Article Per Year (5 Year)
p-Index From 2021 - 2026
1.204
P-Index
This Author published in this journals
All Journal Journal of Artificial Intelligence and Digital Business Gunung Djati Conference Series
Ediat, Ediat
Unknown Affiliation
Religion Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Economics, Econometrics & Finance Education Electrical & Electronics Engineering Energy Engineering Environmental Science Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Other

Published : 8 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 5 Documents
Search
Journal : Gunung Djati Conference Series

 1 
Social, Emotional, and Spiritual Behavior of Madrasah Aliyah Adolescents: a Qualitative Analysis of Student Characteristics Fellia, Annida Fitri; Ediat, Ediat; Sholihah, Tria Maratus; Rois, M. Jahdan
Gunung Djati Conference Series Vol. 62 (2026): Education and Social Humanities Conference (ESHCo)
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study aims to identify: the forms of social behavior demonstrated by Madrasah Aliyah adolescents in their interactions within and outside the school environment; the level of emotional intelligence reflected in how they manage feelings, cope with pressure, and build relationships with others; the spiritual behavior of Madrasah Aliyah adolescents as seen in their religious practices and the moral values they uphold; and the factors influencing the development of their social, emotional, and spiritual behavior, viewed from both individual and environmental characteristics. This study employs a descriptive qualitative approach to understand the social, emotional, and spiritual behavior of Madrasah Aliyah adolescents through interviews, observations, and documentation. Primary data were collected from students as well as counseling and Islamic education teachers, while secondary data were obtained from school documents and relevant literature. Data were analyzed using the Miles and Huberman model, data reduction, data display, and conclusion drawing, while validity was ensured through source and technique triangulation to maintain accuracy and credibility. The findings indicate that the social, emotional, and spiritual behavior of Madrasah Aliyah adolescents is influenced by their religious environment, family background, peer groups, and digital media. At school, they tend to display prosocial behavior, cooperation, and deliberation, while outside school they are more selective in choosing peer groups. Their emotional development is reflected in their growing self-awareness and self-regulation, although some still avoid confrontation. Their spiritual values play a significant role in emotional regulation and identity formation, although the consistency of their religious practices varies between school and home.
The Implementation of the Communicative Approach in Teaching Maharah Al-Kalam at Islamic Senior High Schools: Teachers’ and Students’ Perspectives Pulungan, Yusnaini; Ediat, Ediat; Mulya, Yelfa; Syihabuddin, Ahmad
Gunung Djati Conference Series Vol. 62 (2026): Education and Social Humanities Conference (ESHCo)
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study aims to investigate: the implementation of the communicative approach in teaching Mahārah al-Kalām at Islamic Senior High Schools (MA) from teachers’ perspectives; the implementation of the communicative approach from students’ perspectives; the supporting and inhibiting factors influencing its application; and the effectiveness of the communicative approach in improving students’ speaking skills (Mahārah al-Kalām) in MA. This research employs a descriptive qualitative approach to provide a comprehensive depiction of how the communicative approach is applied in teaching Mahārah al-Kalām at Madrasah Aliyah from the viewpoints of both teachers and students. Data were collected through observation, interviews, and documentation, and were further supported by relevant literature. The analysis followed the Miles and Huberman model, data reduction, data display, and conclusion drawing. Data validity was ensured through source and method triangulation to produce an accurate representation of the effectiveness of the communicative approach in enhancing students’ speaking abilities. The findings reveal that the implementation of the communicative approach in teaching Mahārah al-Kalām at Madrasah Aliyah is moderately effective. Teachers act as facilitators by integrating activities such as ḥiwār (dialogue), role play, and group discussions, while students demonstrate increased confidence and fluency in speaking. Supporting factors include teacher competence, student enthusiasm, and the presence of a bi’ah lughawiyyah (Arabic linguistic environment), whereas inhibiting factors consist of limited vocabulary, shyness, and insufficient supporting facilities.
Analysis of Arabic Learning Barriers Faced by Madrasah Aliyah Students and Teachers’ Efforts in Providing Pedagogical Solutions Nurbaehaqi, M. Fachri Ihsan; Ediat, Ediat; Namia, R. Nasita; Puralam, Muhammad Asshiddieqy
Gunung Djati Conference Series Vol. 62 (2026): Education and Social Humanities Conference (ESHCo)
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study aims to identify the types of barriers to learning Arabic experienced by Madrasah Aliyah students in linguistic, psychological, and learning-environment aspects; to examine the internal and external factors contributing to these barriers; to analyze the pedagogical strategies and approaches implemented by teachers to overcome the challenges; and to evaluate the effectiveness of these pedagogical solutions in improving students’ Arabic language skills and learning motivation. The research employs a descriptive qualitative approach to portray the Arabic learning barriers at Madrasah Aliyah and to analyze teachers’ pedagogical solutions in a natural and contextual manner. Data are obtained through interviews, observations, and documentation, supported by both primary and secondary sources. The analysis applies the Miles and Huberman model through interactive processes of data reduction, presentation, and conclusion drawing to ensure accurate, objective, and comprehensive findings. The results show that barriers to learning Arabic among Madrasah Aliyah students are multidimensional, covering linguistic, psychological, and environmental aspects, and are influenced by both internal and external factors. Difficulties in phonology, vocabulary, and grammar are exacerbated by anxiety, low motivation, and limited language exposure. The learning environment and teaching methods also tend to be less supportive. Teachers apply linguistic, affective, communicative, and managerial strategies to reduce these barriers and gradually enhance students’ language acquisition.
Selection of Arabic Language Learning Strategies by Madrasah Aliyah Teachers Based on Students’ Varied Learning Styles Aini, Jefira Setia; Ediat, Ediat; Fikri, Dani Nurul
Gunung Djati Conference Series Vol. 62 (2026): Education and Social Humanities Conference (ESHCo)
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study aims to identify the variations in students’ learning styles in Arabic language learning at Madrasah Aliyah, the learning strategies used by Arabic teachers, the alignment between the strategies selected by teachers and students’ diverse learning styles, and the factors that influence teachers’ selection of Arabic learning strategies based on students’ learning styles. The research employs a descriptive qualitative approach to understand Arabic learning strategies in relation to students’ learning preferences. Data were obtained from teachers, students, and the school principal through observations, interviews, and documentation, complemented by secondary sources such as lesson plans and textbooks. Data analysis followed the Miles and Huberman model through stages of data reduction, presentation, and verification using triangulation to maintain the validity of the findings. The results show that students in Madrasah Aliyah possess diverse learning styles, including visual, auditory, kinesthetic, and mixed types, with visual learning being the most dominant. Teachers implement direct, communicative, contextual, and cooperative learning strategies that are adapted to students’ characteristics. The alignment between strategies and learning styles is proven to enhance students’ motivation, participation, and Arabic learning outcomes. The selection of strategies is influenced by student characteristics, teacher competence, available facilities, and school policies.
Analysis of the Quality of Arabic Language Lesson Plans in Madrasah Aliyah Based on the National Curriculum Lestari, Tiwi; Ediat, Ediat; Hanifa, Nadzifa Milata; Thoyyibah, Iffatun
Gunung Djati Conference Series Vol. 62 (2026): Education and Social Humanities Conference (ESHCo)
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study aims to (1) determine the alignment of Arabic Language Lesson Plans (RPP) in Madrasah Aliyah with the standards of the current National Curriculum, (2) assess the quality of learning objectives, instructional materials, methods, and assessment components in the Arabic RPP based on National Curriculum principles, (3) analyze the factors influencing the quality of RPP development and implementation by teachers, (4) describe the implementation of the RPP in classroom learning activities, and (5) identify the challenges teachers face in developing RPPs in accordance with regulations, as well as the efforts undertaken to overcome these challenges. The research adopts a descriptive qualitative approach using interviews, observations, and documentation, followed by data analysis through the Miles and Huberman model and triangulation techniques to ensure data validity. The findings show that the conformity and overall quality of the RPPs fall into the “adequate” category, yet they are not optimal in implementing the scientific approach, integrating Higher-Order Thinking Skills (HOTS), and conducting authentic assessments. The quality of the RPPs is influenced by teachers’ understanding of the curriculum, pedagogical competence, and their ability to adapt instruction to students’ needs. Classroom implementation still relies heavily on teachers’ creativity in fostering communicative and character-oriented learning activities. Major challenges include limited training, difficulties in formulating measurable indicators, and minimal academic supervision. Efforts to address these issues are carried out through continuous professional development, MGMP (subject-teacher forum) collaboration, and institutional support aimed at improving the alignment of the RPP with National Curriculum requirements and 21st-century learning demands.
Co-Authors Aini, Jefira Setia Diniyah, Ismah Fellia, Annida Fitri Fikri, Dani Nurul Hanifa, Nadzifa Milata Iqbal Iqbal Lestari, Tiwi Mulya, Yelfa Namia, R. Nasita Nurbaehaqi, M. Fachri Ihsan Pulungan, Yusnaini Puralam, Muhammad Asshiddieqy Rois, M. Jahdan Saefulloh, Khalid Sholihah, Tria Maratus Syihabuddin Syihabuddin Thoyyibah, Iffatun