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Edumaspul: Jurnal Pendidikan
Published by Universitas Muhammadiyah Enrekang
ISSN : 25800469     EISSN : 25488201     DOI : https://doi.org/10.33487/edumaspul.v10i1
Core Subject : Education,
Other
Edumaspul: Jurnal Pendidikan is concern in publishing the original research articles, review articles from the contributors and the current issues related to multidisipline of education. Edumaspul: Jurnal Pendidikan focuses on the following topics: Curriculum development, teacher education and professional development, teacher training, cross-cultural studies, learning, evaluation, English language teaching, counseling, management, quality of education, and the use of communication and information technology, at various levels of education and how to deliver learning. It provides an academic platform for teachers, lecturers, and researchers to contribute innovative work in the field. Edumaspul: Jurnal Pendidikan is first published in March 2017 and covers much research in all levels of education (primary, secondary, and higher education). Edumaspul: Jurnal Pendidikan become a CrossRef Member since the year 2019. Therefore, all articles published will have a unique DOI number. Beginning from Vol. 1 No. 1 (2017), all articles will be published in the English version and Indonesia version. The publication frequency is twice a year in March and October. This journal has been accredited in Grade 4 (Sinta 4) based on the Director General of Higher Education, Research and Technology No. 158/E/KPT/2021, December 27, 2021.
Arjuna Subject : Umum - Umum
Articles 2,416 Documents
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Performance evaluation of the structural system using the pushover analysis method on the DPRD Bojonegoro building based on SAP2000 Sujiat, Sujiat; Faridatun Nisa, Firna
Edumaspul: Jurnal Pendidikan Vol 9 No 2 (2025): Edumaspul: Jurnal Pendidikan
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/edumaspul.v9i2.9222

Abstract

ndonesia is an earthquake-prone country because it is located at the meeting point of three very active world tectonic plates. The movement of the earth's plates is the main factor in the occurrence of earthquakes, which have great potential to cause damage to building structures. So that by designing earthquake-resistant buildings, this can be minimized. In addition, in the implementation of a construction project, the foundation also has a very important role. The foundation must be able to withstand the load so as not to exceed the predetermined safe limit. The purpose of this final project is to determine the structural performance level of the Bojonegoro DPRD building using the pushover analysis method that refers to the ATC-40 criteria and to determine the bearing capacity of the foundation. The results of this analysis show that the behavior of the structure begins with the appearance of plastic joints first in the beam then followed by the column. Based on the results of the capacity spectrum analysis, the total maximum deviation in the X direction is 0.017 mm and the maximum inelastic deviation is 0.015 mm. in the Y direction, the total maximum deviation is 0.013 mm and the maximum inelastic deviation is 0.011 mm. referring to ATC (1996), the performance of the structure is in the Damage Control (DC) category. And based on the results of the analysis of the bearing capacity of the pile foundation based on N-SPT with the friction method, it shows that starting from a depth of 12 m, the bearing capacity is sufficient. At a depth of 12 m, the allowable bearing capacity is 34.515 tons. At a depth of 13 m, the allowable bearing capacity is 37.818 tons. And at a depth of 14 m, the permitted bearing capacity is 44,513 tons. At a depth of 12 - 14 m, it is able to withstand a load of 34 tons
Teaching English in International English Classrooms: Pedagogical Challenges and Opportunities in Linguistically Diverse Classrooms at Muhammadiyah University of North Maluku Djafar, Hariyanti; Muhamad, Sariwati; Nasir, Vebiyanti; Sahmadan, Safrudin
Edumaspul: Jurnal Pendidikan Vol 9 No 2 (2025): Edumaspul: Jurnal Pendidikan
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/edumaspul.v9i2.9223

Abstract

The internationalization of higher education has reshaped English language classrooms into linguistically and culturally diverse spaces where English functions primarily as a lingua franca rather than a native speaker norm. This transformation presents complex pedagogical challenges as well as meaningful opportunities for English language educators, particularly in contexts characterized by heterogeneous student populations. This study examines the challenges and opportunities encountered in teaching international English classes at Muhammadiyah University Maluku Utara and explores instructional strategies that support inclusive and effective learning. Employing a qualitative research design, data were collected through semi-structured interviews with English instructors, student questionnaires, classroom observations, and document analysis. The data were analyzed using thematic analysis to identify recurring patterns in educators’ experiences and classroom practices. The analysis yielded three major themes: pedagogical challenges in international English classrooms, opportunities in linguistically and culturally diverse classrooms, and adaptive teaching strategies. The results reveal that instructors face persistent challenges related to uneven English proficiency levels, pronunciation and accent variation, cultural differences in classroom interaction, and the complexity of implementing fair assessment practices across diverse educational backgrounds. Despite these challenges, international English classrooms provide substantial opportunities for intercultural learning, collaborative engagement, and the development of global communication skills. Linguistic and cultural diversity was found to enrich classroom interaction, promote critical thinking, and enhance students’ readiness for participation in global academic and professional contexts. Furthermore, the study highlights the effectiveness of interactive, collaborative, and technology enhanced pedagogical approaches in facilitating differentiated instruction and inclusive participation
Development of a Group Guidance Model Based on Muhammadiyah Educational Values to Enhance Awareness of Bullying Behavior among Muhammadiyah Enrekang Students Muliyadi, Muliyadi; Pandang, Abdullah; Sinring, Abdullah
Edumaspul: Jurnal Pendidikan Vol 10 No 1 (2026): Edumaspul: Jurnal Pendidikan - In Press
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/edumaspul.v10i1.9224

Abstract

Sustainable agriculture in Bali emerges from a harmonious integration of cultural values, spirituality, and local wisdom inherited across generations. Yet, increasing pressures from climate change and the demand for higher agricultural productivity raise a crucial question: how can these traditional values be integrated with global sustainability principles that emphasize resource efficiency, environmental stewardship, and food security? This becomes particularly relevant as key elements of sustainable agriculture such as soil and water conservation, responsible input use, crop diversification, and ecosystem preservation must be interpreted within Bali’s culturally embedded agricultural system. This study aims to describe sustainable agricultural practices in Subak Karangasem, Noongan Village, Karangasem Regency, by examining the role of traditional values and the Tumpek Uduh ritual in maintaining ecological, social, and spiritual balance. Using a descriptive qualitative approach with a case study design, data were collected through in depth interviews, field observations, and visual documentation involving three key informants. The findings show that despite a commodity shift from rice to horticultural crops such as chili and tomatoes, farmers in Subak Karangasem continue to uphold the principles of Tri Hita Karana as the philosophical foundation of their agricultural activities. The Tumpek Uduh ritual serves as a symbolic reinforcement of gratitude and respect for nature, reflecting the belief that plants and the environment are integral components of the ecological system that must be protected. Furthermore, the subak system functions not only as a water management institution but also as a sociocultural structure that strengthens community participation and mutual cooperation. This study concludes that sustainable agriculture in Bali is supported not only by technological adaptation but, more importantly, by local wisdom that maintains harmony between humans, nature, and God.
AI-Gamified Model for EFL: Fostering Metacognition, Critical Literary and Creativite Thinking in ELT Design Samad, Pratiwi; Nur, Sahril
Edumaspul: Jurnal Pendidikan Vol 10 No 1 (2026): Edumaspul: Jurnal Pendidikan - In Press
Publisher : Universitas Muhammadiyah Enrekang

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Abstract

Penelitian ini menyajikan sebuah model pembelajaran inovatif dan mengimplementasikan umpan balik AI-gamified dengan kolaborasi dan partisipasi yang terintegrasi serta mempromosikan metakognisi mahasiswa, kemampuan berpikir kritis dalam literasi, dan performa kreativitas dalam desain English Language Teaching (ELT). Berlandaskan Taksonomi Bloom dan teori Vygotsky, studi ini tidak hanya bertujuan menggabungkan AI-gamification sebagai alat teknologi, tetapi sebagai pembelajaran terarah yang memediasi keterampilan berpikir tingkat tinggi, menumbuhkan pembelajaran yang teratur secara mandiri, mendorong konstruksi pengetahuan dan pembelajaran bermakna di kelas, serta mempromosikan desain kreatif dalam konteks ELT. Model ini mengusulkan AIG–TriMind Model, sebuah kerangka pembelajaran AI-Gamified yang dirancang untuk mentransformasi pengajaran English as a Foreign Language (EFL) dengan mendorong metakognisi, literasi kritis, dan pemikiran kreatif dalam desain English Language Teaching (ELT). AIG–TriMind Model mengonseptualisasikan bagaimana umpan balik berbasis AI, korporasi pembelajaran gamified, dan desain ELT interaktif dapat bekerja bersama untuk mendorong kemampuan berpikir kritis dan literasi mahasiswa, mempromosikan metakognisi, dan desain bahasa yang kreatif. Model ini menekankan pengalaman belajar yang partisipatif dan adaptif yang didukung oleh pengambilan keputusan yang dimediasi AI dan kreativitas performatif. Studi ini berargumen bahwa mengintegrasikan gamifikasi cerdas ke dalam ELT mampu menempatkan mahasiswa sebagai desainer aktif dalam pembelajaran ELT sekaligus memperkuat metakognisi mereka dalam mengatur rencana, penyelesaian masalah dan mengevaluasi progress pembelajaran. Implikasi teoretis dan praktis menyoroti perlunya pergeseran paradigma dalam pedagogi EFL menuju pengembangan TriMind berbasis AI dan Gmifikasi serta mengusulkan penelitian lanjutan untuk memvalidasi model tersebut dalam konteks pembelajaran lainnya.
Integration of Digital Literacy and Critical Thinking Culture in 21st Century Curriculum Design: A Conceptual Article in the EFL Environment Sukmawati, Sukmawati; Nur, Sahril
Edumaspul: Jurnal Pendidikan Vol 10 No 1 (2026): Edumaspul: Jurnal Pendidikan - In Press
Publisher : Universitas Muhammadiyah Enrekang

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Abstract

Transformasi pedagogis di abad ke-21 menuntut pembelajaran Bahasa Inggris sebagai Bahasa Asing (EFL) beradaptasi dengan perkembangan literasi digital dan kebutuhan berpikir kritis yang semakin kompleks. Kurikulum tidak lagi hanya berorientasi pada penguasaan tata bahasa dan keterampilan berbahasa dasar; kurikulum juga harus menanamkan literasi digital, berpikir kritis, dan kemampuan untuk berpartisipasi secara etis dalam ekosistem digital global. Artikel konseptual ini mengembangkan model integratif yang menghubungkan literasi digital dan budaya berpikir kritis ke dalam desain kurikulum EFL modern. Melalui sintesis komprehensif teori multiliterasi, konstruktivisme, pendekatan pedagogi digital, dan studi empiris terkini, artikel ini menyajikan kerangka kerja konseptual yang memposisikan literasi digital (akses, evaluasi, kreasi, dan komunikasi digital) dan budaya berpikir kritis (analisis, evaluasi, refleksi, argumentasi) sebagai inti kurikulum EFL yang responsif terhadap tantangan abad ke-21. Temuan konseptual ini menyoroti kesenjangan penelitian dalam kurangnya integrasi sistemik kedua kompetensi ini ke dalam kurikulum EFL di banyak konteks negara berkembang, termasuk Indonesia. Integrasi budaya berpikir kritis ke dalam kurikulum EFL dan strategi pedagogis abad ke-21 merupakan dasar fundamental untuk menumbuhkan pembelajar yang reflektif, argumentatif, dan adaptif yang siap menghadapi tantangan global. Artikel ini merumuskan model konseptual, proposisi teoretis, implikasi pedagogis, dan arahan penelitian lebih lanjut yang dapat menjadi referensi bagi para pengembang kurikulum, peneliti ELT, dan praktisi pendidikan tinggi.
Relationship between Independent Learning and Learning Achievement of Students in Grade VII of St. Theresia Catholic Junior High School in Kupang in the 2024/2025 Academic Year Nana, Claudius Robert; Margaretha, Dhiu; Bone, Matilda Pia
Edumaspul: Jurnal Pendidikan Vol 10 No 1 (2026): Edumaspul: Jurnal Pendidikan - In Press
Publisher : Universitas Muhammadiyah Enrekang

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Abstract

This study aims to determine the relationship between learning independence and the academic achievement of seventh-grade students at Sta. Theresia Catholic Junior High School in Kupang City for the 2024/2025 academic year. This study uses a quantitative descriptive research design. The variables in this study are the independent variable (X) of learning independence and the dependent variable (Y) of academic achievement. Data collection instruments used learning independence questionnaires and document studies. Data analysis used the Pearson correlation technique and was processed using SPSS version 26 for Windows. The results of the research data analysis showed a correlation coefficient of 0.522. This means that there is a relationship between learning independence and student achievement.

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