Article Per Year (5 Year)
p-Index From 2021 - 2026
4.14
P-Index
This Author published in this journals
All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar Jurnal Ilmiah KORPUS Journal of English Education and Teaching (JEET) SCAFFOLDING: Jurnal Pendidikan Islam dan Multikulturalisme Jurnal Tinta: Jurnal Ilmu Keguruan dan Pendidikan LITERATUR: Jurnal Bahasa, Sastra dan Pengajaran Jurnal Tana Mana Jurnal Kajian Ilmu Pendidikan (JKIP) Journal of Pedagogy and Education Science Jurnal Penelitian Ilmu Pendidikan Indonesia Ghaitsa: Islamic Education Journal Jurnal Pustaka Indonesia LINGUISTS : JOURNAL OF LINGUISTICS AND LANGUAGE TEACHING Disastra: Jurnal Pendidikan Bahasa dan Sastra Indonesia
Friantary, Heny
Unknown Affiliation
Religion Arts Humanities Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Social Sciences Other

Published : 29 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 29 Documents
Search

 1   2   3 
ANALISIS KEMAMPUAN LITERASI MEMBACA SISWA KELAS IV DI SD NEGERI 54 SELUMA Wulandari, Meisi Dwi; Febrianti, Adel; Friantary, Heny; Taulani, Andre; Yulizah, Yosi
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 2, Juni 2026 Publish
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.47227

Abstract

This research is motivated by the low reading literacy ability of elementary school students, especially in the aspect of reading comprehension. This study aims to analyze the reading literacy ability of grade IV students at SD Negeri 54 Seluma, identify aspects that have and have not been mastered, and find out the factors that affect them. The research uses a descriptive qualitative approach with data collection techniques in the form of tests, interviews, and documentation. The results of the study show that students' reading literacy skills are in the category of adequate. Students are able to understand the explicit information in the text, but still have difficulty in interpreting the implied meaning and drawing conclusions. Factors that affect include low interest in reading, limited learning media, and conventional learning methods. Therefore, more innovative learning strategies are needed to improve students' reading literacy skills.
The Use of Science Comic Media on the YouTube Application to Cultivate Students' Interest in Learning at Elementary School 35 Bengkulu City Hanifah, Aisyah Umu; Sari, Demi Lupita; Asvio, Nova; Wahyuni, Betti Dian; Friantary, Heny
International Journal on Advanced Science, Education, and Religion Vol 8 No 1 (2025): IJoASER (International Journal on Advanced Science, Education)
Publisher : Sekolah Tinggi Agama Islam Al-Furqan, Makassar - Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33648/ijoaser.v8i1.1589

Abstract

The purpose of this study is to describe the use of social studies comics on YouTube to foster student interest. The method used was descriptive qualitative, conducted at SDN 35, Bengkulu City, with data sourced from classroom teachers. The results indicate that the use of YouTube-based social studies comics in learning has been proven to increase student interest. This is evident in the learning process, which includes systematic and directed planning, implementation, and evaluation. During the planning stage, teachers developed learning materials in accordance with the Independent Curriculum and adapted the material to the characteristics and level of cognitive development of students. Selecting engaging and relevant media is a crucial factor in creating more meaningful learning. During the implementation stage, the use of social studies comic videos created a more interactive, enjoyable, and engaging learning environment, enabling students to become more active and enthusiastic in participating. Evaluation results also showed an increase in cognitive understanding and student interest compared to previous learning. Therefore, YouTube-based social studies comics can be used as an effective learning innovation to improve the quality of student learning processes and outcomes in elementary schools.
ANALISIS KUALITATIF PENGALAMAN DAN PERSEPSI PEMBELAJAR TERHADAP AKTIVITAS DIGITAL DALAM PEMBELAJARAN BAHASA INDONESIA DI MTS PANCASILA KOTA BENGKULU Mutiara, Feni; Andra, Vebbi; Friantary, Heny
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 2, Juni 2026 Publish
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.52496

Abstract

This study examines the integration of digital activities into Indonesian language learning and how this transforms traditional teaching practices by increasing student engagement and interactivity. This study focuses on the experiences and perceptions of students at MTS Pancasila in the city of Bengkulu regarding the use of digital tools in Indonesian language learning. Using a qualitative research design, this study explores students’ evaluations of digital resources, the benefits they perceive, and the challenges they face. Findings indicate that students generally use digital tools such as educational videos, online reading platforms, and social media to improve vocabulary, listening skills, and interactive language practice. Digital activities, particularly those incorporating gamification, are considered engaging and motivating. However, several challenges were identified, including insufficient structured guidance, limited feedback, and technical issues such as unstable internet connections. The research results also indicate that digital tools are more effective in supporting receptive skills, particularly listening and reading, while their contribution to productive skills such as speaking and writing remains limited without adequate instructor support. This study contributes to the field of digital learning by highlighting its strengths and limitations. This study emphasizes the.
Pemanfaatan Komik Webtoon Digital untuk Mengatasi Kesulitan Siswa dalam Menulis Cerita Pendek di SMP Negeri 24 Seluma Nur Juwita, Trise; Andra, Vebbi; Friantary, Heny
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 2, Juni 2026 Publish
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.54119

Abstract

This study aims to address the difficulties faced by eighth-grade students at SMP Negeri 24 Seluma in writing short stories through the use of the Webtoon digital comic platform. The main problems faced by the students include a lack of ideas, difficulty in structuring the plot, and low motivation resulting from teaching methods that tend to be conventional. This study is a Classroom Action Research (CAR) conducted in two cycles. Each cycle consists of the planning, implementation, observation, and reflection stages. The research subjects were 28 eighth-grade students at SMP Negeri 24 Seluma. Data collection instruments included short story writing tests, student activity observation sheets, and documentation. Data analysis was conducted both quantitatively and qualitatively. The results of the study showed a significant improvement in the students’ short story writing skills. In the pre-cycle condition, the class achievement rate was only 32.1% (9 students) with an average score of 61.4. After the implementation of the Webtoon medium, in Cycle I, the class achievement rate increased to 60.7% (17 students) with an average of 70.2. A significant improvement occurred in Cycle II, with the classical mastery rate reaching 85.7% (24 students) and the average score jumping to 79.5. Based on these findings, it can be concluded that the use of Webtoon digital comics is effective in addressing students’ difficulties in writing short stories, stimulating their imagination through visual and textual stimuli, and increasing their active engagement in the learning process.
Pemanfaatan Aplikasi Canva Berbasis Fitur Storyboarding untuk Mengatasi Kesulitan Strukturasi Alur dalam Menulis Teks Fabel Siswa Kelas VIII SMP Negeri 15 Kota Bengkulu Korniawan, Iwan; Andra, Vebbi; Friantary, Heny
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 2, Juni 2026 Publish
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.54233

Abstract

This study aims to address the difficulties faced by eighth-grade students at SMP Negeri 15 in Bengkulu City in structuring the plot of fables through the use of the Canva app’s storyboarding feature. The main problems underlying this study are the students’ inability to arrange a sequence of events in a coherent manner, skipping the orientation stage and jumping directly to the resolution without any logical complications, as well as low active participation due to the use of conventional text-based learning media. This study is a Classroom Action Research (CAR) that adopts the Kemmis and McTaggart model, conducted over two cycles. Each cycle integrates the stages of planning, implementation of actions, observation, and reflection. The research subjects consisted of 30 eighth-grade students. Data were collected through a fable writing test, an activity observation sheet, and a student perception questionnaire, which were then analyzed using descriptive qualitative and quantitative methods. The results showed a significant improvement in the students’ ability to structure the plot of a fable. In the pre-cycle baseline condition, the class average score was only 62.7 with a classical mastery rate of 30.0% (9 students achieved mastery). After the implementation of the intervention in Cycle I, the average score increased to 71.5 with a classical mastery rate of 56.7% (17 students met the criteria). Strategic improvements in Cycle II yielded optimal results, with the class average score surging to 80.3 and the classical mastery rate reaching 86.7% (26 students achieved mastery), exceeding the established success target of 85%. Based on these findings, it was concluded that the use of the storyboarding feature on Canva effectively served as a visual scaffold that clarified the chronological sequence of events, stimulated critical imagination, and fostered students’ interest in learning literature in an interactive manner.
Strategi Guru Dalam Mengatasi Kecemasan Berbicara (Language Anxiety) Siswa Pada Pelajaran Bahasa Indonesia Di SMP Negeri 14 Kota Bengkulu Yuliarti, Yuda; Andra, Vebbi; Friantary, Heny
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.v11i02.54899

Abstract

Speaking skills are one of the crucial productive competencies in Indonesian language learning, but affective barriers in the form of language anxiety are often a major obstacle for junior high school students. This study aims to describe and analyze the strategies used by Indonesian language teachers in overcoming students' speaking anxiety at SMP Negeri 14 Bengkulu City based on empirical data during the teaching internship period. The research method used is descriptive qualitative with a case study approach. Data were collected through participatory observation techniques when the researcher acted directly as a teacher, in-depth interviews with subject teachers, and documentation studies. Data analysis was conducted interactively through the stages of data reduction, data presentation, and conclusion drawing. The results showed two main findings. First, the manifestation of students' anxiety in class predominantly appears in the form of psychological resistance behavior, such as refusing to come to the front of the class due to low self-efficacy, sudden nervousness accompanied by physical indications (soft voice and trembling lips), and the tendency to shift responsibility by pointing at other friends to avoid negative social evaluation caused by the fear of making mistakes. Second, teachers implement a three-pillar handling strategy, namely preventive action through conditioning small group work methods, curative action through the enforcement of "anti-mockery" class rules and providing subtle verbal guidance (scaffolding), and affective action through providing positive reinforcement in the form of mass applause. The combination of these strategies is proven to be effective in reducing students' psychological burden, eroding the fear of negative evaluation from the environment, and fostering students' courage to speak in public.
IMPLEMENTASI PEMBELAJARAN BERDIFERENSIASI PADA MATA PELAJARAN BAHASA INDONESIA: STUDI PUSTAKA Puspa Sari, Lala; Andra, Vebbi; Friantary, Heny
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.v11i02.54912

Abstract

Differentiated instruction is one of the main pillars of the Merdeka Curriculum, designed to accommodate the diversity of students’ characteristics, interests, and readiness to learn. This study aims to analyze the implementation of differentiated instruction specifically in the Indonesian Language subject through a literature review approach. The method used is content analysis of various relevant scientific articles from Google Scholar published between 2020 and 2026. The results of the study indicate that the implementation of differentiated instruction in the Indonesian Language subject is carried out through three main strategies: content differentiation (text/non-text instructional materials), process differentiation (reading and writing strategies), and product differentiation (variations in language performance forms). The main supporting factors include teacher creativity and the availability of instructional modules, while the inhibiting factors are limited planning time and classroom management. This study concludes that differentiated instruction effectively improves language skills and active engagement among students.
IMPLEMENTASI KEGIATAN MEMBACA 15 MENIT SEBAGAI UPAYA PENGUATAN BUDAYA LITERASI DAN MINAT BACA SISWA: STUDI PUSTAKA Khalishah Khair, Hanifah; Andra, Vebbi; Friantary, Heny
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 2, Juni 2026 Publish
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.55532

Abstract

The low reading interest and literacy skills of students in Indonesia are a serious challenge in contemporary education. As a structural solution, the Government launched the School Literacy Movement (GLS), one of whose main pillars is a 15-minute reading program before class begins. This study aims to analyze the implementation, effectiveness, obstacles, and impact of the 15-minute reading activity on strengthening students' literacy culture and reading interest based on a literature review. The research method used is a literature review by collecting, reducing, analyzing, and synthesizing relevant scientific journal articles from the Google Scholar database. The results of the study indicate that the consistent implementation of 15-minute reading is able to stimulate reading habits, improve vocabulary mastery, and foster students' intrinsic reading interest. However, the success of this program is greatly influenced by the availability of varied reading books (non-textbooks), the active role of teachers as role models, and the creation of a literacy-rich school environment (literate environment). The main obstacles found include student boredom due to monotonous post-reading activities and limited reading corner facilities. This study concludes that the 15-minute reading activity effectively becomes the foundation of a school literacy culture if supported by adaptive and collaborative program management.  
Peningkatan Keterampilan Berpidato Persuasif Siswa Kelas IX SMP 1 Kota Bengkulu Melalui Model Pembelajaran Berbasis Masalah (Problem-Based Learning) Berbantuan Media Podcast Video Topia, Anisa; Andra, Vebbi; Friantary, Heny
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 2, Juni 2026 Publish
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.57233

Abstract

This study was motivated by the low level of persuasive speaking skills among ninth-grade students at SMP 1 Bengkulu City, which was attributed to factors such as stage fright, limited ability to construct logical arguments, and a lack of interactive media in classroom instruction. This study aims to improve students’ persuasive speaking skills through the application of the Problem-Based Learning (PBL) model integrated with the use of video podcast media. The research method used is Classroom Action Research (CAR) based on the Kemmis and McTaggart model, conducted in two cycles, covering the stages of planning, implementation, observation, and reflection. The research subjects consisted of 32 ninth-grade students. Data were collected through public speaking performance tests, activity observation sheets, and student response questionnaires, then analyzed using descriptive qualitative and quantitative methods. The results showed a significant, gradual improvement in persuasive public speaking skills. In the pre-cycle baseline condition, the class average score was only 64.2, with a classical mastery rate of 34.4% (11 students met the criteria). After implementing the intervention in Cycle I, the average score increased to 72.8 with a classical mastery rate of 62.5% (20 students met the criteria). Weaknesses identified in Cycle I were addressed in Cycle II, resulting in a significant jump in the class average to 81.4 with a classical mastery rate of 87.5%. Based on these findings, it can be concluded that the synergy between the Problem-Based Learning model and video podcasts is effective in improving persuasive speaking skills, fostering critical thinking regarding factual issues, boosting self-confidence, and creating a collaborative learning environment.
Co-Authors Afriani, Zelvia Liska Agustin, Holin Anggraini, Silvita Cahyadi, Bintang Erliana Febrianti, Adel Hanifah, Aisyah Umu Harjuni, Miki Hidayat, Teguh Rahmat Ixsir Eliya Kasmantoni Kasmantoni, Kasmantoni Kelaudia Utami, Sindi Khalishah Khair, Hanifah Korniawan, Iwan Lipinia, Bela Manjato, Ajat Mardahliah, Sherli Maria Botifar Martina , Feny Martina, Feny Mutiara, Feni Nenci, Rewi Nopitasari, Yuni Nova Asvio Nur Juwita, Trise Pamela, Olsa Puspa Sari, Lala Rakhmanina, Lisa Sahda Ilahi, Indra Dewa Saputra, Ade Bayu Saputra, Hendro Ade Sari, Demi Lupita Sarwono, Sarwit Satrisno, Hengki Selvyta Sari Sukaisi, Selti Tari, Irma Wulan Taulani, Andre Topia, Anisa Vebbi Andra, Vebbi Wahyuni, Betti Dian Wulandari, Meisi Dwi Yuliarti, Yuda Yulistio, Didi Yulizah, Yosi Yumarni, Asmara Zahrah, Nafysah