18 research outputs found
Sufisme dalam Perspektif K.H. Muhammad Idris Jauhari
No full textThis article explores Sufism in the perspective of K.H. Idris Muhammad Jauhari. It will also reveal the patterns of his mystical thought. In this study, the author finds that: firstly, in the view of Kiai Jauhari, Sufism is an attempt to straighten out the intention of heart and to understand the essence of deeds conducted by human beings in order to live a life to reach its final destination in accordance with the will of the Creator. Secondly, the patterns of Kiai Jauhari’s mystical thought are: a). Sufism developed by Kiai Jauhari built on a tradition of tasawuf akhlâqî (consistency to maintain Islamic orthodoxy, humanist Sufism, activist and functional, dichotomous relationship pattern between the servant and the Lord as well as the urgency of dhikr Allâh in the spiritual journey toward the Lord), b). Sufism developed and offered by Kiai Jauhari is an effort to redefine and reorient so that Sufism in both theoretical and practical aspect is no longer positioned as being elitist, mystical, and individualist. Kiai Jauhari has developed inclusive Sufism, which is easily accessible by all people. Thirdly, according to Kiai Jauhari there are six steps to become a Sufi, are: îqân al-nafs (convincing one’s self), taqwîn al-niyyah (straightening intention), al-dirâsah wa al-istitlâ‘ (learning and studying), al-tafakkur wa al-tadabbur (thinking and contemplation), al-takhallî wa al-tahallî (emptying and filling), and al-tajallî (manifestation).</p
Politics of Female Identity in Traditional Java through the Prism of Pramoedya A. Toer’s Gadis Pantai
Full text linkIdentity is political rather than natural. It is always influenced by the politics of race, class, gender, religion, education, disability, and so on. This paper examines the complexity of political forces that shape female identity at the beginning of the 20th century Java and the reaction the women show in response to the circumstances where they find themselves, with reference to Pramoedya Ananta Toer’s Gadis Pantai. The novel, which is based on the true story of his own grandmother, portrays the life of a practice wife of priyayi, the hereditary governing class of Java. Using interpretive analysis and close reading of the text, the study argues that feudal and patriarchal circumstances help shape female identity in the 20th century Java. Women are doubly discriminated; they find themselves subject to higher powers, i.e. the powers of the feudal lord and the male. However, throughout the novel, the author displays a brand-new female image different from the socially dominant discourses, an image that has qualities of rebellious fervor to trouble the discriminating social category of identity
Reclaiming Identity: Women, Social Exclusion, and Resistance in Bumi Manusia
Full text linkThis paper aims to unveil the gender-based prejudice and the colonial state's policies that systematically exclude Native women by considering Pramoedya A. Toer's Bumi Manusia. It focuses on how women are excluded from useful social life participation and resist such unfair treatment to reclaim their own identity. A close textual analysis with postcolonial and feminist discourses was used in this literary study to interpret particular feelings, experiences, and events in the novel. After a comprehensive examination, the study found that women during the Dutch occupation in Java were denied their rights, freedom, and opportunities crucial to their social integration; they had to live their lives according to the interests of the ruling classes, i.e., the men and the white Europeans. Various forms of resistance, ranging from the lowest opposition mode to open rebellions, have been articulated as a response to the said social exclusion. In this sense, the novel exposes a female character that can take on a new form of existence. The insights gained from this study might be of assistance to confirm the awakening of women's consciousness in struggling against the oppressive power of sexism and racism in early twentieth century Java
Bringing Intercultural Perspectives into General EFL Learning during Covid-19: Some Insights
Full text linkStudies on intercultural language learning have revolved around the descriptive report of cultural facts, adjustment to the target language\u27s culture, and cross-cultural do\u27s and don\u27ts. They have not yet exposed the issue in much detail, especially in an emergency situation. This study aims to investigate practical ideas on how to engage Indonesian Islamic higher education students with intercultural perspectives during the Covid-19 pandemic. It addresses what the teachers think about interculturality in the general EFL learning and how they accommodate intercultural perspectives during the virtual class. Using a narrative inquiry, the data were collected through semi-structured interviews and observations. The researcher employed thematic analysis and theoretical lenses on interculturality-based language learning. The study showed that interculturality in EFL learning was not only unavoidable but also indispensable. This learning suggested an equal position between teachers and students in terms of authority of knowledge and vocal participation. The teachers also accommodated the core principles of intercultural perspectives in general EFL learning through proactive construction, connection-making, social interaction, reflection, and commitment, even though they did not take place optimally during virtual learning. Here, the students engaged with one another to exchange information, link ideas, and make sense of meanings. The overall findings of this study imply the vital role of teachers in helping students recognize, appreciate, and respond to cultural variety during the virtual learning process
Study on teacher’s ways of giving feedback in the class of writing at the 3rd semester students of English department of IAIN Walisongo in the academic year of 2010/2011
Full text linkThis final project presents the results of a descriptive study on the teacher’s ways of giving feedback in the class of writing at the third semester students of IAIN Walisongo in the academic year of 2010/ 2011. The primary purpose of the investigation is to describe the kinds of feedback implemented by the teacher in the class of writing and the considerations underlying such feedback. The results of this descriptive study will be useful inputs in relation to the implementation of teacher feedback in the class of writing. This makes sense since the teacher’s ways of giving feedback are influential on writing achievement. Thus, identifying considerations influencing the implementation of teacher feedback to students’ writing will contribute to the development of further writing achievement.
To obtain the data, interviews with the teacher of writing and three students of Writing 2 were conducted. In addition, direct observation was done. Document review was also involved in this study.
After analyzing the data, the teacher’s ways of giving such feedback were identified. The results of the study, in summary, were quite positive in finding that, for some reasons, the teacher has focused on both form and content of the students’ writing, has provided the feedback on the end of writing process and has preferred to use oral feedback as well as direct and indirect feedback. However, both the teacher and students have encountered a number of difficulties during the implementation of the teacher feedback. Therefore, suggestions have been investigated to deal with the problems. In addition, limitations of the study and recommendation are given for future related studies.
Finally, the study is expected to be beneficial to the teacher, students, and staffs of the faculty who are in charge of the issue
Culture Shock in Higher Education: Experiences of Freshmen in Two English Education Departments
Full text linkThe transition from high schooling to higher education often triggers culture shock among newcomers, particularly those majoring in English education. This study aims to investigate the nature of culture shock experienced by freshmen majoring in English and their coping mechanisms. The study includes four participants—two males and two females—from the English Education Department of two different universities in Pekalongan. Employing a narrative approach, the research unveiled five categories of culture shock: course load, teaching methodologies, learning resources, assignment frequency, and self-confidence. The study also found eight strategies employed by these students to navigate culture shock: personalized learning approaches, embracing mistakes confidently, seeking guidance from seniors, practicing self-disclosure, approaching lecturers for assistance, understanding the education system, refraining from comparisons with peers, and fostering relationships and friendships. These findings offer valuable insights to assist new students in mitigating negative culture shock, while pursuing their English studies. However, due to the contextual limitations, which many not apply to other educational settings, future studies should explore diverse academic backgrounds
Teacher’s strategies for stimulating EFL students’ active learning in an Indonesian senior high school
No full textOrganizing effective active learning poses a significant challenge for teachers. The responsibility not only lies in guiding learning activities but also in fostering students' active engagement in the learning process. This study aims to investigate the strategies employed by a female English teacher at a senior high school in Pekalongan, Indonesia to promote active participation among EFL (English as a Foreign Language) students and the challenges she faces. Employing qualitative research with data collected from interviews and observations, various strategies were identified to enhance active learning among EFL students. The study revealed ten effective strategies implemented by the teacher at the school to stimulate active learning, namely encompassing visual-based instruction, problem-solving methods, computer-based instruction, cooperative learning, drama techniques, role-playing, games, peer teaching, Jigsaw learning, and panel discussions. Additionally, the research identified three key challenges faced by the teacher in fostering active learning among EFL students, namely time constraints, preparation limitations, and varying levels of student enthusiasm. In general, this study provides valuable insights that can assist English teachers in selecting suitable active learning strategies tailored to the unique needs of their students and classrooms
Critique of radical religious paradigm: an epistemological analysis from principles of Islamic thought
Full text linkAs one important factor enabling Islamophobia, radicalism has been a global issue endangering personal safety and public security. It is strongly associated with incorrect understanding of religious doctrines. This paper aims to present a critique of religious paradigm promoted by the radical groups from principles of Islamic thought (usul fiqh) perspective. Using epistemological analysis to uncover the nature of their religious understanding and its justification, this study argues that radical religious paradigm is characterized with monolithic, textual, and rigid interpretation of the sacred texts. According to the radical groups, the sources of Islamic laws or teachings are restricted to only the Quran and the hadith, leaving no space for alternative interpretations. They do not give a place for ra’yu (reason) in determining the laws or teachings. In the other hands, usul fiqh maintains that the sources of the Islamic laws or teachings are not restricted to only the two said sources; it also gives a place for ra’yu (reason). From usul fiqh perspective, the sources can also be found in the form of isyarah (signalling) and ruh (spirit) of the Quran and the hadith. In this sense, usul fiqh refuses the literal interpretation proposed by the radical groups since not all of the texts in the Quran and the hadith can be understood literally
Teachers' Pedagogical Adaptation to Digital Culture: Qualitative Insights from Technology-Mediated Language Teaching
No full textThe rapid expansion of digital culture has reshaped the pedagogical landscape of language teaching, requiring teachers to rethink their instructional practices within technology-mediated environments. This study aims to explore how secondary school language teachers adapt their pedagogical approaches to the demands of digital culture and what factors influence their adaptation processes. Using a qualitative descriptive design, data were collected from ten language teachers in Kendal Regency through open-ended questionnaires and analyzed thematically. The findings reveal that pedagogical adaptation is a multidimensional process characterized by shifts from teacher-centered to student-centered digital orientations, the development of context-responsive digital strategies, and the negotiation of sociotechnical challenges such as device inequality, unstable internet, and diminished authentic interaction in online settings. The results also show that teacher professional identity and reflective decision-making function as central mechanisms shaping the depth and direction of pedagogical adaptation. This study extends existing theoretical frameworks-including TPACK, adaptive expertise, teacher identity, and pedagogical reasoning-by demonstrating how they interact dynamically within digital language teaching contexts. Practically, the study underscores the need for professional development that emphasizes reflective digital pedagogy, institutional support for technological equity, and collaborative spaces for sharing adaptive practices. The findings highlight that effective digital language teaching emerges not merely from tool proficiency but from contextually informed instructional reasoning and identity-driven pedagogical transformation
Preserving Oral Tradition amid the COVID-19 Pandemic: A Cultural Adaptation in Salawat Dulang
Full text linkThe COVID-19 pandemic has affected various aspects of people's lives, including oral traditions. In Minangkabau, oral traditions are in danger of being lost or forgotten by the community due to the pandemic. During the pandemic, oral tradition performances involve only few people, though the performances typically require the presence of many people. This current study aims to explain various things that happened to the oral tradition in Minangkabau amid the COVID-19 pandemic, especially Salawat Dulang. It uses a qualitative approach with data collection techniques through observation, note-taking, and interviews. The study found that the Minangkabau oral tradition, especially Salawat Dulang, survived and continued amid the pandemic because it implements various forms of changes and adjustments. These changes and adjustments include the involvement of virtual and direct media. There are very few audiences attending the live performances, and they must strictly adhere to health protocols. Performers also use social media as a means to maintain the existence of their traditions. In this sense, they see the conditions related to the COVID-19 pandemic as a source of inspiration to create the spoken texts. These findings imply the important role of all the performers, the community, and the government in proposing efforts to preserve this oral tradition
