https://mail.siducat.org/index.php/jpi/issue/feed 2026-02-21T10:48:21+07:00 M. Arif Rahman Hakim arifelsiradj@uinfasbengkulu.ac.id Open Journal Systems <p data-start="149" data-end="732"><strong data-start="149" data-end="183">JPI (Jurnal Pustaka Indonesia)</strong> is a peer-reviewed scholarly journal that publishes high-quality research and critical scholarship in the fields of language studies, education, educational management, and library and information science. The journal welcomes original research articles, review articles, and conceptual papers that address language learning and teaching, linguistics, learning methods and technologies, educational development, institutional management, and library and information practices across diverse linguistic, educational, and socio-cultural contexts.</p> <p data-start="734" data-end="913"><strong data-start="734" data-end="762">Jurnal Pustaka Indonesia</strong> is published in collaboration between Yayasan Darussalam Bengkulu and the Association of Indonesian Language and Literature Lecturer (ADOBSI).</p> <p data-start="915" data-end="1308">JPI aims to provide an academic forum for advancing theory, research, and practice related to language, education, literacy, educational governance, and information management. The journal particularly values manuscripts that demonstrate conceptual clarity, methodological rigor, and meaningful contributions to scholarly and professional practice at local, national, and international levels.</p> <p data-start="1310" data-end="1405">&nbsp;</p> https://mail.siducat.org/index.php/jpi/article/view/1802 2026-02-14T16:45:21+07:00 Septa Aryanika septaaryanika@radenintan.ac.id Nava Anggri Safitri navaanggris@gmail.com M. Ridho Kholid Ridhokholid@radenintan.ac.id Ernando Rizki Dalimunte ernandorizki@radenintan.ac.id

<p style="margin: 0cm; text-align: justify;"><span style="font-family: 'Arial',sans-serif;">Many students face difficulties in pronouncing –ed endings, especially in distinguishing /t/, /d/, and /ɪd/ sounds, which affects their speaking skills. This study aimed to improve students’ pronunciation through the use of the ELSA Speak application. Using Classroom Action Research (Kemmis &amp; McTaggart) with two cycles, the research involved 32 seventh-grade students of SMPN 1 Candipuro in the 2024/2025 academic year. Data were collected through observation, pre-tests, and post-tests, and analyzed quantitatively and qualitatively.Results showed a significant improvement in pronunciation, with the average score rising from 56.25 (pre-test) to 72.81 (cycle I) and 83.28 (cycle II). Students also gained more confidence and motivation. In conclusion, ELSA Speak effectively enhanced students’ mastery of –ed endings and is recommended as a digital tool in English learning.</span></p>

2025-12-30T00:00:00+07:00 Copyright (c) 2025 Septa Aryanika, Nava Anggria Safitri, M. Ridho Kholid, Ernando Rizki ‎Dalimunte https://mail.siducat.org/index.php/jpi/article/view/1806 2026-02-21T10:48:21+07:00 Erlina Erlina erlina@radenintan.ac.id Umi Hijriyah umihijriyah@radenintan.ac.id Fachrul Ghazi fachrulghazi62@gmail.com Sulthan Syahril sultansyahrir@radenintan.ac.id Muhammad Sufian m.sufian@wiseedu.co.id

<p>This study aimed to evaluate the effectiveness of integrating religious moderation values into Arabic language instruction through a Problem-Based Learning (PBL) model refined by Classroom Action Research (CAR). The objective was to enhance students’ linguistic competence while fostering moderate dispositions such as tolerance, balance, and non-violence. The study applied a two-cycle CAR design (planning–action–observation–reflection) involving one undergraduate class of Islamic Religious Education. Learning materials and PBL cases were developed around themes of tawassuṭ (moderation), justice, and equity, and implemented through case analysis, group discussion, and role-play. Data were gathered from performance assessments, observation checklists, field notes, and attitude questionnaires, analyzed using descriptive statistics and thematic reduction across cycles. Findings indicated consistent improvements from Cycle 1 to Cycle 2 in student engagement, reading comprehension, translation accuracy, and the demonstration of balanced reasoning and respectful disagreement in Arabic discourse. These gains were supported by iterative refinements in task design, scaffolded questioning, and structured peer feedback. Conclusion: The study concludes that moderation-oriented PBL, developed through iterative CAR cycles, provides a practical and replicable approach to simultaneously strengthening Arabic language proficiency and internalizing moderation values within Islamic higher education.</p>

2025-12-31T00:00:00+07:00 Copyright (c) 2025 Muhammad Sufian, Erlina, Umi Hijriyah, Fachrul Ghazi, Sulthan Syahril