UIN (Universitas Islam Negeri) Sunan Kalijaga, Yogyakarta: E-Journal Fakultas Ilmu Tarbiyah Dan Keguruan
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Gen Z\u27s Religiosity Level: A Comparative Study between Indonesia and the United Kingdom
No full textPurpose – This study aims to measure the religiosity levels of young Muslims in Indonesia and the United Kingdom and compare the characteristics of religiosity in the two countries. Furthermore, it analyzes whether the level of religious literacy contributes to the observed differences in religiosity.
Design/method/approach – This study is quantitative research utilizing a survey approach. The research subjects were young Muslims in Indonesia and the United Kingdom, selected through purposive sampling methods. The data collection instruments consisted of a questionnaire adapted from the five approaches developed by Yusuf (2021) to measure the level of religious literacy, as well as the Centrality of Religious Scale (CRS) developed by Huber and Huber (2012). The collected data were then analyzed using EViewsⓇ version 16 software to perform regression analysis, namely to identify the relationship between religious literacy and religiosity.
Findings – The results indicate that the religiosity level among Gen Z Muslims in Indonesia is higher (83%) than that of their counterparts in the United Kingdom (79%). This difference is primarily influenced by cultural and educational contexts, where Indonesian Gen Z tend to have higher religious literacy through religion-related courses, whereas the UK Gen Z shows significant religiosity levels through community engagement and willingness to learn as a minority. However, regression analysis reveals an R-squared of 20-21% in both countries, suggesting that religious literacy does not significantly impact their religiosity level.
Research implications/limitations – The findings of the study indicate that religious literacy does not have a significant influence on the level of religiosity of Gen Z Muslims in Indonesia and the United Kingdom. Consequently, it is suggested that increasing religiosity should focus on other aspects, including faith-based education, community engagement, and the cultural context
Psychological Support in the Midst of VUCA Situations for Generation Z in the Finnish Education System
No full textPurpose – This study aims to identify the forms of psychological support provided by the Finnish education system to Generation Z in facing VUCA situations and analyze the strategies applied within the Finnish education system to strengthen the psychological resilience and adaptability of Generation Z in the VUCA era.
Design/method/approach – The research uses a descriptive qualitative design to thoroughly describe the forms of psychological support and strategies applied within the Finnish education system. Data collection is conducted through in-depth interviews with teachers, school counselors, and education policymakers to explore their perspectives on the forms of support and strategies in place; participatory observation involving direct observation in schools to understand how psychological support is implemented in real educational settings; and documentation by analyzing Finnish education policy documents related to psychological support, learning guidelines, and student development programs. Data analysis is carried out thematically by identifying key themes related to forms of support and strategies relevant to supporting Generation Z in the VUCA era.
Findings – The findings reveal that: 1) The psychological support provided includes: a) emotional support through an individualized approach to understand each student\u27s emotional needs; b) social support in the form of collaborative group activities to help students overcome social isolation; and c) mental and health support through life skills programs to strengthen students\u27 mental resilience. 2) The strategies used include a) proactive strategies with curriculum integration to train emotional-adaptation skills and the use of technology to create a flexible and personalized learning environment; b) responsive strategies through regular monitoring and evaluation of students\u27 mental health via surveys and interviews; and c) holistic strategies involving a Finland-specific cultural approach emphasizing work-life balance and a national education policy prioritizing student well-being
Munāsabah al-Kitāb al-Madrasiy bi al-Mi’yār al-Marji’iy al-Waṭaniy (Dirāsah Tahlῑliyyah ‘an al-Muhtawa Wa al-Lugah): Suitability of the Textbook to the National Reference Standard (Analytical Study on Content and Language)
No full textThe presence of textbooks in the learning process has a vital role in the teaching-learning process. However, in reality, there are still many things that could be improved in the writing of textbooks. This research aims to describe the suitability of the Arabic language textbook for primary school grade 1 written by Nur Hasaniyah and Choirul Ansori for the 2013 curriculum to the standards set by the National Educational Standards Authority (BSNP) in terms of content and language and to find out the advantages and disadvantages of this book in terms of content and language based on the BSNP. This research is qualitative, and the researcher used the type of library research, so the data collection method used is the documentation method. The data for this research comes from the Arabic language textbook for primary school grade 1 written by Nur Hasaniyah and Choirul Ansori in the 2013 curriculum as a primary data source and from other books, magazines, newspapers, and other things related to the topic of this research as a secondary data source. The data analysis technique used in this research was Content Analysis. The researcher made observations on the data obtained, then processed them, and then concluded. The results of this research indicate that the Arabic language book for the first-grade primary school written by Nur Hasaniyah and Choirul Ansori in the 2013 curriculum meets the standards set by the National Educational Standards Authority (BSNP) in terms of content and language and that this book has some advantages and disadvantages such as materials arranged systematically but written without colors, which leads to students\u27 lack of interest in studying this book.
Keywords: Arabic, Book Analysis, Textbook
ملخص
إن وجود الكتب المدرسية في عملية التعلم له دور مهم للغاية في عملية التعليمية التعلمية. ولكن الواقع، لا يزال هناك العديد من الأخطاء والمشكلات في تأليف الكتب المدرسية. يهدف هذا البحث إلى وصف ملاءمة كتاب اللغة العربية للمدرسة الابتدائية الصف الأول ألفه نور حسانية وخير الأنصاري بالمنهج الدراسي 2013 للمعايير التي حددتها هيئة المعايير التربوية الوطنية (BSNP) من حيث المحتوى واللغة، وإلى معرفة مزايا وعيوب هذا الكتاب من حيث المحتوى واللغة بناءً على هيئة المعايير التربوية الوطنية (BSNP). هذا البحث هو بحث نوعي، واستخدم الباحث نوع البحث المكتبي (Library Research)، لذلك فإن طريقة جمع البيانات المستخدمة هي طريقة التوثيق. تصدر بيانات هذا البحث من كتاب اللغة العربية للمدرسة الابتدائية الصف الأول ألفه نور حسانية وخير الأنصاري بالمنهج الدراسي 2013 كمصدر بيانات أساسية، ومن الكتب الأخرى والمجلات والصحف وغيرها مما يتعلق بموضوع هذا البحث كمصدر بيانات ثانوية. وكانت تقنية تحليل البيانات المستخدمة في هذا البحث هي تقنية تحليل المحتوى (Content Analysis). فقام الباحث بالملاحظة على البيانات التي تم الحصول عليها ثم معالجتها ثم استنتاجها. تشير نتائج هذا البحث إلى أن كتاب اللغة العربية للمدرسة الابتدائية الصف الأول ألفه نور حسانية وخير الأنصاري بالمنهج الدراسي 2013 ملائم للمعايير التي حددتها هيئة المعايير التربوية الوطنية (BSNP) من حيث المحتوى واللغة، وأن لهذا الكتاب بعض المزايا والعيوب مثل المواد مرتبة بشكل منهجي ولكنها مكتوبة بدون الألوان مما يؤدي إلى عدم اهتمام الطلاب بدراسة هذا الكتاب.
الكلمات المفتاحية: تحليل الكتاب، الكتاب المدرسي، اللغة العربي
Al-Ansyhiṭah al-Lugawiyyah fī Ḍaui al-Ma’āyir al-Khamsah ACTFL ladā al-Thalabah bi Ma‘had Darrullughah Wadda‘wah wa Ma‘had Sidogiri: Language Activities in the Perspective of Five ACTFL Standards for Students in Ma\u27had Darrullughah Wadda\u27wah wa Ma\u27had Sidogiri
No full textLanguage activities have a significant role in shaping student language skills. Students\u27 language competence is the standard for success in language activities in Islamic boarding schools. The objectives of this study include interpreting language activities inside and outside the classroom in Darullugah Wadda\u27wah (DALWA) and Sidogiri Islamic Boarding School. The researcher used a qualitative approach with a multi-case study method. The collected data includes primary data and secondary data. Data collection techniques include observation, interviews, and documentation. The data analysis technique used the Miles and Huberman model, starting from collecting data and analyzing, selecting, presenting, and concluding. The results of this study indicate that the language activities in DALWA include activities inside and outside the classroom. Activities in the classroom include morning and evening halaqah, speeches, dramas, memorization, and Arabic announcements. Meanwhile, activities outside the classroom include speeches, dramas, memorization, Arabic announcements, and wall magazines. All DALWA activities aim to create a language environment in the Islamic Boarding School. The language activities in Sidogiri include activities inside and outside the classroom. Activities in the classroom include halaqah, additional classes, discussion of language areas, and memorizing mufrodat. Meanwhile, activities outside the classroom include speeches, dramas, memorization, Arabic announcements, and wall magazines. All activities in Sidogiri aim to create a language environment in the Language Area. Language activities in DALWA and Sidogiri have standard language readiness, including communication, cultures, connections, comparisons, and communities.
Keywords: ACTFL, Language Activities, Readiness Language
ملخص
للأنشطة اللغوية لها دور مهم في تشكيل المهارات اللغوية لدى الطلاب. كفاءات اللغوية الطلاب معيار النجاح لأنشطة الغوية في المعهد الإسلامي. يستهدف هذا البحث إلى شرح الأنشطة اللغوية داخل وخارج الفصل بمعهد دار اللغة والدعوة ومعهد سيدوجيري. يُستخدم هذا البحث دراسة الحالة المتعددة. وتحتوي البييانات المحصولة من المصادر الأولى والثانوية. جمع البيانات بالملاحظة والمقابلة والوثائق. وأما تحليل البيانات عند مايلز وهوبرمان، وتبدأ من جمع البيانات والاختيار والعرض والاستنتاج. تشير نتائج هذه الدراسة إلى أن الأنشطة اللغوية في دار اللغة والدعوة تتضمن على أنشطة داخل الفصل وخارجه. وأنشطة داخل الفصل هي حلقات صباحية ومسائية والخطابة والمسرحية والحفظ والإعلانات العربية ، وخارج الفصل الخطابة والمسرحية والحفظ والمجلات الحائطية. تهدف جميع أنشطة دار اللغة والدعوة إلى تكوين البيئة اللغوية في المعهد. وكذلك لأنشطة اللغوية في سيدوجيري داخل الفصل هي الحلقة والفصول الإضافية ومناقشة اللغة وحفظ لمفردات، وخارج الفصل الخطابة والمسرحية والحفط والإعلانات العربية والمجلات الحائطية . وتهدف الأنشطة في سيدوجيري إلى تكوين البيئة. والأنشطة في دار اللغة والدعوة وسيدوجيري لها الاستعداد اللغوي، بما فيه الاتصال والثقافة والروابط والمقارنة والمجتمع
الكلمات المفتاحية: ACTFL، الأنشطة اللغوية، الاستعداد اللغو
Tahlīlu Qīmah al-Insāniyyah fī Mawādi Kitābi Taʿlīmi al-Lugah al-ʾArabiyyah li aṣ-Ṣaffi aṡ-Ṡāminu fī al-Marḥalah al-Mutawasiṭah as-Sanah 2020: Analysis of Humanistic Values in the Teaching Materials of Arabic Textbook for Eighth-Grade MTs in 2020
No full textThe presence of humanistic values in educational materials has a significant positive impact on improving students\u27 self-quality because humanistic values are one of the main objectives of learning. The objectives of this research are to identify humanistic values in Arabic language teaching materials in the middle stage for the eighth grade in 2020. The approach used in this research is qualitative with desk study. The data collection method in this research is observation and document analysis. The steps of data analysis in this research include data identification, analysis process, and conclusion. The results of this research contain Arabic language teaching materials in the middle stage for the eighth grade in 2020 with humanistic values such as (1) Responsibility, for example, present in Figure 1: Exercises, and Figure 2: Reading Lesson. (2) Sociability, present in Figure 3: Dialogue between two students. (3) Literature and ethics, present in Figure 4: Expressions of gratitude and apology. (4) Cooperation, present in Figure 5: Reading Lesson, and Figure 6: Exercises on converting nominal sentences to verbal sentences. (5) Creativity and innovation, present in Figure 7: Grammar Lesson. (6) Discipline, in Figure 8: Dialogue between two students.
Keywords: Arabic, Educational Materials, Humanistic Values, Teaching Book
ملخص
إن وجود القيمة الإنسانية في المواد التعليمية له تأثير إيجابي كبير على تحسين الجودة الذاتية لدى الطلاب، لأن القيمة الإنسانية هي أحد الأهداف الرئيسية في التعلم. أما أهداف هذا البحث فهو لمعرفة القيمة الإنسانية في مواد كتاب تعليم اللغة العربية في المرحلة المتوسطة للصف الثامن السنة 2020. المدخل المستخدم في هذا البحث هو المدخل النوعي بالدراسة المكتبية. أما طريقة جمع البيانات في هذا البحث هي ملاحظة والوثائق. وأما خطوات تحليل البيانات في هذا البحث، فهي تحديد البيانات وعملية التحليل والخلاصة. أما نتائج هذا البحث فهي تحتوي مواد كتاب التعليم اللغة العربية في المرحلة المتوسطة للصف الثامن السنة 2020 على قيمة إنسانية منها: (1) المسؤولية، على سبيل المثال موجودة في الصورة 1: التدريبات، والصورة 2: درس القراءة. (2) العشائرية، موجودة في الصورة 3: الحوار بين طالبين. (3) الأدب والأخلاق، موجودة في الصورة 4: عبارات الشكر والاعتذار. (4) المعاونة، موجودة في الصورة 5: درس القراءة، موجودة في الصورة 6: التدريبات على تحويل الجملة الاسمية إلى جملة فعلية. (5) الإبداع والابتكار، موجودة في الصورة 7: درس القواعد، (6) الانضباط، في الصورة 8: الحوار بين طالبين.
الكلمات المفتاحية: القيمة الإنسانية، مواد التعليمية، كتاب التعليم، اللغة العربي
The Implementation of Think-Pair-Share (TPS) Strategy in Enhancing al-Mahārah al-Kalām in Grade 8 at MTsN 1 Madiun: Implementasi Strategi Think-Pair-Share dalam Meningkatkan al-Mahārah al-Kalām di Kelas 8 MTsN 1 Madiun
No full textThis inquiry makes a deliberate effort to harmonize students\u27 latent instincts and cognitive faculties with the progressive refinement of their Arabic speaking proficiency while confronting pedagogical challenges and uplifting the standards of instruction within the al-Mahārah al-Kalām curriculum. At the heart of this endeavor lies the Think Pair Share (TPS) strategy, a collaborative educational method that encourages individual contemplation and facilitates dialectic engagement and communal reflection. Through such methodological precision, the study aspired to stimulate active participation, deepen comprehension, and enhance students\u27 communicative competencies in the Arabic language. Focusing its gaze on Year Eight students of the State Islamic Junior High School (MTSN) 1 in East Java during the academic year of 2023-2024, the research unfolded through the paradigm of classroom action research (PTK), following the model posited by Kemmis and Taggart. This model, grounded in four distinct stages—planning, observation, implementation, and reflection—allowed the investigation to traverse a meticulously structured path. The process was executed across two cycles: the first cycle centered on "al-Hiwāyah" (aspirations), while the second gravitated towards "mihnah" (professions). Each cycle adhered rigorously to the procedural demands of planning, execution, observation, and subsequent reflection, thus ensuring the validity and reliability of the resultant data. The findings were revealing: there emerged a pronounced enhancement in the quality of instruction, with 75% of the cohort attaining commendable levels of achievement. The TPS strategy enriched the student\u27s grasp of the material and fostered heightened engagement, greater confidence, and an evident fluency in their Arabic speech. In its broader implications, this study underscores the efficacy of the TPS method in furthering both the pedagogical quality and the linguistic proficiency of students within the al-Mahārah al-Kalām framework for Year Eight at MTSN 1 Madiun.
Keywords: Learning Outcome, al-Mahārah al-Kalām, Think Pair Share (TPS
Ta’ṡīru Istikhdāmi Duolingo `ala Itqāni al-Mufradāti fī Ta`allumi al-Lugah al-`Arabiyyah lī Ṭullabi al-Madrasah aṡ-Ṡanawaiyah Muhammadiyah 2 Jenangan Ponorogo: The Effect of Using Duolingo on Vocabulary Mastery in Arabic Learning for MTs Muhammadiyah 2 Jenangan Ponorogo Students
No full textThe current Arabic language instruction predominantly relies on conventional methods based on textbooks, which may not fully engage students in today’s technology-driven educational landscape. Therefore, integrating modern learning tools is essential. This study investigates the implementation of the Duolingo method at MTs Muhammadiyah 2 Jenangan and analyzes its effectiveness in improving students’ proficiency in Arabic vocabulary. This study employs a quantitative approach utilizing a quasi-experimental design with two groups: an experimental group and a control group. The research population comprises 183 students, with the sample drawn from the eighth-grade cohort. Specifically, 30 students from Class VIII A were assigned to the control group, while 31 students from Class VIII B served as the experimental group. The primary instrument for data collection is a test administered as both a pre-test and a post-test. Data were analyzed using SPSS, employing several statistical procedures, including the Normality test, Wilcoxon test, Homogeneity test, and Mann-Whitney test. The results indicate that the use of the Duolingo application significantly enhances students\u27 vocabulary acquisition in Arabic language learning, with p-values of 0.001 for both the Wilcoxon and Mann-Whitney tests, leading to the acceptance of the alternative hypothesis (Ha) and rejection of the null hypothesis (Ho).
Keywords: Application, Arabic, Duolingo, Learning Media, Vocabular
Analysis of Item Difficulty Levels and Differentiating Power of TOAFL Questions at KH. Abdul Wahab Hasbullah University Jombang: Analisis Tingkat Kesukaran dan Daya Pembeda Butir Soal TOAFL di Universitas KH. A. Wahab Hasbullah Jombang
No full textPurpose – This study aims to evaluate the quality of the Test of Arabic Foreign Language (TOAFL) items administered at KH. Abdul Wahab Hasbullah University (UNWAHA), Jombang. Since the onset of the COVID-19 pandemic, the standard for TOAFL questions has been lowered, making them easier. Therefore, it is necessary to analyze the item difficulty levels and differentiating power to assess the test\u27s quality
Design/methods/approach – This study employed a quantitative descriptive method. Data were obtained from the results of TOAFL Package A, administered to 20 UNWAHA students in 2024. Data collection was conducted through documentation and analyzed using ANATES software.
Findings – The findings revealed that among 140 questions, the level of difficulty of UNWAHA TOAFL items was considered good because it had a balanced proportion, namely 13 items (9.3%) easy category, 83 items (59.3%) moderate category and 44 items (31.5%) difficult category. The differentiating power of the test questions is also said to be good (56.4%) because more than 50% of the questions are able to distinguish between upper and lower group students. Only a small proportion had less (12.8%) and negatif (14.3%) differentiating power. Based on these results, the questions can be reused in future test.
Research implications/limitations – This research can provide important input for the TOAFL question-compiling team to improve the quality of questions for the better. However, this reaearch is limited to one question package only
Originality/value – This research discusses all language skills on the TOAFL test, which is tested on students from various majors and then analyzed using software.
Abstrak
Tujuan – Penelitian ini bertujuan untuk mengevaluasi kualitas butir soal Test of Arabic Foreign Language (TOAFL) yang diselenggarakan di Universitas KH. Abdul Wahab Hasbullah (UNWAHA), Jombang. Sejak awal pandemi COVID-19, standar soal TOAFL diturunkan sehingga menjadi lebih mudah. Oleh karena itu, analisis tingkat kesulitan butir soal dan daya pembeda perlu dilakukan untuk menilai kualitas tes tersebut.
Desain/metode/pendekatan – Penelitian ini menggunakan metode deskriptif kuantitatif. Data diperoleh dari hasil TOAFL Paket A yang diberikan kepada 20 mahasiswa UNWAHA pada tahun 2024. Pengumpulan data dilakukan melalui dokumentasi dan dianalisis menggunakan perangkat lunak ANATES.
Temuan – Hasil penelitian menunjukkan bahwa dari 140 soal, tingkat kesulitan butir soal TOAFL UNWAHA dinilai baik karena memiliki proporsi yang seimbang, yaitu 13 soal (9,3%) dalam kategori mudah, 83 soal (59,3%) dalam kategori sedang, dan 44 soal (31,5%) dalam kategori sulit. Daya pembeda soal tes juga dianggap baik (56,4%) karena lebih dari 50% soal mampu membedakan antara kelompok mahasiswa atas dan bawah. Hanya sebagian kecil soal yang memiliki daya pembeda kurang (12,8%) dan negatif (14,3%). Berdasarkan hasil ini, soal-soal tersebut dapat digunakan kembali pada tes di masa depan.
Implikasi/batasan penelitian – Penelitian ini dapat memberikan masukan penting bagi tim penyusun soal TOAFL untuk meningkatkan kualitas soal menjadi lebih baik. Namun, penelitian ini terbatas pada satu paket soal saja.
Orisinalitas/nilai – Penelitian ini membahas semua keterampilan bahasa dalam tes TOAFL yang diujikan pada mahasiswa dari berbagai jurusan, kemudian dianalisis menggunakan perangkat lunak
Integrating Narrative Characters in Early Childhood Music Learning: A Study of Mozart Mouse and Beethoven Bear Impact on Early Learners
No full textThis research explores the implementation of Mozart Mouse and Beethoven Bear characterization methods in the Little Musician class at Favore Music School, Bandung. It assesses their impact on young learners\u27 musical, linguistic, and emotional development. Utilizing a qualitative approach, the study spanned six months and incorporated observations, interviews, and document reviews to gather comprehensive data. The Music for Little Mozarts curriculum, designed specifically for young children, integrates narrative characters to enhance student engagement and learning. Data analysis followed the Miles and Huberman model, focusing on data reduction, display, and conclusion to ensure robust, systematically derived findings. Results indicate that preparing and implementing character-based materials and musical instruments effectively engages children. The role-playing exercises using Mozart Mouse and Beethoven Bear deepened the children\u27s understanding of musical concepts, such as pitch and dynamics, and significantly improved their emotional and linguistic skills. This was particularly evident in their enthusiastic participation in end-of-semester musical concerts. The study highlights the potential of incorporating narrative and creativity in early education to enrich learning outcomes. Character-based methods could be particularly beneficial for fostering comprehensive developmental skills in music education. However, the research was limited to a single educational setting and a short observation period, which might affect the generalizability of the results. Future research should expand the study to multiple settings and extend the observation period better to understand the long-term effects of such pedagogical strategies. This could help ascertain the effectiveness and adaptability of characterization methods in a broader educational context
The Influence of Self-Regulation on Early Childhood Education Teachers\u27 Readiness for Curriculum Change in Indonesia
No full textThe challenges of implementing new curricula, such as insufficient infrastructure, high parental expectations, and varying levels of teacher quality, have left many early childhood education (PAUD) teachers unprepared for curriculum changes. Teachers often face difficulties adapting to new instructional materials, revising learning plans, updating teaching processes, and aligning assessments with curriculum requirements. Curriculum transitions are a global phenomenon, posing challenges for educators in various contexts. This study explores the influence of self-regulation on PAUD teachers\u27 readiness for curriculum change in Indonesia. Using a quantitative approach with simple linear regression analysis, data were collected from 113 teachers selected through quota sampling based on calculations using the G*Power software (α = 0.05, power = 0.95, effect size f = 0.15). Validated instruments assessed self-regulation and readiness for curriculum change, ensuring cultural and linguistic relevance. Results from SPSS analysis demonstrated a significant positive relationship (p = 0.001, CI: 1.031–1.934) between self-regulation and readiness for curriculum change. Teachers with higher self-regulation exhibited greater adaptability and competence in meeting the demands of curriculum updates. This study highlights the pivotal role of self-regulation in enhancing teacher readiness, enabling educators to address challenges, develop new skills, and align their practices with curriculum requirements. The findings underscore the need for professional development programs to foster self-regulation and institutional support to facilitate smooth transitions during curriculum reforms. Future research should adopt longitudinal designs to explore the dynamic processes of teacher readiness over time and across diverse educational settings