IHTAFA: Journal of Education and Socio-Humanities

The BLENDED LEARNING IMPLEMENTATION IN TEACHING ENGLISH FOR MEDICAL PURPOSES IN HIGHER EDUCATION

Dhaniel Prasetyo Irianto — 2026-07-03

ABSTRACT

The integration of technology in higher education has significantly transformed English language teaching, particularly in English for Specific Purposes (ESP). This study aims to investigate the implementation of blended learning in teaching English for Medical Purposes (EMP) and its impact on students’ communication competence in higher education. A quasi-experimental design was employed involving 60 medical record students at a health sciences college. The data were collected through pre-tests, post-tests, questionnaires, and classroom observations. The findings revealed that blended learning significantly improved students’ medical vocabulary mastery, speaking performance, and overall engagement compared to traditional face-to-face instruction. The results suggest that blended learning provides flexibility, interactive learning experiences, and enhanced exposure to authentic medical materials. Therefore, it is recommended as an effective approach for EMP instruction in higher education.

INTEGRATIVE LEARNING STRATEGIES OF TAJWEED IN DEVELOPING THE ABILITY TO READ THE QUR'AN

Sitti Qamariatul Waqiah — 2026-07-24

Integrative Learning Strategies of Tajweed Science in Developing the Ability to Read the Qur'an. Many students can only read the Qur'an, but it is not accompanied by the mastery of the right and correct tajweed knowledge, including the level of gharib musykilat, problems like this occur because some educational institutions do not pay attention to the right strategies in applying tajweed knowledge to their students, so in this thesis we discuss the integrative learning strategies of tajweed knowledge in developing students' ability to read the Qur'an. There are three focuses of discussion. First, Tajweed learning strategies? Second, the development of students' Qur'an reading skills? Third, supporting and inhibiting factors? In this study, the author uses research with a qualitative approach that is descriptive with the type of case study research. Research results. First, there are 3 strategies used in Progressive Islamic Boarding School, namely, 1) Direct learning strategy in this strategy the teacher presents the material first by writing it using a board and marker and then explaining while demonstrating and giving exercises. 2). Expository learning strategy used before students enter school in the morning. The stage in this strategy, the teacher prepares by singing together, then explaining the learning material and must be memorized by the students. 3). Inquiry learning strategy. This strategy helps students be more active in the learning process through questions and answers. Secondly, the development of students after participating in the tajweed science program, they are not only fluent in reading but can master and practice rules such as, makharij al-huruf, sifah al-huruf, ahkam al-huruf, ahkam al-maddi wal qashr, ahkam al-waqaf wal ibtida', and gharib musykílah. The three supporting factors are expert teachers in their fields, teacher cohesiveness, community support and additional lessons. Meanwhile, the inhibiting factor is that many students are not stuck. So that there is a special time so that students can catch up in understanding tajweed.

STRATEGI KEPALA MADRASAH DALAM MENINGKATKAN KINERJA GURU DI MTS AL-HASAN DESA SRAMBAH KECAMATAN PROPPO KABUPATEN PAMEKASAN

Moh Marsuki — 2026-07-27

ABSTRAK:

Meningkatkan kinerja guru semata-mata dilakukan untuk pencapaian visimisi dan tujuan dari lembaga pendidikan, sehingga dapat membawa hasil akhir yang didasarkan pada tingkat mutu dan standar yang sudah ditetapkan. Sedangkan strategi meningkatkan kesejahteraan guru dilakukan untuk memberikan tambahan bagi guru baik tambahan pendapatan maupun tambahan layanan sehingga dapat bekerja dengan aman, nyaman dan mampu menghasilkan kerja yang baik. Penelitian ini dilakukan di MTS AL-Hasan Pamekasan untuk melihat strategi yang dilakukan oleh kepala madrasah dalam meningkatkan kinerja guru. Berdasarkan hal tersebut, maka ada dua permasalahan yang menjadi kajian pokok dalam penelitian, pertama, bagaimana strategi Kepala Madrasah dalam meningkatkan Kinerja Guru. kedua, Apa hambatan dalam meningkatkan Kinerja Guru. Penelitian ini menggunakan pendekatan kualitatif dengan jenis studi kasus. Teknik pengumpulan datanya menggunakan teknik wawancara, observasi, dan dokumentasi. Setelah data terkumpul dilakukan reduksi data, penyajian data, dan penarikan kesimpulan. Pengecekan keabsahan datanya menggunakan teknik triangulasi dan bahan referensi. Temuan penelitian yang berkaitan dengan strategi kepala madrasah dalam meningkatkan kinerja guru diperoleh rincian pada bagian-bagian sebagaimana berikut; (a) perencanaan program pembelajaran, strategi yang dilakukan adalah: supervisi intern dan supervisi ekstern. (b) pelaksanaan kegiatan pembelajaran, strategi yang dilakukan adalah : menjamin ketersediaan sarana dan prasarana, mendorong guru agar berinovasi dan meningkatkan penguasaan ilmu pengetahuan.

ABSTRACT:

Improving teacher performance is solely carried out to achieve the vision and goals of educational institutions, so that it can bring final results based on the level of quality and standards that have been set. Meanwhile, the strategy to improve teacher welfare is carried out to provide additional income for teachers, both additional income and additional services so that they can work safely, comfortably and be able to produce good work. This research was conducted at MTS AL-Hasan Pamekasan to see the strategies carried out by the head of the madrasah in improving teacher performance. Based on this, there are two problems that are the main study in the research, first, how the Madrasah Head's strategy is to improve teacher performance. Second, what are the obstacles in improving teacher performance. This research uses a qualitative approach with a type of case study. The data collection technique uses interview, observation, and documentation techniques. After the data is collected, data reduction, data presentation, and conclusion are drawn. The validity of the data is checked using triangulation techniques and reference materials. Research findings related to the strategy of madrasah heads in improving teacher performance are obtained in detail in the following sections; (a) learning program planning, the strategies carried out are: internal supervision and external supervision. (b) the implementation of learning activities, the strategies carried out are: ensuring the availability of facilities and infrastructure, encouraging teachers to innovate and improving their mastery of science.

METHODS OF ISLAMIC RELIGIOUS EDUCATION TEACHERS IN FOSTERING STUDENTS' MORALS

Sohebul Hajad — 2026-06-28

Noble morals are the main goal in education, and the role of Islamic Religious Education teachers is very vital in instilling these values in students. Moral development is the main focus in shaping the character of students in accordance with Islamic teachings. Teachers not only convey material theoretically, but also apply various methods in it. There are three focuses of discussion: first, how do teachers approach in fostering students? Second, what are the implications of teachers' methods in fostering students' morals? Third, what are the supporting and inhibiting factors? This study uses a qualitative approach with a type of field research, which aims to describe in depth the methods used by Islamic Religious Education teachers in fostering students' morals. The data collection technique is carried out through observation, interviews, and documentation related to the moral development program at the school. The results of the research 1) The method applied by the teacher, namely the question and answer method between the teacher and students about things that are not understood and the teacher's questions to the students to find out the extent of their understanding, 2) the exemplary method so that students can have a reflection of good behavior, 3) the habituation method, where students must be forced to get used to doing positive things according to what is expected. This is supported by systematic learning stages, such as preparing books, reading prayers and juz amma, delivering materials, to discussions and closing. The implications are clear, students become more active, enthusiastic, and enthusiastic in following lessons and show increased participation in class. The success of this method is strengthened by several factors, namely the active involvement of students, the creativity of teachers in delivering material, and the availability of adequate infrastructure. However, there are also obstacles such as the lack of enthusiasm of some students, disturbances of class order, and time constraints that make the learning process sometimes have to be continued at the next meeting.

INTEGRATION OF DIGITAL STORYTELLING AS AN ENGLISH LEARNING MEDIUM TO IMPROVE JUNIOR HIGH SCHOOL STUDENTS’ SPEAKING SKILLS AND DIGITAL LITERACY

Moh Syifauddin — 2026-10-03

The integration of digital technology in English language learning offers opportunities to enhance students’ communication skills and digital competence. This study aims to investigate the integration of digital storytelling as a learning medium to improve junior high school students’ speaking ability and digital literacy. The study employed a quasi-experimental design using a pre-test and post-test approach. The participants were junior high school students enrolled in an English class. Data were collected through speaking tests, a digital literacy questionnaire, and classroom observations. The findings indicate that the implementation of digital storytelling improved students’ speaking performance in terms of pronunciation, fluency, vocabulary use, and confidence in delivering oral narratives. In addition, students demonstrated improved digital literacy through their ability to create and present digital stories using multimedia tools. These results suggest that digital storytelling can serve as an effective technology-based learning strategy to support speaking development and digital literacy in English language classrooms.