai Vol. 9 No. 1 (2025)
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai, Riau, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jptam.v9i1.26355

Abstract

Studi literatur ini menganalisis faktor pendukung dan penghambat dalam implementasi moderasi agama di sekolah Indonesia. Dukungan utama meliputi pedoman sekolah, peran guru, kegiatan antaragama, dan dukungan orang tua. Hambatan yang diidentifikasi mencakup kurangnya program khusus dalam kurikulum, keterbatasan fasilitas ibadah, pengaruh pola pikir eksklusif dalam keluarga, serta dampak media sosial dan radikalisme digital. Studi ini merekomendasikan strategi seperti pengembangan kurikulum eksplisit, pelatihan guru, peningkatan fasilitas ibadah, pemanfaatan teknologi, kolaborasi dengan orang tua dan masyarakat, serta penguatan regulasi pemerintah. Studi lebih lanjut diperlukan untuk menguji efektivitas strategi ini dalam konteks yang lebih luas.
Designing Authentic EFL Listening and Speaking Materials Using CEFR Framework Ramadhani, Amanda Agni Oktavia; Maisarah, Maisarah; Amalia, Najwa; Widiastuty, Hesty
English Education : English Journal for Teaching and Learning Vol 13, No 2 (2025): VOLUME 13 NO 02 DECEMBER 2025
Publisher : UIN Syekh Ali Hasan Ahmad Addary Padangsidimpuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24952/ee.v13i2.17626

Abstract

This conceptual study addresses the gap by proposing an integrated model that combines receptive and productive skills within a unified CEFR-based instructional sequence. The study outlines structured stages consisting of pre-, while-, and post-listening phases accompanied by communicative speaking tasks such as role plays, collaborative problem-solving, and short oral presentations. The proposed model underscores the pedagogical importance of connecting authentic input with meaningful output while utilizing CEFR descriptors as evaluation benchmarks. Consequently, this study contributes to both pedagogical and policy perspectives by offering a framework that enhances communicative competence and strengthens the international alignment of English language education in Indonesia.
Co-Authors Ali Iskandar Zulkarnain, Ali Iskandar Amalia, Najwa Asri, Diar Mukti Hesty Widiastuty, Hesty Maisarah Maisarah, Maisarah Putri, Rica Amelia