Article Per Year (5 Year)
p-Index From 2021 - 2026
0.61
P-Index
This Author published in this journals
All Journal Literasi: Jurnal Pendidikan Guru Indonesia Jurnal Asimilasi Pendidikan
Baiq Rismarini Nursaly
Universitas Hamzanwadi, Indonesia
Education Languange, Linguistic, Communication & Media Mathematics Other

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

Found 3 Documents
Search

 1 
Pemahaman Sustainable Development Goals (SDGs) Berbasis Poster Canva Melalui Problem Based Learning (PBL) Pada Peserta Didik SMP Rabiul Awwal; Khirjan Nahdy; Baiq Rismarini Nursaly; Badarudin Badarudin
JURNAL ASIMILASI PENDIDIKAN Vol. 4 No. 3 (2026): Jurnal Asimilasi Pendidikan
Publisher : LEMBAGA PENELITIAN DAN PENDIDIKAN (LPP) ARROSYIDIN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61924/jasmin.v4i3.164

Abstract

This study aims to: (1) identify students’ understanding of Sustainable Development Goals (SDGs) at SMP Negeri 2 Suralaga, (2) describe the implementation of Canva-based poster media in understanding SDGs, and (3) analyze the implementation of Problem-Based Learning (PBL) integrated with Canva-based posters in enhancing students’ understanding of SDGs. This research employed a descriptive qualitative approach. The participants of this study were eighth-grade students of SMP Negeri 2 Suralaga. Data were collected through observations, interviews, and documentation. The data were analyzed using the Miles and Huberman model, which includes data reduction, data display, and conclusion drawing, while data validity was ensured through source and technique triangulation. The findings revealed that students’ understanding of Sustainable Development Goals (SDGs) was generally categorized as good. Students were able to recognize the basic concepts of SDGs, understand several sustainable development goals, and relate them to their daily lives. The implementation of Canva-based poster media contributed positively to the learning process by attracting students’ attention, facilitating comprehension, improving memory retention, and increasing learning motivation. Furthermore, the implementation of Problem-Based Learning (PBL) integrated with Canva-based poster media enhanced students’ participation in discussions, critical thinking skills, collaborative learning, and problem-solving abilities related to SDGs issues. The combination of PBL and Canva-based posters created a more interactive, creative, contextual, and meaningful learning environment, enabling students to develop a deeper understanding of Sustainable Development Goals (SDGs).
Bernyanyi Sambil Belajar: Efektivitas Lagu Edukatif Terhadap Penguasaan Kosakata Dan Pemahaman Bahasa Inggris Siswa Madrasah Ibtidaiyah Dalam Perspektif Mixed Methods Explanatory Sequential Baiq Rahmi Aulia Az-Zahra; Khirjan Nahdi; Baiq Rismarini Nursaly
Literasi: Jurnal Pendidikan Guru Indonesia Vol. 4 No. 2 (2025): Juni
Publisher : Lembaga Bale Literasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/literasi.v4i2.4531

Abstract

This study examines the effectiveness of educational songs in improving fifth-grade students' English vocabulary mastery and comprehension at a Madrasah Ibtidaiyah in East Lombok, Indonesia. The study aimed to analyze the planning, implementation, and outcomes of English instruction using educational songs. An explanatory sequential mixed-methods design was employed, beginning with a one-group pretest-posttest quantitative phase involving 25 fifth-grade students, followed by a qualitative phase using participatory observation, in-depth interviews, and documentation. Data were collected through an adapted TOEFL Junior Primary vocabulary-comprehension test, a structured observation checklist, a student-response questionnaire, and interview guidelines, then analyzed using paired-sample t-test, Normalized Gain (N-Gain), and reflexive thematic analysis integrated through a joint-display technique. Results show a significant increase in mean scores from 54.20 (pretest) to 82.04 (posttest), t(24) = 84.35, p < .001, with a moderate mean N-Gain of 0.61. Qualitative findings revealed systematic lesson planning, interactive multimodal implementation, and markedly increased student motivation, participation, and vocabulary retention. Integrated evidence indicates that educational songs are moderately but consistently effective for vocabulary mastery and comprehension among young EFL learners, and the study offers an integrated mixed-methods model for evaluating song-based instruction in an underrepresented Madrasah context.
The Effect of Learning Models and Learning Motivation on Students' Ability to Write English Narrative Texts Junaidi; Padlurrahman; Baiq Rismarini Nursaly
Literasi: Jurnal Pendidikan Guru Indonesia Vol. 4 No. 3 (2025): September
Publisher : Lembaga Bale Literasi

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

The ability to write English narrative texts is an essential skill for junior high school students, yet many students face difficulties due to non-optimal teaching methods and low learning motivation. This study aims to examine the effect of learning models (Problem Based Learning vs. Conventional) and learning motivation on students' ability to write English narrative texts. This research employed a quantitative approach with a quasi-experimental 2x2 factorial design. The population consisted of 40 ninth-grade students at SMPN Satu Atap 1 Keruak, with a sample of 28 students selected purposively. Data collection used motivation questionnaires and narrative text writing tests. Data analysis employed Two-Way ANOVA with prerequisite tests including normality and homogeneity tests. The results indicate that: (1) There is a significant difference in narrative text writing ability between students taught using the PBL model and those taught using the conventional model (Sig. 0.001 < 0.05); (2) There is a significant interaction effect between learning models and learning motivation on students' narrative text writing ability (Sig. 0.023 < 0.05); (3) For students with high motivation, PBL is significantly more effective than conventional learning (Sig. 0.000 < 0.05); and (4) For students with low motivation, there is no significant difference between PBL and conventional learning models (Sig. 0.367 > 0.05). This study concludes that PBL is an effective model for enhancing narrative writing skills, particularly when combined with high learning motivation. The findings imply the need for differentiated instruction and diagnostic assessment strategies in EFL writing classrooms.
Co-Authors Badarudin Baiq Rahmi Aulia Az-Zahra Junaidi Khirjan Nahdi Khirjan Nahdy Padlurrahman Rabiul Awwal