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All Journal International Journal of Evaluation and Research in Education (IJERE) Journal of Education and Learning (EduLearn) JOIV : International Journal on Informatics Visualization LLT Journal: A Journal on Language and Language Teaching Journal of Educational Research and Evaluation Jurnal Inovasi Pendidikan Dasar dan Menengah
Ningsih, Tri Zahra
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Arts Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Library & Information Science Mathematics Public Health Social Sciences Other

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 1 
STRUGGLING MOTIVATION OF THREE INDONESIAN NOVICE WRITERS IN SCHOLARLY PUBLICATION Fazalani, Runi; Saputra, Nanda; Desmita, Nina; Ningsih, Tri Zahra
LLT Journal: A Journal on Language and Language Teaching Vol 27, No 1 (2024): April 2024
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/llt.v27i1.4641

Abstract

Writing for scholarly publication is commonly perceived as a daunting task in academic writing classes. Myriad studies have been geared to uncover theoretical significance within this process. However, little attention has been addressed in analyzing novice writers’ self- motivation construction in writing for scholarly publication. This present study was designed to investigate how self-motivation of research, writing, and publishing that emerged in the publication process encountered by Indonesian novice writers. Three Indonesian novice writers were involved based on previously set criteria. The data were elicited using a semi-structured interview and then analyzed descriptively. The results of this study indicated that the participants employed appealing attempts and that they were engaged in the complicatedness of writing for scholarly publication. These ways assisted them in sustaining their self-motivation in the publishing processes.  Based on the findings, this study offers possible pedagogic attempts to help refine scholarly publication training, especially for novice writers in tertiary education. 
Developing an online project-based assessment instrument for assessing students’ historical thinking skills Ofianto, Ofianto; Saputra, Nanda; Ningsih, Tri Zahra; Nababan, Surya Aymanda; Asri, Zul; Aman, Aman; Setiawan, Johan
International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 6: December 2024
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v13i6.30388

Abstract

This study aims to provide a comprehensive evaluation of historical thinking that can be applied to all aspects of online historical thinking skills. The analysis proposed by Gall was used in developing the model and it involves the following stages: instrument design; instrument development; analysis; and initial data collection. A total of 148 high school students participated in this study, and data were gathered through literature analysis sheets, interviews, needs analysis questionnaire for the development of e-project skills assessment tools, expert validation test, and e-project assessment. The findings showed that the e-project is valid and reliable for evaluating historical thinking skills in remote learning, with all components having a high reliability rating of 0.78 and validity values ranging from 0.77 to 1.30. Subsequently, a valid, reliable, and acceptable e-project website was created to assess student’s competence in historical thinking. This research offers options for teachers to effectively assess and monitor students’ historical thinking skills while also improving a more interactive and interesting learning style.
Building Historical Narratives: The Development of Virtual Reality Learning Media for Exploring Historical Sources Bung Hatta's Birthplace Ofianto, Ofianto; Ningsih, Tri Zahra; Mulyani, Fini Fajri; Putri, Suci Kurnia
JOIV : International Journal on Informatics Visualization Vol 8, No 4 (2024)
Publisher : Society of Visual Informatics

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62527/joiv.8.4.3118

Abstract

The shortcomings in the history of education, constrained by conventional teaching approaches, inadequate utilization of historical sites, and logistical hurdles, diminish student engagement and comprehension. This study aims to develop a virtual reality (VR) learning medium around Bung Hatta's birth house, aiming to enhance students' historical understanding through captivating and immersive experiences. We adapted the Borg and Gall development model into four phases: preliminary study, strategic planning, development, and validation. We utilized 360-degree pictures in conjunction with extensive historical data regarding Bung Hatta's birthplace, integrating these elements into an immersive virtual reality environment. We used expert validation to guarantee material accuracy, subsequently doing practical testing with history educators and students to evaluate usability and overall effectiveness. The findings revealed a practicality score of 87%, highlighting the substantial influence of VR media on enhancing student motivation and understanding of historical material. This technology facilitates the virtual investigation of significant historical locations, effectively surmounting geographical and financial barriers and enhancing accessibility, engagement, and the relevance of history for learners. This method enhances critical thinking and deepens appreciation of national heritage while offering a strong framework for incorporating VR into educational curricula. Further research must examine the long-term impacts of VR on various learning outcomes and its relevance across the educational curriculum. Moreover, integrating VR technology in diverse historical disciplines may augment its effectiveness and applicability in education. Virtual reality techniques improve students' understanding of history while strengthening 21st-century skills such as critical thinking and creativity
Item Analysis of Final Examination Questions for Social Studies in Junior High Schools through the ITEMAN Program Wahab, Abdul; Hasibuan, Annim; Siregar, Roswani; Risnawaty; Ningsih, Tri Zahra
Journal of Education Reseach and Evaluation Vol 7 No 3 (2023): August
Publisher : LPPM Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jere.v7i3.59239

Abstract

The analysis of the quality of the test items is very important because it will affect the results of the test itself. The problem is that teachers often do not analyze test items, so the test results do not accurately describe the potential of students. For this reason, this study aims to analyze the items on the semester final exam for social studies class VII. This type of research is a quantitative description. The research sample was the answer sheets of Class VII students from public middle schools, totaling 119 sheets. The research instrument consisted of end-of-semester exam question sheets, student answer sheets, and a scoring rubric. The research data was obtained from student answer sheets, which were collected after the semester final exams for social studies took place. The data analysis technique uses statistical analysis through the ITEMAN program. The results of the study place the validity and reliability of the instrument in the high category. The results of the analysis of the difficulty level of the items and the differential power showed that there was an imbalance in the composition of the test items. So it was concluded that the test questions for the end of semester exams for social studies subjects in junior high school needed to be reviewed. The results of this study are expected to have implications for teachers in making social studies test questions in the future as well as input for the government in making policies, especially in the field of education.
Development Of Local History-Based Virtual Reality Media to Improve Practical History Skills Ofianto, -; Mulyani, Fini Fajri; Ningsih, Tri Zahra; Putri, Suci Kurnia
JOIV : International Journal on Informatics Visualization Vol 9, No 5 (2025)
Publisher : Society of Visual Informatics

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62527/joiv.9.5.2458

Abstract

The acquisition of historical thinking skills is crucial for students, particularly in the areas of interpreting, documenting, and communicating information from diverse historical sources. These competencies are essential in educational media that supports learning. As such, this project aims to develop a virtual reality (VR) platform that will augment students' critical thinking abilities by presenting a range of historical sources. The research and development (R&D) process followed four key steps: defining, designing, developing, and disseminating. The study involved six teams of professional validators, two history professors, and 150 class XI students who comprised the subject sample. These stakeholders evaluated the viability of the product and the effectiveness of the media being developed. Data was gathered through teacher interviews, expert validation, and descriptive exams. Descriptive analysis was employed to assess the validity and practicality of the media, while the t-test and N-Gain were used to measure its effectiveness. Expert validation yielded an average score of 4.28, indicating good quality. The average score from practical testing by teachers and students was 4.40, demonstrating that VR media can be effectively utilized in history education. Notably, students exhibited a 69% N-Gain score, signifying increased proficiency in using VR material. These findings underscore the potential of VR media as a feasible, reliable, practical, and successful tool for enhancing practical historical skills in history education.
Implementasi Media Puzzle pada Pembelajaran Differensiasi dalam Mata Pelajaran IPA Kelas V SDTQ Salsabila Rejang Lebong Siklus Air Putri, Ani Riska; Ningsih, Tri Zahra
Jurnal Inovasi Pendidikan Dasar dan Menengah  Vol. 1 No. 3 (2024): Jurnal Inovasi Pendidikan Dasar dan Menengah (JIPDASMEN)
Publisher : Yayasan Assyifa Assyaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71301/jipdasmen.v1i3.60

Abstract

Pengamatan ini dilakukan untuk mengubah proses kegiatan pembelajaran menggunakani media puzzle yang diiringi dengan pembelajaran diferensiasi. Dalam kegiatan pembelajaran setiap siswa mempunyai ciri khas/karakter yang berbeda-beda satu dengan lainnya. Dengan itu pembelajaran berdifferensiasi sangat membantu guru dalam menuangkan ide pada pengembangan belajar siswa kelas V SDTQ Salsabila Rejang Lebong. Melalui pembelajaran differensiasi yang membagi menjadi beberapa bagian seperti diferensiasi konten/isi, diferensiasi proses, diferensiasi produk dan diferensiasi lingkungan belajar. Pembelajaran tersebut tentunya didukung menggunakan media puzzle yang dijadikan sebagai pengantar materi oleh peneliti ketika proses pembelajaran berlangsung. Keefektifan pembelajaran siklus air menggunakan media puzzle menjadikan siswa menjadi termotivasi untuk terus belajar dengan melakukan beberapa interaksi secara langsung kepada guru, seperti mengeluarkan pendapat, aktif dalam kelompok, menyalin / mencatat bagian- bagian penting dalam kegiatan pembelajaran berdifferensiasi terjadi, bekerja sama secara kelompok, dan mempunyai rasa penasaran yang tinggi dengan materi, sehingga siswa berlomba- lomba untuk mengajukan pertanyaan. Dengan menggunakan media puzzle guru dapat mencapai tujuan pembelajaran dengan mudah, yang ditunjukkan dengan suatu peningkatan rata-rata nilai hasil tes siswa yang dimulai dari siklus 1 menuju siklus 2. Dengan melakukan kegiatan observasi peneliti dapat manganalisa permasalahan- permasalahan yang menjadi penghambat dalam pembelajaran
Assessing historical thinking skills in high school history education: a Padlet-based approach Ofianto, Ofianto; Rahmi, Ulfia; Syafrini, Delmira; Ningsih, Tri Zahra
Journal of Education and Learning (EduLearn) Vol 18, No 3: August 2024
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v18i3.21260

Abstract

This research is focused on assessing how the incorporation of Padlet technology affects the evaluation of historical thinking skills in high school history education. The research methodology involved a pretest-posttest approach with a randomly selected group of 70 students. The research tool employed questionnaires aligned with the study’s objectives. Data analysis utilized comparative statistics, specifically the paired sample t-test. The outcomes of the study reveal a significant positive impact resulting from the integration of Padlet technology in assessing historical thinking skills. This is substantiated by the sign value being less than 0.05 for all aspects examined. Consequently, this research provides compelling evidence that this approach can serve as an effective alternative for improving the quality of history education at the high school level. The findings of this study have important implications for educators, learners, and other stakeholders. These results may be used by educators to create more successful teaching strategies that will improve their students' historical thinking and comprehension. As a personal learning tool, Padlet technology can help students comprehend the historical subjects they are studying better. For those involved, this study offers compelling proof that using Padlet technology in high school history curricula may improve its caliber.
Co-Authors Abdul Wahab Aman Aman Delmira Syafrini Desmita, Nina Fazalani, Runi HASIBUAN, ANNIM Mulyani, Fini Fajri Ofianto, - Ofianto, Ofianto Putri, Ani Riska Putri, Suci Kurnia Rahmi, Ulfia Risnawaty Saputra, Nanda Setiawan, Johan Siregar, Roswani SURYA AYMANDA NABABAN Zul Asri