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All Journal Proceedings of Annual International Conference Syiah Kuala University - Social Sciences Chapter Jurnal Ilmiah Didaktika : Media Ilmiah Pendidikan dan Pengajaran DAYAH: Journal of Islamic Education Al-Ta'lim Studies in English Language and Education
Emawati Emawati
Universitas Muhammadiyah Aceh
Religion Education Languange, Linguistic, Communication & Media

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PEMBELAJARAN ONLINE: PERSEPSI DAN PENERAPANNYA DI UNIVERSITAS MUHAMMADIYAH ACEH (Online Learning: Perception and Application at Muhammadiyah University Aceh) Emawati Emawati
Jurnal Ilmiah Didaktika Vol 22, No 2 (2022): Jurnal Ilmiah Didaktika Februari 2022
Publisher : Center for Research and Publication Universitas Islam Negeri (UIN) of Ar-Raniry

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/jid.v22i2.11280

Abstract

Curriculum development is a must in an educational institution. One way to develop the curriculum is through reformatting instructional process. During the covid-19, online learning becomes a must. For that reason, this qualitative research explores online learning process implemented in one of the private universities in Aceh. The data for the study were gathered through semi-structured interviews. The participants of the study were the dean of the Faculty of Islamic Education, the head of department of Islamic education, and a lecturer in the department. The result of this study suggests that online learning is inevitable in this Covid-19 pandemic; the lecturers are also found to have been capable in using online learning platforms: the lecturers are capable of using the general and a special-designed learning platform available. Curriculum development was conducted through several steps. Lecturers disseminate information about the use of online platform, they also make use of online learning available for students through online media, and finally all participants agree to prevent learning loss through encouraging students to be honest and accountable for what they do during their learning. 
TOWARDS SHAPING PUPILS’ SOFT-SKILLS: THE ISLAMIC TEACHING AT A BILINGUAL SCHOOL IN BANDA ACEH Emawati Emawati; Rahmatun Nisa; Teuku Zulfikar
Jurnal Ilmiah Didaktika Vol 20, No 2 (2020): Jurnal Ilmiah DIDAKTIKA Februari 2020
Publisher : Center for Research and Publication Universitas Islam Negeri (UIN) of Ar-Raniry

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/jid.v20i2.5409

Abstract

The Indonesian educational system should guarantee that educational institutions in all levels not only train their students’ cognitive ability but also develop their affective domain. This important domain can be developed through various strategies, one of which is through shaping students’ soft-skills. This classroom research was conducted to identify strategies implemented by a particular bilingual school in Banda Aceh, in its attempt to develop students’ soft-skills. Having interviewed four teachers and the school principal, observed classroom, and analyzed documents, such as learning module and syllabus, we found that the teachers use various strategies in developing students’ soft-skills, one of which is through inviting students to participate in learning process and to engage in outdoor activities; promoting democratic dialogues; showing empathy and appreciation, and also presenting good examples are seen as important strategies to develop soft-skills.
An Analysis on Strategies in developing students’ soft-skills (A Case Study at a Bilingual School, Banda Aceh) Emawati Emawati; Rahmantun Nisa; Teuku Zulfikar
Proceedings of AICS - Social Sciences Vol 9 (2019): the 9th AIC on Social Sciences, Syiah Kuala University
Publisher : Proceedings of AICS - Social Sciences

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (196.844 KB)

Abstract

The Indonesian educational system should guarantee that educational institutions in all levels not only train their students’ cognitive ability but also develop their affective domain. This important domain can be developed through various strategies, one of which is through shaping students’ soft-skills. This study was conducted to identify strategies implemented by a particular bilingual school in developing students’ soft-skills. Having interviewed four teachers and the school principal, observed classroom, and analyzed documents, we found that the teachers use various strategies in developing students’ soft-skills, one of which is through inviting students to participate in learning process and to engage in outdoor activities; promoting democratic dialogues; showing empathy and appreciation, and also showing good examples.
Empowering Education: Exploring Teachers’ Classroom Practices in Vocational Schools Teuku Zulfikar; Emawati Emawati; Hidayat Al-Azmi
AT-TA'LIM Vol 27, No 2 (2020)
Publisher : Institut Agama Islam Negeri Imam Bonjol Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1145.547 KB) | DOI: 10.15548/jt.v27i2.628

Abstract

Teaching is indeed a complex provision, which requires teachers being competent in many respects. They should be very knowledgeable in subjects they teach; they should also acquire skills in transferring their subject matters; they need to be skillful in classroom management, and are capable of designing and developing teaching materials. For that reasons, teachers should always engage in professional development to guarantee their best performance. Understanding teachers’ ways of classroom practices is the first step for teachers’ professional development. Therefore, it is timely to conduct a classroom research to explore teachers’ performance, and thus this research explored teachers’ classroom practices in six vocational schools in Aceh. The data was collected mainly through observation of the instructional process in the classroom and in the workshop. The research found several effective attributes of teachers, such as creative, interactive, democratic, intelligent, smart, and well-prepared teachers. The study also identified ‘negative’ teachers’ attributes, such as authoritative, dominated, and withdrawn teachers.
Ekstrakurikuler di Pesantren Moderen: Sebuah Upaya dalam Pembentukan Karakter Santri Emawati Emawati; Istiqamahtul Masyitah
DAYAH: Journal of Islamic Education Vol 5, No 2 (2022): DAYAH: Journal of Islamic Education
Publisher : Universitas Islam Negeri Ar-Raniry Banda Aceh, Aceh, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/jie.v5i2.13453

Abstract

Private Islamic Boarding Schools have received large audiences. Most people regardless of their economic and social status send their children to Islamic boarding schools. There are reasons parents choose this kind of school over other types of school, one of which is the fact that this type of schooling offers a wide variety of extra-curricular activities. This study seeks to identify the roles of extracurricular in shaping students’ character in a particular boarding school. This qualitative multi-site case study interviewed the management of the boarding schools, teachers, and students. The data for the research was also revealed through observation of students’ activities during the extra-curricular program. Our research suggests that extra-curricular were believed to have shaped students’ characters. The extra-curricular program shape students to become more disciplined, develop time-management skill, become more independent, and develop students’ creativities and students’ critical thinking. Our findings also reveal that the extra-curricular activities were run at a specified time, which does not distract students’ schedule for main learning activities. 
Looking inside an EFL classroom: Promoting productive learning through teachers’ questioning strategies Teuku Zulfikar; Khairiah Syahabuddin; Khamisna Maulidia; Emawati Emawati; Amiruddin Amiruddin
Studies in English Language and Education Vol 9, No 3 (2022)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (909.029 KB) | DOI: 10.24815/siele.v9i3.26072

Abstract

Engaging students to participate in productive learning is a prerequisite for successful instruction. Teachers as instructional leaders should be creative and proactive in finding the best ways to enable effective learning to take place. One of the most well-known strategies is the use of appropriate ‘questioning’ during the instructional process. Teachers’ questioning strategies can encourage learning, but at the same time, they can also discourage learning when they are not carried out effectively. As teachers’ ways of posing questions are paramount for effective learning, it is timely to research this issue, teachers’ ways of asking questions during classroom instruction, and their students’ responses. The participants were two English teachers and their students at a secondary school in Aceh Province, Indonesia. The data were collected through classroom observations, in-depth interviews, and questionnaires. The study found that teachers used various questioning strategies, such as designing icebreaking activities and giving simple quizzes as attention grabbers. In addition, some types of questioning strategies, such as repetition, simplification, decomposition, structuring the questions, reacting to the students’ answers (giving a reward, complimenting, and motivating the students), using native language, and giving students some wait time to think about the answers were among the many strategies applied in the classroom. These questioning strategies were considered effective by the teachers and students in the study to promote productive language learning.
Looking inside an EFL classroom: Promoting productive learning through teachers’ questioning strategies Teuku Zulfikar; Khairiah Syahabuddin; Khamisna Maulidia; Emawati Emawati; Amiruddin Amiruddin
Studies in English Language and Education Vol 9, No 3 (2022)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v9i3.26072

Abstract

Engaging students to participate in productive learning is a prerequisite for successful instruction. Teachers as instructional leaders should be creative and proactive in finding the best ways to enable effective learning to take place. One of the most well-known strategies is the use of appropriate ‘questioning’ during the instructional process. Teachers’ questioning strategies can encourage learning, but at the same time, they can also discourage learning when they are not carried out effectively. As teachers’ ways of posing questions are paramount for effective learning, it is timely to research this issue, teachers’ ways of asking questions during classroom instruction, and their students’ responses. The participants were two English teachers and their students at a secondary school in Aceh Province, Indonesia. The data were collected through classroom observations, in-depth interviews, and questionnaires. The study found that teachers used various questioning strategies, such as designing icebreaking activities and giving simple quizzes as attention grabbers. In addition, some types of questioning strategies, such as repetition, simplification, decomposition, structuring the questions, reacting to the students’ answers (giving a reward, complimenting, and motivating the students), using native language, and giving students some wait time to think about the answers were among the many strategies applied in the classroom. These questioning strategies were considered effective by the teachers and students in the study to promote productive language learning.
Co-Authors Amiruddin Amiruddin Hidayat Al Azmi Istiqamahtul Masyitah Khairiah Syahabuddin Khamisna Maulidia Rahmantun Nisa Rahmatun Nisa Teuku Zulfikar