Article Per Year (5 Year)
p-Index From 2021 - 2026
0.61
P-Index
This Author published in this journals
All Journal MURHUM : JURNAL PENDIDIKAN ANAK USIA DINI Jurnal Pustaka Indonesia e-Journal of ELTS (English Language Teaching Society)
Hasriana
Pendidikan Guru Pendidikan Anak Usia Dini, Universitas Muhammadiyah Palu
Education Languange, Linguistic, Communication & Media Other

Published : 3 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 3 Documents
Search

 1 
PRIVATE SPEECH IN ADULT FOREIGN LANGUAGE ACQUISITION: MECHANISMS, IMPLICATIONS, AND PATTERNS AMONG TERTIARY LEARNERS Rahayu Prasetyaningsih; Ernitasari Mulyadi; Dewi Rara Amiati; Hasriana
e-Journal of ELTS (English Language Teaching Society) Vol. 13 No. 3 (2025)
Publisher : Tadulako University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/elts.v13i3.6144

Abstract

This research investigates the mechanisms of private speech in adult foreign language acquisition, particularly English language, focusing on how tertiary learners utilize self-directed talk to manage cognitive load during motor-language tasks. The study aims to identify the specific triggers, behavioral patterns, and self-regulatory functions of private speech when learners are required to coordinate physical actions with real-time English narration. Employing a qualitative phenomenological design, the study involved five sophomore students at Universitas Muhammadiyah Palu who participated in an Action-Sequence Protocol followed by Video-Stimulated Recall Interviews (SRI). Data were analyzed through observation of behavioral markers and thematic condensation of interview reflections. Results indicate that private speech acts as a vital cognitive bridge, manifesting through three primary functions: iterative planning for task management, affective self-soothing to mitigate frustration, and spontaneous error monitoring. Findings reveal a dichotomy in strategies, where some learners externalize cognitive load through audible whispering while others internalize it through prolonged pausing. These results prove that hesitation and mumbling in adult learners are sophisticated self-regulatory strategies rather than linguistic deficiencies. The study implies a necessary paradigm shift in tertiary pedagogy, suggesting that educators should recognize and encourage private speech as a legitimate scaffolding tool to reduce speaking anxiety and foster learner autonomy in English language context. These insights establish a foundation for future exploration into culturally integrated speaking tasks and longitudinal pedagogical interventions. Keywords: Private Speech; Action-Sequence; Foreign Language Acquisition; Tertiary Learners; Self-Regulation
Pengembangan Instrumen Asesmen Diagnostik Non Kognitif Mahasiswa Pendidikan Guru Pendidikan Anak Usia Dini Berbasis Kurikulum Merdeka Wisman Wisman; Hasriana Hasriana; Rabiah Al'adawiya
Murhum : Jurnal Pendidikan Anak Usia Dini Vol. 7 No. 1 (2026): Juli
Publisher : Perkumpulan Pengelola Jurnal (PPJ) PAUD Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37985/murhum.v7i1.1954

Abstract

Asesmen diagnostik nonkognitif merupakan komponen penting dalam implementasi Kurikulum Merdeka karena berfungsi untuk mengidentifikasi berbagai aspek personal mahasiswa yang mendukung proses pembelajaran. Namun, pelaksanaan asesmen ini masih menghadapi kendala akibat keterbatasan instrumen yang tersedia di lembaga pendidikan. Penelitian ini bertujuan mengembangkan instrumen asesmen diagnostik nonkognitif yang valid dan reliabel bagi mahasiswa Program Studi Pendidikan Guru Pendidikan Anak Usia Dini (PG-PAUD). Metode penelitian yang digunakan adalah penelitian pengembangan (research and development) dengan model pengembangan instrumen adaptif berdasarkan tujuh langkah sistematis. Produk penelitian berupa kuesioner dengan lima dimensi utama: kesejahteraan psikologis dan sosial-emosional, aktivitas belajar mandiri, kondisi keluarga, latar belakang pergaulan, serta gaya belajar, karakteristik, dan minat. Analisis data meliputi uji validitas isi menggunakan model Gregory, validitas konstruk melalui analisis faktor konfirmatori (Confirmatory Factor Analysis/CFA), serta reliabilitas dengan koefisien Alpha Cronbach. Hasil uji validitas isi menunjukkan koefisien 0,81 (valid). Hasil CFA memenuhi syarat analisis faktor (KMO = 0,850; Bartlett’s Test sig. = 0,000). Dari 48 butir awal, sebanyak 37 butir dinyatakan valid dan reliabel dengan koefisien reliabilitas 0,850. Instrumen ini diharapkan dapat dimanfaatkan oleh dosen dan pengelola program studi dalam melaksanakan asesmen diagnostik nonkognitif bagi mahasiswa PG-PAUD.
From Professional Development to Educational ‎Transformation: Evaluating the Mobilizer Teacher Program ‎through Kirkpatrick’s Four-Level Model Yusuf Pratama; Baso Intang Sappaile; Syahrul Syahrul; Hasriana Hasriana
JPI: Jurnal Pustaka Indonesia Vol. 5 No. 3 (2025): December
Publisher : Yayasan Darussalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/jpi.v5i3.2508

Abstract

Indonesia’s Teacher Mobilizer Education Program (Program Pendidikan Guru Penggerak/PPGP) was designed to strengthen instructional leadership and accelerate school transformation, yet evidence of its outcomes across Kirkpatrick’s Four-Level Evaluation Model remains limited in Eastern Indonesia. This study evaluated reaction, learning, behavior, and results among PPGP participants in four public senior high schools in Makassar City. A qualitative evaluation design involved 16 purposively selected informants: Teacher Mobilizers, principals, peer teachers, and students. Data were generated through semi-structured interviews and document analysis of learning portfolios, mentoring reports, reflective journals, and school development documents. Data were analyzed using the Miles and Huberman interactive model and thematic coding based on the four Kirkpatrick levels. Credibility was supported through triangulation, member checking, and documentary verification. Participants reported positive reactions to the relevance of program content, facilitator support, mentoring, and collaborative learning. The program strengthened pedagogical knowledge, differentiated instruction, coaching, reflective practice, and instructional leadership. Behavioral outcomes included more student-centered teaching, restorative classroom management, peer collaboration, and active participation in school-improvement initiatives. At the organizational level, the program supported stronger professional learning communities, improved teacher collaboration, and greater student engagement. These findings indicate that PPGP can facilitate the transfer of professional learning into classroom and school-level practice. However, the qualitative design and limited number of schools constrain generalizability. Longitudinal mixed-method research is needed to assess sustained effects on teacher performance and student learning outcomes.
Co-Authors Baso Intang Sappaile Dewi Rara Amiati Ernitasari Mulyadi Rabiah Al'adawiya Rahayu Prasetyaningsih Syahrul Syahrul Wisman Wisman Yusuf Pratama