Articles
<![CDATA[Pengambilan Keputusan Berdasarkan Analisis SWOT dalam Pengembangan Mutu melalui Program Inklusi di Sekolah Dasar ]]>
<![CDATA[Purnawati, Purnawati]]>;
<![CDATA[Hamidah, Hamidah]]>;
<![CDATA[Apriliyani, Apriliyani]]>;
<![CDATA[Azainil, Azainil]]>
<![CDATA[ Jurnal Basicedu Vol. 9 No. 2 (2025): April ]]>
Publisher : <![CDATA[Universitas Pahlawan Tuanku Tambusai ]]>
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DOI: 10.31004/basicedu.v9i2.9909
<![CDATA[Peningkatan mutu pendidikan inklusi di sekolah dasar menuntut adanya pendekatan manajerial yang sistematis dan berbasis pada data faktual. Penelitian ini bertujuan untuk menganalisis program inklusi di Sekolah Dasar di Tenggarong melalui pendekatan manajemen mutu terpadu dengan menggunakan analisis SWOT. Metode yang digunakan adalah kualitatif deskriptif dengan teknik pengumpulan data berupa wawancara, observasi, dan dokumentasi. Hasil penelitian menunjukkan bahwa sekolah memiliki kekuatan dalam hal kompetensi guru, fasilitas yang mendukung pembelajaran inklusif, serta keterlibatan aktif orang tua. Di sisi lain, kelemahan yang ditemukan meliputi kurangnya pelatihan khusus bagi guru dan keterbatasan sumber daya pendukung. Peluang eksternal seperti dukungan kebijakan pemerintah dan potensi kemitraan dapat dimanfaatkan untuk meningkatkan mutu program, sementara ancaman berupa stigma sosial dan persaingan antar sekolah perlu diantisipasi secara strategis. Analisis SWOT terbukti menjadi alat yang efektif untuk merumuskan strategi pengambilan keputusan berbasis fakta dalam pengembangan mutu pendidikan inklusi. Penelitian ini menyimpulkan bahwa integrasi SWOT dalam kerangka manajemen mutu terpadu memperkuat perencanaan mutu sekolah inklusif yang adaptif, kontekstual, dan berkelanjutan.]]>
<![CDATA[LITERASI DIGITAL: CERDAS BERMEDIA SOSIAL ]]>
<![CDATA[Ramalia, Tenia]]>;
<![CDATA[Widiarti, Aniek]]>;
<![CDATA[Sukanti, Lina]]>;
<![CDATA[Purnawati, Purnawati]]>
<![CDATA[ JUAN: Jurnal Pengabdian Nusantara Vol. 2 No. 1 (2025): Januari 2025 ]]>
Publisher : <![CDATA[CV Sentra Nusa Connection ]]>
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DOI: 10.63545/juan.v2.i1.80
<![CDATA[Kegiatan ini mengkaji implementasi program literasi digital di kalangan siswa SMPN 4 Kota Tangerang, dengan fokus pada peningkatan pemahaman tentang penggunaan media sosial yang bertanggung jawab. Melalui pendekatan kualitatif deskriptif, program ini menganalisis data sekunder dari dokumentasi kegiatan penyuluhan literasi digital. Hasil kegiatan menunjukkan peningkatan signifikan dalam pemahaman siswa tentang risiko media sosial, dari 45% menjadi 78% pasca-program. Implementasi program menggunakan metode multi-dimensi, mengintegrasikan ceramah informatif dan diskusi interaktif, dengan tingkat partisipasi mencapai 85%. Program berhasil meningkatkan kesadaran privasi digital, dengan 82% siswa menunjukkan pemahaman komprehensif tentang keamanan online dan etika bermedia sosial. Evaluasi program mengungkapkan efektivitas pendekatan interaktif dalam meningkatkan literasi digital remaja, dengan rekomendasi untuk pengembangan program berkelanjutan yang melibatkan ekosistem pendidikan secara lebih luas.]]>
<![CDATA[Pengambilan Keputusan Berdasarkan Analisis SWOT dalam Pengembangan Mutu melalui Program Inklusi di Sekolah Dasar ]]>
<![CDATA[Purnawati, Purnawati]]>;
<![CDATA[Hamidah, Hamidah]]>;
<![CDATA[Apriliyani, Apriliyani]]>;
<![CDATA[Azainil, Azainil]]>
<![CDATA[ Jurnal Basicedu Vol. 9 No. 2 (2025): April ]]>
Publisher : <![CDATA[Universitas Pahlawan Tuanku Tambusai ]]>
Show Abstract
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Download Original
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Original Source
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Check in Google Scholar
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DOI: 10.31004/basicedu.v9i2.9909
<![CDATA[Peningkatan mutu pendidikan inklusi di sekolah dasar menuntut adanya pendekatan manajerial yang sistematis dan berbasis pada data faktual. Penelitian ini bertujuan untuk menganalisis program inklusi di Sekolah Dasar di Tenggarong melalui pendekatan manajemen mutu terpadu dengan menggunakan analisis SWOT. Metode yang digunakan adalah kualitatif deskriptif dengan teknik pengumpulan data berupa wawancara, observasi, dan dokumentasi. Hasil penelitian menunjukkan bahwa sekolah memiliki kekuatan dalam hal kompetensi guru, fasilitas yang mendukung pembelajaran inklusif, serta keterlibatan aktif orang tua. Di sisi lain, kelemahan yang ditemukan meliputi kurangnya pelatihan khusus bagi guru dan keterbatasan sumber daya pendukung. Peluang eksternal seperti dukungan kebijakan pemerintah dan potensi kemitraan dapat dimanfaatkan untuk meningkatkan mutu program, sementara ancaman berupa stigma sosial dan persaingan antar sekolah perlu diantisipasi secara strategis. Analisis SWOT terbukti menjadi alat yang efektif untuk merumuskan strategi pengambilan keputusan berbasis fakta dalam pengembangan mutu pendidikan inklusi. Penelitian ini menyimpulkan bahwa integrasi SWOT dalam kerangka manajemen mutu terpadu memperkuat perencanaan mutu sekolah inklusif yang adaptif, kontekstual, dan berkelanjutan.]]>
<![CDATA[Designing a Syllabus of Writing Course Integrated by ICT Competencies and CEFR for English Education Study Program ]]>
<![CDATA[Maulida, De Lara siti]]>;
<![CDATA[Purnawati, Purnawati]]>
<![CDATA[ IALLTEACH (Issues In Applied Linguistics & Language Teaching) Vol. 6 No. 1 (2024): Issues in Applied Linguistics and Language Teaching ]]>
Publisher : <![CDATA[English Language Education, Universitas Internasional Batam ]]>
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DOI: 10.37253/iallteach.v6i1.9168
<![CDATA[There have been standards required to be incorporated for education especially designing English syllabus. The standards are varied such as integrating Information and Communication Technology (ICT) and Common European Framework of Reference (CEFR) for language that have been applied as 21st century skill. Thus, this study explores the ICT competences and CEFR level incorporated in writing syllabus for English Study Program in Indonesian universities. Nine syllabuses of writing course from English Study Program in Indonesia have been selected purposely regarding the availability of the universities. All the writing syllabuses are identified as Basic Writing, Professional Writing, Creative Writing, and Academic Writing. The result found that; Basic Writing, the CEFR level was A1-A2, Professional Writing, CEFR level was A2-B1, Creative Writing, CEFR level was A2-B2, and Academic Writing, CEFR level was B2-C1. While ICT competences in entire. ]]>
<![CDATA[The Implication of Teachers' Question and Feedback to the Students Vocabulary Production: an Analysis of Spoken Discourse of EFL Classrooms using IRF Model ]]>
<![CDATA[Purnawati, Purnawati]]>
<![CDATA[ Foremost Journal Vol. 2 No. 2 (2021): Volume 2 No. 2 August 2021 ]]>
Publisher : <![CDATA[Teacher Training and Education Faculty of Syekh-Yusuf Islamic University Tangerang ]]>
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DOI: 10.33592/foremost.v2i2.1738
<![CDATA[This research was conducted to investigate teacher-students interaction in two different English classrooms. A descriptive analysis method was employed by analyzing the interaction using the Initiation, Response, and Feedback (IRF) model. Within the interaction, the teachers' questions, feedback, and students' vocabulary production are the main focus in this research. The result showed that the two classrooms have different IRF interaction patterns as well as the teachers' choice of questions and feedback types. In response to the teachers' talk, the students provide different frequencies and a variety of vocabulary. In short, classroom B with a more open-ended question and active feedback prompt more students' vocabulary production. The implication of this research is that this research highlights that teachers' strategies of questioning and giving feedback in the class strongly impact the students' vocabulary production.]]>
<![CDATA[PENINGKATAN HASILBELAJAR SISWA DALAM PEMBELAJARAN PKn MODEL TIPE STAD DI KELAS IV SEKOLAH DASAR ]]>
<![CDATA[Purnawati, Purnawati]]>
<![CDATA[ e-Jurnal Inovasi Pembelajaran Sekolah Dasar Vol 1, No 1 (2013): (Januari-Juli) e-JIPSD ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
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DOI: 10.24036/e-jipsd.v1i1.362
<![CDATA[This research to remark the lessons process to produce learning in civics (PKn) in class. So it can increase the lesson process in class IV in SD Negeri 13 Kubu Anau kec. Lubuk Basung Kab Agam. This research used the lesson model Cooperative Type Student Teams Archievement Divisions (STAD) is to the student centered its can look in student mark . The Value that they get in siclus I 68 % and increased in siclus II 84 %.]]>
<![CDATA[PENINGKATAN HASILBELAJAR SISWA DALAM PEMBELAJARAN PKn MODEL TIPE STAD DI KELAS IV SEKOLAH DASAR ]]>
<![CDATA[Purnawati, Purnawati]]>
<![CDATA[ e-Jurnal Inovasi Pembelajaran Sekolah Dasar Vol 1, No 1 (2013): (Januari-Juli) e-JIPSD ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
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DOI: 10.24036/e-jipsd.v1i1.362
<![CDATA[This research to remark the lessons process to produce learning in civics (PKn) in class. So it can increase the lesson process in class IV in SD Negeri 13 Kubu Anau kec. Lubuk Basung Kab Agam. This research used the lesson model Cooperative Type Student Teams Archievement Divisions (STAD) is to the student centered its can look in student mark . The Value that they get in siclus I 68 % and increased in siclus II 84 %.]]>
<![CDATA[Palestine and Israel Conflict: Disagreement Strategies on Social Media X Discussion ]]>
<![CDATA[Purnawati, Purnawati]]>;
<![CDATA[Anwar, Miftahulkhairah]]>;
<![CDATA[Rohman, Saifur]]>
<![CDATA[ Foremost Journal Vol. 6 No. 2 (2025): Volume 6 No. 2 ]]>
Publisher : <![CDATA[Teacher Training and Education Faculty of Syekh-Yusuf Islamic University Tangerang ]]>
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DOI: 10.33592/foremost.v6i2.7728
<![CDATA[Nowadays, social media has become a profound place for people to express their opinion and ideas, one of them is X social media (formerly known as Twitter). This study analysed how people expressed their opinion specifically on their disagreement strategies in X post. Thus, the focus of this research is to examine the types of disagreement found in the X corpus based on the linguistic used. There are 176 tweets taken from disagreement comments on 4 postings about recent Palestine and Israel conflicts. It was analysed manually by codifying on the types of disagreement. The finding revealed that the major type of disagreement is mitigating disagreement reaching 65%. While 10% of unmitigated disagreements expressions were categorized as aggravated. Furthermore, there were found types of employed mitigated disagreement including: Adding support (43%), Sarcasm (25%), Indirect (23%), Modulation (5%), and Delay (3%). The finding showed that people on social media tend to mitigate their disagreements using explanation and sarcasm. The mildest way to convey disagreements gained the least numbers of frequency. Therefore, it can be said that people in social media tend to openly express their disagreements by strong statements. This research can be a reference on how people digitally interact in social media.]]>
<![CDATA[TEACHING REFERENCE WORD WITH “ROBINHOOD” READING ACTIVITY ]]>
<![CDATA[Purnawati, Purnawati]]>
<![CDATA[ English Education:Journal of English Teaching and Research Vol 2 No 1 (2017): English Education ]]>
Publisher : <![CDATA[Universitas Nusantara PGRI Kediri ]]>
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DOI: 10.29407/jetar.v2i1.732
<![CDATA[Reading plays a very significant role in the teaching and learning of English as a Second or fereign Language ( ESL/ EFL ) in Junior High School. In fact, it is a mojor skill which has been tested for years in the National Final Examination. The questions which had appeared in the test are mostly testing the students’ reading comprehension ability. To succeed the test , the students should master five genres of monologue text and nine short functional texts. Consequently, teachers should provide them with reading comprehension strategies. This paper offers a strategy “ Inferring anaphoric & cataphoric” Reference with the theoretical assumption of “Think Aloud” through an activity called “ Robinhood” to provide students with a reading strategy to deal with one of the short functional text that is Reference Word. The activity of “Robinhood” will ease them when they are dealing with questions related with reference word.The activity leads students to learn in joyful atmoshere since while learning they also feel like playing a game. Considering the effectiveness of the learning activity, English language teachers are recommended to adopt it in their classes.]]>
<![CDATA[RUNNING DICTATION TO ACTIVATE STUDENTS IN SPEAKING CLASS ]]>
<![CDATA[Purnawati, Purnawati]]>
<![CDATA[ English Education:Journal of English Teaching and Research Vol 2 No 2 (2017): English Language becomes one of compulsory subject and tested on National Examina ]]>
Publisher : <![CDATA[Universitas Nusantara PGRI Kediri ]]>
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DOI: 10.29407/jetar.v2i2.853
<![CDATA[The aim of the teaching of English as a Foreign Language (EFL), particularly at the Junior High School, is to provide the students with the ability to use the target language for communication. It means that students should be able to perform oral communication in conveying and receiving messages in the language in real and natural world. Consequently, EFL teachers should create a classroom atmosphere where students engage in real-life communication, authentic activities, and meaningful tasks that promote oral language production.This paper offers an interesting and interactive activity as so called Running Dictation to activate students in speaking class. Theoritically, the activity is based on the one of the four strands in speaking class that is Language Focused Learning.The activity may lead students to greater independence and interdependence as it requires each student to perform cooperatively and to interact actively with other students in order to finish a task. Above all,this activity will emerge joyful , interesting and challengingatmosphere in Junior High School class as students feel like playing a game while they are learning and as a result can result in promoting better performance in speaking class. Keywords: running dictation, activate, speaking .]]>
