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All Journal Lensa: Kajian Kebahasaan, Kesusastraan, dan Budaya Jurnal Pendidikan Karakter Jurnal Kependidikan: Penelitian Inovasi Pembelajaran Parole: Journal of Linguistics and Education Nusa: Jurnal Ilmu Bahasa dan Sastra Jurnal Penelitian dan Pengembangan Pendidikan Jurnal Bahasa dan Sastra LiNGUA: Jurnal Ilmu Bahasa dan Sastra KEMBARA Jurnal Gramatika Jurnal Humanitas: Katalisator Perubahan dan Inovator Pendidikan Gender Equality: Internasional Journal of Child and Gender Studies Jurnal Manajemen Pendidikan Elementary: Jurnal Ilmiah Pendidikan Dasar Al Ishlah Jurnal Pendidikan ETERNAL(english, teaching, learning, and Research Journal) Dinamisia: Jurnal Pengabdian Kepada Masyarakat Pendas : Jurnah Ilmiah Pendidikan Dasar Diksa : Jurnal Pendidikan Bahasa dan Sastra Indonesia Pendekar : Jurnal Pendidikan Berkarakter Cetta: Jurnal Ilmu Pendidikan JMKSP (Jurnal Manajemen, Kepemimpinan, dan Supervisi Pendidikan) Jurnal Inovasi Hasil Pengabdian Masyarakat (JIPEMAS) Journal of Education Technology Komposisi: Jurnal Pendidikan Bahasa, Sastra, dan Seni PengabdianMu: Jurnal Ilmiah Pengabdian kepada Masyarakat Al-Ta'lim DIKDAS MATAPPA: Jurnal Ilmu Pendidikan Dasar COLLASE (Creative of Learning Students Elementary Education) GERAM (GERAKAN AKTIF MENULIS) Jurnal Onoma: Pendidikan, Bahasa, dan Sastra Ghancaran: Jurnal Pendidikan Bahasa dan Sastra Indonesia IJECA (International Journal of Education and Curriculum Application) Community Development Journal: Jurnal Pengabdian Masyarakat PAKAR Pendidikan Prologue: Journal on Language and Literature JEE (Journal of English Education) Journal of Innovation in Educational and Cultural Research Jounal of Education and Teaching (JET) Indonesian Journal of Elementary Education (IJOEE) Lingua Susastra Jurnal Komunitas Bahasa Journal for Lesson and Learning Studies Educenter: Jurnal Ilmiah Pendidikan Jurnal Gramatika: Jurnal Penelitian Pendidikan Bahasa dan Sastra Indonesia Jurnal Kata : Penelitian tentang ilmu bahasa dan sastra Jurnal Educative: Journal of Educational Studies Alinea: Jurnal Bahasa, Sastra, dan Pengajaran Jurnal Pemberdayaan Masyarakat INTERNATIONAL JOURNAL OF LANGUAGE PEDAGOGY Leksema: Jurnal Bahasa dan Sastra Ta'dib BAHASTRA Journal of Education Language and Innovation JPAP (Jurnal Praktisi Administrasi Pendidikan) Jurnal Pembelajaran Bahasa dan Sastra Jurnal Penelitian Pendidikan Indonesia EDUCENTER JURNAL PENDIDIKAN Jurnal Pendidikan Progresif Jurnal Papeda: Jurnal Publikasi Pendidikan Dasar INTERACTION: Jurnal Pendidikan Bahasa
Vivi Indriyani
Universitas Negeri Padang
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Public Health Social Sciences Other

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PENERAPAN MODEL PROBLEM BASED LEARNING (PBL) BERBANTUAN MEDIA AUDIOVISUAL DALAM PEMBELAJARAN KETERAMPILAN MENYIMAK PEMAHAMAN TEKS EKSPLANASI DI KELAS IX SMP NEGERI 7 PADANG Aspani, Claudya; Nursaid*, Nursaid; Indriyani, Vivi; Nofrahadi, Nofrahadi
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 2, Juni 2026 Release
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.46566

Abstract

This study aims to describe the implementation of the Problem Based Learning (PBL) model assisted by audiovisual media in teaching listening comprehension of explanation texts for ninth-grade students at SMP Negeri 7 Padang. The research employed a qualitative descriptive method to explore the stages of planning, implementation, and evaluation of the learning process. Data were collected through observation, interviews, documentation, and field notes. The findings reveal that the learning planning was relatively systematic, including the preparation of teaching modules, audiovisual media, and learning activities based on PBL syntax. The implementation stage showed that students were actively engaged in problem-solving activities through listening to explanation texts presented via audiovisual media. However, some limitations were found, particularly in the lack of detailed assessment rubrics and incomplete learning documents. In the evaluation stage, both process and outcome assessments indicated improved student engagement and better comprehension of explanation texts. Overall, the integration of PBL and audiovisual media contributed positively to supporting students’ listening comprehension, critical thinking, and active participation in learning.
PENGEMBANGAN E-BOOK INTERAKTIF TEKS CERITA FANTASI BERBASIS PROJECT-BASED LEARNING (PjBL) BERBANTUAN KOMIK DIGITAL SISWA KELAS VII SMP NEGERI 7 PADANG Fitri, Hasnah; Indriyani, Vivi; Abdurahman; Syafrina, Dewi
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 Nomor 02, Juni 2026 Published
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.46883

Abstract

This research aims to develop an interactive e-book on fantasy story texts based on Project-Based Learning (PjBL) assisted by digital comics for Grade VII students of SMP Negeri 7 Padang, and to describe the validity and practicality levels. The research employed the Research and Development (R&D) method using the ADDIE development model (Analysis, Design, Development, Implementation, Evaluation). Product validation was conducted by material and media experts, while practicality was measured through teacher and student response questionnaires. The results of material expert validation showed a percentage of 87.67% (Very Valid), and student practicality results reached 88.33% (Very Practical). The findings indicate that the developed interactive e-book meets quality standards and is suitable for implementation in fantasy story text learning. The integration of PjBL and digital comics has proven capable of increasing student learning motivation and active engagement in understanding fantasy story text material.
PENGARUH METODE DIGITAL STORYTELLING PROJECT BERBANTUAN PLATFORM STORYBIRD TERHADAP KEMAMPUAN MENGEMBANGKAN ALUR CERITA DALAM TEKS CERPEN SISWA KELAS XI MAN 1 KOTA PADANG M. Taufik, Nabillah; Satria, Dadi; Rasyid, Yulianti; Indriyani, Vivi
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 2, Juni 2026 Release
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.47711

Abstract

This study aims to determine the effect of the Digital Storytelling Project method assisted by the Storybird platform on students’ ability to develop plotlines in short story texts at grade XI of MAN 1 Kota Padang. The study was motivated by students’ low ability in organizing coherent and engaging plot structures. This research employed a quantitative approach with a quasi-experimental design. The sample consisted of class XI F2 as the experimental class and class XI F7 as the control class. The research instrument was a short story writing performance test focused on plot development. Data were analyzed through normality tests, homogeneity tests, and hypothesis testing using the Independent Samples T-test. The results showed that the Digital Storytelling Project method assisted by Storybird had a significant effect on students’ ability to develop plotlines in short story texts. The use of digital visual media helped students generate ideas, organize conflicts, and construct more coherent and creative plot structures. Keywords: Digital Storytelling Project, Storybird, Plot, Short Story Text.
OPTIMIZING WRITING SKILLS THROUGH DEDUCTIVE AND INDUCTIVE METHODS: A COMPARATIVE STUDY: OPTIMALISASI KETERAMPILAN MENULIS MELALUI METODE DEDUKTIF DAN INDUKTIF: STUDI PERBANDINGAN Indriyani, Vivi; Fujita, Titiek; Novelly, Yustitiayu
Jurnal Kata Vol. 9 No. 2 (2025): Jurnal Kata : Penelitian tentang Ilmu Bahasa dan Sastra
Publisher : LLDIKTI Wilayah X

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22216/kata.v9i2.3547

Abstract

Writing is an essential academic skill that needs to be developed to support success in education and future careers. However, the lack of appropriate teaching methods is often the main cause of students' difficulties in developing writing skills. Therefore, teachers need to select and apply appropriate learning methods so that students can achieve optimal learning outcomes. This study aims to compare the effects of deductive and inductive learning methods on students' writing skills. The study used an experimental approach with a quasi-experimental design of the two-group pretest-posttest type. The research subjects consisted of two classes: two experimental classes that used the deductive method and one other class that used the inductive method. The instrument used was a performance test, and data analysis was carried out statistically using SPSS software. The results of the study showed that both deductive and inductive methods were equally effective in improving students' writing skills. However, based on the analysis results, no significant differences were found between the two methods on student learning outcomes in writing learning.
Blaming, Resisting, and Reframing Authority: A Pragmatic Critical Discourse Analysis of Instagram Narratives during Flood Disasters in Sumatra Herlin Triana; Vivi Indriyani; Amelia Yuli Astuti; Ratih Purwasih
PAROLE: Journal of Linguistics and Education Vol 16, No 1 (2026): Volume 16 Number 1 April 2026
Publisher : Master Program in Linguistics, Diponegoro University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14710/parole.v16i1.63-78

Abstract

Public discourse on social media has given rise to various narratives that often spark debate and influence public perceptions of information. This study aims to examine pragmatic patterns and discursive constructions in social media narratives related to disaster events, with a focus on how users construct, challenge, and reframe authority. This study employs an interpretive qualitative approach using Fairclough’s three-dimensional model of Critical Discourse Analysis (CDA), which encompasses text analysis, discursive practices, and social practices. Data in the form of Instagram posts were analyzed step-by-step through the identification of linguistic elements, patterns of discourse production and distribution, and their connection to the broader social context. A pragmatic approach was used to identify speech acts, implicatures, and attitude constructions in digital discourse. The research findings indicate that disaster discourse is constructed through evaluative lexical strategies, irony, metaphors, and visual reinforcement that represent ecological crises and social inequalities. Audience responses exhibit dominant patterns of blaming, resisting, and reframing, which consistently appear in comments, likes, and content shares. These findings confirm that social media functions as a discursive arena that not only represents the reality of disasters but also shapes collective criticism of policies, power, and environmental management.
Pembelajaran Menulis Permulaan berbasis Interaksi Guru dan Siswa di Sekolah Dasar Wilda Fathia; Vivi Indriyani; Restu Yuningsih
Jurnal Papeda: Jurnal Publikasi Pendidikan Dasar Vol. 8 No. 2 (2026): Jurnal Papeda: Jurnal Publikasi Pendidikan Dasar
Publisher : Universitas Pendidikan Muhammadiyah Sorong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36232/jurnalpendidikandasar.v8i2.5086

Abstract

Pembelajaran menulis permulaan di sekolah dasar merupakan keterampilan utama yang harus dikuasai siswa. Hal ini bertujuan sebagai pengembangan literasi awal bagi siswa di sekolah dasar. Keberhasilan pembelajaran menulis ditentukan oleh banyak faktor, seperti media, model pembelajaran, dan interaksi guru dengan siswa. Penelitian ini bertujuan untuk mendeskripsikan pola interaksi guru dan siswa dalam pembelajaran keterampilan menulis permulaan di SD. Metode penelitian ini adalah kualitatif deskriptif. Subjek penelitian, yaitu guru kelas II dan siswa kelas II SD IT Madani Islamic School 3 Padang. Teknik pengumpulan data dilakukan melalui wawancara dan observasi. Kemudian, data dianalisis dengan cara reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa pola interaksi guru dan siswa dalam pembelajaran menulis permulaan berlangsung dengan pola interaksi satu arah, dua arah, dan multi arah. Interaksi satu arah dilakukan guru saat melakukan tahapan pendahuluan. Kemudian, interaksi dua arah dan multi arah terjadi saat guru melaksanakan tahapan kegiatan inti pembelajaran melalui proses tanya jawab, diskusi, pembelajaran berbasis kelompok, dan penggunaan berbagai media untuk mendukung pembelajaran menulis permulaan. Selain itu, guru juga menggunakan pendekatan yang menyenangkan dan media pembelajaran yang menarik dalam pembelajaran menulis permulaan. Dengan demikian, guru memiliki peran sentral dan sebagai fasilitator dalam pembelajaran menulis permulaan.
IMPROVING EFL LEARNERS’ SPEAKING PROFICIENCY THROUGH ROLE PLAY AND DIGITAL MEDIA Indah Muzdalifah; Dafwen Toresa; Fana Wiza; Vivi Indriyani; Asma Alhusna
JEE (Journal of English Education) Vol. 12 No. 1 (2026): JEE (Journal of English Education)
Publisher : English Study Program University of Pasir Pengaraian

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30606/jee.v12i1.4375

Abstract

This study aims to develop an innovative English learning method aligned with Outcome-Based Education (OBE) by integrating role-play and YouTube as a strategy to enhance speaking proficiency among MKDU English students. Through active participation in recorded and published role-play activities, students improve contextual communication skills, confidence, creativity, and digital adaptability. Using a descriptive quantitative approach, the research evaluates the effectiveness of this method via pre- and post-tests and closed questionnaires involving Digital Business students at Universitas Lancang Kuning. Assessment focuses on five indicators: role appreciation, content mastery, cultural gestures, pronunciation, and scene graphic design. The results show measurable improvements: average speaking scores increased by 18% from pre- to post-test, with the highest gain in pronunciation (22%) and content mastery (20%). Questionnaire responses indicate that 87% of students felt more confident and collaborative in communicative tasks. These findings demonstrate that YouTube-based role-play not only strengthens linguistic competence but also directly supports OBE outcomes by fostering reflective, creative, and professional communication skills essential for workplace readiness.
DIGA-FAM model (differentiation instruction and game-based formative assessment model): students’ needs analysis Vivi Indriyani; Herlin Triana; Rohaidah Haron; Zaiton Zakarya
Educenter : Jurnal Ilmiah Pendidikan Vol. 5 No. 1 (2026): Educenter: Jurnal Ilmiah Pendidikan (In press)
Publisher : ARKA INSTITUTE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55904/educenter.v5i1.1737

Abstract

The growing demand for personalized and engaging learning experiences in digital education highlights the limitations of conventional formative assessments. Many existing assessment practices fail to accommodate learner diversity and sustain motivation. This study aims to analyze students’ needs as a foundation for developing the DIGA-FAM Model (Differentiation Instruction and Game-Based Formative Assessment Model), which integrates differentiated instruction with game-based elements to create adaptive and enjoyable formative assessments. Using a quantitative descriptive approach, data were collected from 104 students through a structured questionnaire and analyzed across six indicators: comfort, interactivity, motivation, differentiation and difficulty level, learning opportunities, and feedback quality. The results show that students prefer formative assessments that are digital-based, interactive, engaging, and tailored to individual learning styles, with opportunities to retry and receive immediate, constructive feedback. These findings emphasize the necessity of developing the DIGA-FAM Model to enhance student engagement, support differentiated learning, improve the effectiveness of formative assessment in classrooms, and fosters meaningful learning experiences.
Pengaruh Model Multiliteracy Integrative Learning Bermuatan Literasi Finansial terhadap Keterampilan Menulis Teks Negosiasi Siswa Kelas X SMAN 7 Padang Stevani Aulia Devinta; Vivi Indriyani; Emidar; Dewi Syafrina
Journal of Education Language and Innovation Vol. 3 No. 3 (2025)
Publisher : Indonesian and Regional Language and Literature Department, Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jeli.v3i3.188

Abstract

Penelitian ini bertujuan untuk menganalisis pengaruh model Multiliteracy Integrative Learning bermuatan literasi finansial terhadap keterampilan menulis teks negosiasi siswa kelas X SMAN 7 Padang. Penelitian ini menggunakan pendekatan kuantitatif dengan metode eksperimen semu (quasi-experimental design) dan rancangan posttest-only control group design. Sampel penelitian berjumlah 80 siswa yang terdiri atas 40 siswa pada kelas eksperimen dan 40 siswa pada kelas kontrol. Instrumen penelitian berupa tes unjuk kerja menulis teks negosiasi yang dinilai berdasarkan aspek isi, struktur, dan kesesuaian penggunaan Ejaan Yang Disempurnakan (EYD). Data dianalisis menggunakan uji normalitas, uji homogenitas, dan uji hipotesis dengan bantuan SPSS Statistics. Hasil penelitian menunjukkan bahwa rata-rata keterampilan menulis teks negosiasi siswa pada kelas eksperimen sebesar 88,02, lebih tinggi dibandingkan kelas kontrol sebesar 80,83. Hasil uji hipotesis menunjukkan nilai signifikansi (Sig. 2-tailed) < 0,05 sehingga H₀ ditolak dan H₁ diterima. Temuan ini menunjukkan bahwa model Multiliteracy Integrative Learning bermuatan literasi finansial berpengaruh signifikan terhadap keterampilan menulis teks negosiasi siswa kelas X SMAN 7 Padang.
From Literacy to Multiliteracy: Validity and Practicality of The Multiliteracy Integrative Learning (MULGRANING) Model Vivi Indriyani; Herlin Triana; Trisna Helda; Zaiton Zakarya; Hasri Fendi
Jurnal Pemberdayaan Masyarakat Vol 4, No 2 (2025)
Publisher : Yayasan Keluarga Guru Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46843/jpm.v4i2.465

Abstract

A learning model capable of integrating various literacies and disciplines is urgently needed to face the challenges of 21st-century learning. This need drives the development of the Multiliteracy Integrative Learning Model (MULGRANING) which focuses on language learning through the integration of various fields of science. This study aims to analyze the validity and practicality of the MULGRANING model. The research method used is research and development (RD) using the Plomp Nieeven model which consists of preliminary research, prototyping stage, and assessment stage. Data were obtained through expert validation and limited trials on teachers and students at the high school level, namely at SMAN 2 Padang and SMAN 9 Padang. The results of the study indicate that the MULGRANING model has high validity in terms of material (92%), presentation (96%), language (84%), graphics (77%), model syntax (88%), social system (90%), reaction principle (84%), support system (91%), instructional and accompanying impact (88%). Furthermore, teachers and students rated this model as practical to implement, with an average student practicality score of 91% and a teacher practicality score of 95%. The model is categorized as very practical because it provides a clear learning flow, varied activities, and allows for the development of language skills and 21st-century skills. Based on these findings, it can be concluded that this model can be used as an alternative in the language learning process.
Co-Authors Abda Abda Abdurahman Abdurahman . Abdurrahman Aditama, Madya Giri Aditya Rachman Aditya Rachman, Aditya Affanza, Anggia Afnita Agustina Agustina Agustina Agustina Ahmad Johari Sihes Aldila Melani Putri Amalia Dwiyanti, Rizqi Amelia Putri Amelia Yuli Astuti Amril Amir Amril Amril Andria Catri Tamsin Anisa Nurjanah Anisa Nurjanah Anisa Nurjanah Anisa Nurjanah, Anisa Annisa Ainur Rahman Anuar Puteh Ari Suriani Arianto Arianto Arianto Arma Putri, Delsy Arman, Lidya Ary Ramadhan Ary ramadhan Asma Alhusna Asmawati Asmawati Aspani, Claudya Atmazaki Atmazaki Atmazaki Atmazaki Ayu Gustia Ningsih Bahri, Karlina Ananda Binti Zakarya, Zaiton Bunga Maysuri, Ananda Catri Tamsin, Andria Dadi Satria Dafwen Toresa Delsy Arma Putri Delsy Arma Putri Delsy Arma Putri Delsy Arma Putri Dewanto M Zulqadri DEWI ANGGRAINI Dewi Syafrina Dini Wulansari Elfia Sukma Elfia Sukma Elfia Sukma, Elfia Emidar Emidar Emidar Emidar Emidar Eni Kurniawati Eni Kurniawati Fana Wiza, Fana Farel Olva Zuve Farel Olva Zuve Fathia, Wilda Febria Sri Atika Febriana, Noni Fendi, Hasri Fitri, Hani Melda Asrul Fitri, Hasnah Fitriani Fujita, Titiek Hafrison, Mohamad Hafrison, Mohammad Hanafi Saputra Hanifah Yulia Sari Hanifah Yulia Sari Hanifah Yulia Sari Haris Syukri Haron, Rohaidah Binti Hasri Fendi Hasri Fendi Hasri Fendi Herland Franley Manalu Herland Frenley Manalu Herlin Triana Herlin Triana Indah Muzdalifah Jasmienti Jasmienti Jasmienti Jasmienti Jasmienti Jasmienti Jasmienti Jasmienti Jasmienti, Jasmienti Jeihan Nabila Justitiayu Novelly Koto, Juliana Kurniawan Kurniawan Leli Lismay Lidya Arman Lidya Arman Lintang Nurlisya Putri Lira Hayu Afdetis Mana M. Aries Taufiq M. Raphi Parhan Butar-Butar M. Taufik, Nabillah M. Zaim Marlini Martini Martini Mazayatul Mufrihah B11212091 Misa Yumarni Misbahul Munir Mita Domi Fella Henanggil Muhammad Fauzi Mulia, Hikmah Muzdalifah, Indah Nadia Fransisca Dwita Nofrahadi, Nofrahadi Novelly, Yustitiayu Novia Juita Nursaid Nursaid Nursaid Olivia, Nadia Puja Junifia Putri, Diantri Seprina Rahmayani, Rizka Dwi Ramadhan, Syahrul Ratih Purwasih Restu Yuningsih Restu Yuningsih Rifki Oktoviandry Riri Septiani Agam Rizka Dwi Rahmayani Rizka Dwi Rahmayani Rohaidah Binti Haron Rohaidah Haron Roma Kyo Kae Saniro Rony, Zahara Tussoleha Saputra, Buyung Ade Shafa Arwen Shidqi, Nadiah Agmi Shila, Nur Nabila Silvia Marni Stevani Aulia Devinta Suhailee Sohnui Susanti, Tia Ayu Syafrina, Dewi Syahrul R, Syahrul Syahrul R. Syahrul R. Syahrul Ramadhan Thamara Putriani Br Matanari Thamsin, Andria Catri Titiek Fujita Yusandra Tressyalina Tressyalina Trisna Helda Wanti, Elsi Kurnia Wilda Fathia Wilda Fathia Yenni Hayati Yulianti DN, Upit Yulianti Rasyid Yulmiati M.Pd S.S Yustitiayu Novelly Yustitiayu Novelly Zaiton Binti Zakarya Zaiton Zakarya Zaiton Zakarya Zakarya, Zaiton Zulfikarni