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All Journal Jurnal Alfa: Pendidikan, Penelitian, dan Bahasa
Rahmat Huda
Universitas Muhamadiyah Tapanuli Selatan, Indonesia
Arts Humanities Languange, Linguistic, Communication & Media

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Evaluating the Effectiveness of Online and Blended Learning Implementation for PPG Prajabatan Students Lili Herawati Parapat; Khairunnisah; Nur Hidayah; Rahmat Huda
jurnalalfa Vol 4 No 2s (2026): October
Publisher : CV. Alfa Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64733/journalalfa.v4i2s.214

Abstract

The study aimed to analyse the implementation of online and blended learning in enhancing students’ learning achievement and digital pedagogical competence. This study employed a descriptive quantitative research design. The participants consisted of 20 PPG Prajabatan students in the Pendidikan Pancasila dan Kewarganegaraan programme who participated in the Online and Blended Learning course. Data were collected from various learning activities, including problem identification related to educational technology and Artificial Intelligence, reflection activities, case discussions, instructional design development, peer review activities, mid-term examination, and final examination. The collected data were analysed using descriptive statistical analysis to determine students’ learning achievement. The findings showed that students demonstrated positive learning outcomes after participating in online and blended learning activities. All participants achieved a very good performance category, indicating that the learning activities successfully supported students’ competency development. The results also showed that students were able to engage in instructional design processes, collaborative discussions, reflection, and technology-based learning activities. The study implied that well-designed online and blended learning environments could effectively support the development of digital pedagogical competence among future teachers. These findings contributed to teacher education practices by highlighting the importance of integrating technology-supported learning experiences in preparing professional teachers for digital education.
The Effectiveness of the Animated Film Frozen in Improving Grade XI Students’ Narrative Writing Ability Siti Aisyah; Abdul Rahman Siagian; Happy Sri Rezeki Purba; Shoufi Nisma Dewi; Rahmat Huda
jurnalalfa Vol 4 No 1s (2026): August
Publisher : CV. Alfa Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64733/journalalfa.v4i1s.264

Abstract

Narrative writing remains a persistent challenge for Indonesian secondary school students, who often struggle with grammar, vocabulary and the development of ideas, while previous studies of animated media have mostly examined writing in general, other text types or other educational levels. This study investigated the difficulties that students experienced in writing narrative texts and examined whether the animated film Frozen was effective in improving the narrative writing ability of Grade XI students at a public senior high school in Padangsidimpuan, North Sumatra, Indonesia. A quantitative pre-experimental one-group pre-test and post-test design was employed with 35 students from one class, who were selected through purposive sampling. Data were collected through a narrative writing test, scored with an analytic rubric of five aspects (content, organisation, vocabulary, grammar and creativity), and a ten-item four-point Likert questionnaire. Because the scores were not normally distributed according to the Shapiro–Wilk test, the pre-test and post-test scores were compared with the Wilcoxon signed-rank test. The mean score rose from 74.29 to 82.00, and 33 of the 35 students improved while none declined (Z = −5.126, p < .001). Grammar was the weakest aspect both before and after the treatment, followed by vocabulary, whereas vocabulary showed the largest gain and organisation the highest post-test mean. Most students also responded positively to the film-based lessons. The findings suggest that a complete animated film, combined with teacher guidance on generic structure, can serve as an effective supporting medium for teaching narrative writing, although grammar requires additional and explicit instructional support.
Impact of YouTube as Educational Media on Students’ Learning Interest at SMK N 1 Padangsidimpuan Tukma Sari; Akhmad Tarmizi; Khairunnisah; Shoufi Nisma Dewi; Rahmat Huda
jurnalalfa Vol 4 No 1s (2026): August
Publisher : CV. Alfa Pustaka

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Abstract

This study investigated the significant impact of YouTube as educational media on students’ learning interest at SMK N 1 Padangsidimpuan. Previous research has mostly focused on learning outcomes, while evidence on learning interest in English learning has remained limited. A quantitative approach with a quasi-experimental non-equivalent control group design was employed. The population was all Marketing class students, and the sample consisted of 66 students from class X Marketing 1 (experimental group, 33 students) and class X Marketing 2 (control group, 33 students). Data were collected using a closed-ended questionnaire administered as a pre-test and a post-test, based on four indicators of learning interest: feeling of enjoyment, curiosity/attraction, attention, and involvement/participation. The data were analysed through the Shapiro-Wilk normality test, N-Gain analysis, the Paired Sample T-Test, and the Mann-Whitney U Test. The experimental group’s mean score increased from 67.79 in the pre-test to 88.88 in the post-test (a gain of 21.09 points), with a mean N-Gain of 0.64 (medium category), while the control group improved only from 70.91 to 72.06 (+1.15 points), with a mean N-Gain of 0.035 (low category). The Paired Sample T-Test for the experimental group yielded a significance value of 0.000 (p<0.05), and the Mann-Whitney U Test on the post-test scores of both groups also yielded 0.000 (p<0.05), with a mean rank of 49.38 for the experimental group against 17.62 for the control group. The alternative hypothesis was therefore accepted and the null hypothesis rejected. The study concluded that YouTube had a significant positive impact on students’ learning interest in English learning compared to conventional learning, and that English teachers should consider integrating YouTube as a supplementary learning medium.
Co-Authors Abdul Rahman Siagian Akhmad Tarmizi Happy Sri Rezeki Purba Khairunnisah Khairunnisah Lili Herawati Parapat Nur Hidayah Shoufi Nisma Dewi Shoufi Nisma Dewi Siti Aisyah Tukma Sari