Article Per Year (5 Year)
p-Index From 2021 - 2026
0.408
P-Index
This Author published in this journals
All Journal As-Sulthan Journal of Education English Review: Journal of English Education
Rina Purwantini
Universitas Doktor Nugroho Magetan, Indonesia
Humanities Education Languange, Linguistic, Communication & Media Social Sciences

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
IMPLEMENTASI METODE MINDFULNESS DALAM MEMBANGUN KESADARAN EMOSIONAL SISWA KELAS 5 MI NW PENYENGGIR Salsabila Nadiatul’ilmi; Rina Purwantini; Seprie
As-Sulthan Journal of Education Vol. 3 No. 6 (2026): November
Publisher : As-Sulthan Journal of Education

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

Abstract

This study aims to describe the implementation of the mindfulness method in bulding emotional awareness among fifth-grade students at MI NW Penyenggir. A qualitative case study approach was used, with data collected through participant abservation, in-depth interviews with students, the classroom teacher, and the madrasah principal, and documentation during four weeks of the mindfulness program. The findings show that the program was planned systematically by identifying studen’s emotional problems, formulating objectives, selecting age-appropriate techniques, and scheduling activities. Implementation proceeded in three phases: resistance in the first week, adaptation in the second and third weeks, and active calmness in the fourth week. Mindfulness proved effective in building emotional awareness, indicated by improved abilities to recognize basic emotions, differentiate more complex emotional, express feelings constructively, and recognize physical sensation through body scan exercises. Emotional awareness was classified as high 43% of students, moderate in 36% and low in 21 % while expressive drawings shifted 64 negative expressions in the first week to 71% positive expressions in the fourth week. Teacher-principal collaboration, consistent implementation, and positive student responses supported the program, whereas noise, limited time, and inadequate facilities hindered it. The study is distinctive in integrating Islamic values into every session.
DEVELOPING A SOCIAL-SEMIOTIC MULTIMODAL DIGITAL ENGLISH BOOK FOR YOUNG EFL LEARNERS: A DESIGN-BASED RESEARCH STUDY IN AN INDONESIAN PRIMARY SCHOOL Endah Kurtianti; Erlina Yuliastuti; Rina Purwantini; Vanensia Junita Intan Djawa
English Review: Journal of English Education Vol. 14 No. 3 (2026)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/englishreview.v14i3.338

Abstract

Digital materials for young English as a Foreign Language (EFL) learners are increasingly multimodal, yet the pedagogical coordination of text, image, audio, layout, navigation, and interaction is often treated as a technical rather than meaning-making issue. This study developed and evaluated a social-semiotic Multimodal English Book (MEB) for Grade 3 learners in an Indonesian primary school through a limited collaborative design-based research (DBR) cycle. Needs analysis, teacher co-design, prototype development, expert validation, a classroom trial with 24 students, and revision informed the design. Expert-validation percentages were 95.00% for content/Teaching English for Young Learners (TEYL), 91.67% for media design, 89.21% for language, and 90.28% for social-semiotic multimodality. Student and teacher descriptive response averages were 91.67% and 92.71%, respectively. Because the student questionnaire showed unsatisfactory internal consistency (α = -1.887), these user-response percentages are interpreted descriptively. Audio was the highest-rated student feature, while navigation and teacher guidance indicated revision priorities. The study offers preliminary, contextually grounded design principles for coordinating multimodal resources in TEYL. Further instrument refinement, sustained implementation, and learning-outcome evaluation are required.
Co-Authors Endah Kurtianti Erlina Yuliastuti Salsabila Nadiatul’ilmi Seprie Seprie Vanensia Junita Intan Djawa