Article Per Year (5 Year)
p-Index From 2020 - 2025
0.408
P-Index
This Author published in this journals
All Journal Jurnal Pengabdian kepada Masyarakat Nusantara Datokarama English Education Journal (deejournal)
Nengsih, Dora
Unknown Affiliation
Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Languange, Linguistic, Communication & Media Social Sciences Other

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Fostering Children’s Critical Thinking Skills through Problem-Based Interactive Worksheets at Sekolah Rakyat Merdeka Kalimantan Tengah Fitri, Nur Annisa; Shofiya, Nur Aini; Norliani, Norliani; Razzaq Kurniawan, Muhammad Abdul; Azahra, Nicha Chairunnisa; Nengsih, Dora; Aisyah, Aisyah; Haryanti, Ferina; Utami, Hana Putri; Anshari, Hafiz; Syahid, Abdul
Jurnal Pengabdian kepada Masyarakat Nusantara Vol. 6 No. 4 (2025): Edisi Oktober - Desember
Publisher : Lembaga Dongan Dosen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55338/jpkmn.v6i4.7789

Abstract

Critical thinking is an essential skill that must be stimulated from early childhood, particularly in non-formal learning environments that do not follow standardized instructional structures. Sekolah Rakyat Merdeka Kalimantan Tengah is an independent non-formal educational community with fluctuating participant numbers and a heterogeneous age range, necessitating flexible, engaging learning media that can be implemented within a single session. This activity aims to stimulate and foster children's critical thinking skills through problem-based interactive worksheets that promote problem identification, solution selection, and justification. The activity was conducted in one session using a descriptive–exploratory qualitative approach and employed two interactive worksheets, namely Problem and the Right Place and Problem and the Things to Use. Data were collected through direct observation, worksheet results, children's verbal responses, and scoring using a reasoning rubric on a scale of 0 to 3. The findings indicate that the problem-based interactive worksheets successfully stimulated children's basic critical thinking abilities, as reflected in the varying quality of reasoning among participants aged five to thirteen. Younger children tended to provide literal explanations, whereas older children demonstrated more logical and analytical reasoning. These findings suggest that problem-based interactive worksheets are practical, simple, and easily adaptable learning media for fostering children's critical thinking skills in non-formal educational contexts.
Toward Value-Integrated Pedagogy: A Literature Review on Embedding Islamic Principles in EFL Teaching Selvi, Selvi; Aisyah, Aisyah; Maida, Siti; Irma, Irma; Norliani, Norliani; Nengsih, Dora; Qamariah, Zaitun
Datokarama English Education Journal Vol. 6 No. 2 (2025): December
Publisher : English Tadris Department, Tarbiyah and Teacher Training Faculty, Datokarama State Islamic University Palu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24239/dee.v6i2.133

Abstract

The integration of Islamic values into English as a Foreign Language (EFL) instruction has gained renewed attention in recent years, particularly as educators seek approaches that balance global communicative competence with moral and spiritual development. This study employs a qualitative narrative library research design to analyse scholarly works published between 2020 and 2025 that address the incorporation of Islamic principles within EFL curriculum and pedagogy. The reviewed literature reveals three overarching themes: (1) the philosophical foundations of Islamic education, which emphasize the inseparability of knowledge, adab, and ethical formation; (2) emerging pedagogical efforts to embed Islamic values through discourse, material selection, classroom interaction, and digital media; and (3) persistent gaps in curriculum-level frameworks, as most studies remain focused on teacher practices rather than systematic institutional design. Findings indicate that value-integrated EFL instruction is conceptually robust and pedagogically feasible. Yet, its implementation remains fragmented due to limited teacher preparation, insufficient instructional resources, and the absence of coherent curricular models. This study concludes that developing structured, context-sensitive frameworks is essential for ensuring that EFL curricula harmonize linguistic objectives with Islamic moral orientations. Implications are offered for curriculum developers, educators, and institutions seeking to create value-integrated EFL programs that support both communicative proficiency and ethical character formation.
Co-Authors Abdul Syahid Aisyah Aisyah Anshari, Hafiz Azahra, Nicha Chairunnisa FITRI, NUR ANNISA Haryanti, Ferina Irma Irma Maida, Siti Norliani Norliani, Norliani Razzaq Kurniawan, Muhammad Abdul Selvi Selvi Shofiya, Nur Aini Utami, Hana Putri Zaitun Qamariah, Zaitun