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Al Yazidiy: Jurnal Sosial Humaniora dan Pendidikan
Published by LP3M Institut KH Yazid Karimullah
ISSN : 29646472     EISSN : 29617278     DOI : 10.55606
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Al Yazidiy : Jurnal Sosial Humaniora dan Pendidikan is published by Islamic Sharia College Nurul Qarnain, Jember, East Java, Indonesia. The journal publishes articles of interest to education practitioners, teachers, education policy makers, and researchers. This journal encompasses research articles, original research report, reviews in education and social studies.
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Articles 133 Documents
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Investigating English Language Learning Practices Under the Independent Curriculum: A Case Study at MA Mansyaul Ulum Wilda Ayu Azkya; Mulis Mulis
Al Yazidiy Jurnal Sosial Humaniora dan Pendidikan Article in Press
Publisher : LP3M KH Yazid Karimullah Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/ay.vi.2321

Abstract

English language learning plays an important role in developing students’ communicative competence and preparing them for global communication. In Indonesia, the Independent Curriculum promotes flexibility and student-centered learning practices. However, many English classrooms still rely on teacher-centered approaches that limit students’ opportunities to actively use English. Previous studies investigating English language learning under the Independent Curriculum in madrasah contexts remain limited. This study investigates English learning practices, the role of teachers, and Grade XI students’ responses to English learning based on the Independent Curriculum at MA Mansyaul Ulum. This research employed a descriptive qualitative design. Data were collected through classroom observations, semi-structured interviews with one English teacher and several Grade XI students, questionnaires administered to 30 students, and documentation analysis. The data were analyzed using Miles and Huberman’s interactive model, including data condensation, data display, and conclusion drawing. The findings show that English learning was conducted through student-centered and collaborative activities such as group discussions, presentations, contextual tasks, and project-based learning. Teachers acted as facilitators and motivators by adapting instructional strategies, creating a supportive learning environment, and encouraging students’ active participation. Students responded positively to the learning activities and reported increased engagement and confidence in using English. Nevertheless, differences in students’ language proficiency levels and limited instructional time were identified as challenges in observing English learning practices. This study provides insights into English learning practices in Islamic secondary schools and suggests that observing English learning under the Independent Curriculum demonstrates its potential to improve communicative competence and learner autonomy when supported by teacher readiness and institutional support
Technology Integration in English Teaching: Reflections from Al Qolam In-Service Teachers Syahrul Arifin; Joko Wibowo
Al Yazidiy Jurnal Sosial Humaniora dan Pendidikan Article in Press
Publisher : LP3M KH Yazid Karimullah Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/ay.vi.2333

Abstract

Teachers were integrating technology into their English-language classrooms during their practice teaching as in-service teachers. A mixed-methods design, which included questionnaire administration, interviews, classroom observation, and document review for several different schools, was utilized for the study. Findings from this study indicate that integrating technology into the English-language classrooms improved student engagement, motivation, and interaction with their peers. The study also demonstrates that by providing the use of digital resources such as videos, audio files, and learning apps, teachers were creating interactive and engaging learning environments for their students. However, despite the positive outcomes from this study, the authors of the study identified numerous barriers that need to be addressed in order to successfully integrate technology into the English-language classroom. These barriers include limited access to devices, unreliable Internet service, lack of resources at schools, and insufficient training in the use of technology, which is usually part of university teacher education programmes. The evidence provided in this study demonstrates that university teacher education programmes and the challenges teachers encounter when teaching in the classroom are not in alignment. Despite having a positive attitude towards technology, the majority of the participants in this study believe that technology will continue to be an important component of English-language teaching.
The Effect of Interval Training and Fartlek Exercises on Increasing VO2 Max in Cadets Aged 15–17 at SMK Mitra Sehat Mandiri Sidoarjo Faza Abid Elhaliqie; Muhammad Wahyono; Ramadhani Hananto
Al Yazidiy Jurnal Sosial Humaniora dan Pendidikan Article in Press
Publisher : LP3M KH Yazid Karimullah Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/ay.vi.2338

Abstract

This study aims to determine the effect of interval training and fartlek exercises on improving VO₂max in adolescents aged 15–17 years at Taruna Pelayaran SMK Mitra Sehat Mandiri Sidoarjo. This research employed a quantitative method using a one-group pretest–posttest design. The sample consisted of 27 students who received treatment in the form of an interval training and fartlek exercise program over a specific period. VO₂max was measured using the bleep test before and after the intervention.The results of the data analysis showed a significant increase in the average VO₂max score. Hypothesis testing using a paired sample t-test indicated a significance value of 0.000 (p < 0.05), meaning that there was a significant difference before and after the treatment. Based on these findings, it can be concluded that interval training and fartlek exercises have a significant effect on improving VO₂max in adolescents aged 15–17 years

Page 14 of 14 | Total Record : 133

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