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All Journal Jurnal Pendidikan Indonesia International Journal for Educational and Vocational Studies MABASAN Elsya : Journal of English Language Studies Journal of English Teaching and Applied Linguistics (JETAL) Ainara Journal (Jurnal Penelitian dan PKM Bidang Ilmu Pendidikan) Prima Abdika: Jurnal Pengabdian Masyarakat Journal of English Language and Education Jurnal Inovasi, Evaluasi dan Pengembangan Pembelajaran (JIEPP) J-KIP (Jurnal Keguruan dan Ilmu Pendidikan) Electronic Journal of Education, Social Economics and Technology Jurnal Evaluasi dan Kajian Strategis Pendidikan Dasar
Nurhasanah, Enung
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Assessment of English Language Learning in 2013 Curriculum Bulan, Arif; Suryaman, Maman; Nurhasanah, Enung; Mardiah, Mardiah; Hasan, Hasan
International Journal for Educational and Vocational Studies Vol 2, No 1 (2020): January 2020
Publisher : Universitas Malikussaleh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29103/ijevs.v2i1.2036

Abstract

This study aims to determine: (1) the implementation of the 2013 curriculum in the assessment of English learning conducted by teachers; (2) the implementation of the 2013 curriculum English learning assessment in terms of national examination results; (3) the implementation of the 2013 curriculum English learning assessment in terms of teacher stratum. This research is a survey research using a quantitative approach and supported by a qualitative approach. This research was conducted in 16 state high schools in Sleman Regency. The samples in this study were 34 English teachers, all of them had taught based on the 2013 curriculum. Data collection in this study used questionnaires, observations, document analysis and interviews. The data analysis technique used is quantitative and qualitative descriptive techniques. The results of this study indicate that: (1) the implementation of the 2013 curriculum in learning assessment gets an average score of 3.5 (very good). Learning assessment is carried out based on education assessment standards in the 2013 curriculum. (2) implementation of learning assessments that are in accordance with the 2013 curriculum in schools that have low, medium, and high national examination scores is included in the excellent category with an average percentage of 87.45%; (3) the implementation of learning assessment that is in accordance with the 2013 curriculum in terms of the stratum of teachers, that non-civil servant teachers implement higher learning assessment than civil servant teachers.
PENERAPAN PEMBELAJARAN BERBASIS LINGKUNGAN DALAM MENINGKATKAN KETERAMPILAN MENULIS KARANGAN DESKRIPTIF BAHASA INGGRIS SISWA Afrianti, Indah; Nurhasanah, Enung; Arifin, Arifin; Tasumbey, Ririn
MABASAN Vol. 18 No. 1 (2024): Mabasan
Publisher : Kantor Bahasa Nusa Tenggara Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62107/mab.v18i1.693

Abstract

Penelitian ini bertujuan mengetahui peranan pembelajaran berbasis lingkungan dalam peningkatan keterampilan menulis karangan deskriptif pada siswa SMP Islam Nurul Ihsan Kota Bima. Penelitian ini menerapkan Experimental Design bentuk Intact-Group Comparison. Desain ini dilakukan terhadap satu kelas yang dibagi atas kelompok experimental dan kelompok control. Pengumpulan data dilakukan dengan metode observasi, tes, dokumentasi, dan kuesioner. Analisis data menggunakan metode analisis kuantitatif dan deskriptif kualitatif. Hasil penelitian menunjukkan bahwa pembelajaran berbasis lingkungan terbukti efektif dalam meningkatkan keterampilan menulis siswa. Hal ini dapat dilihat dari nilai yang didapat oleh siswa kelompok eksperimental pada post-test dari 17 siswa hanya 2 siswa yang tidak mencapai nilai KKM (pre-test 2 orang siswa yang mencapai KKM yaitu 69). 
MENINGKATKAN KEMAMPUAN GURU DALAM MENERAPKAN MODEL-MODEL PEMBELAJARAN MELALUI KEGIATAN SUPERVISI KELAS DI SDN CILAMAANG Nurhasanah, Enung
J-KIP (Jurnal Keguruan dan Ilmu Pendidikan) Vol 4, No 2 (2023): JUNI
Publisher : Faculty of Teacher Training and Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/j-kip.v4i2.10747

Abstract

Dalam melaksanakan proses pembelajaran di sekolah seorang guru hendaknya pandai memilih model pembelajaran yang sesuai dengan materi pembelajaran.  Pada umumnya guru jarang mengunakan model pembelajaran dalam setiap proses pembelajaran karena kurangnya pemahaman guru tentang model-model pembelajaran yang dapat memudahkan guru dalam pelaksanaan proses pembelajaran di kelas. Sebenarnya ada banyak model pembelajaran yang bisa dipakai oleh setiap guru dalam proses pembelajaran yang model pembelajara ini juga mudah diterapkan yaitu disesuaikan dengan bahan ajar dan materi yang akan disampaikan oleh guru tersebut.  Dengan mengunakan model-model pembelajaran yang sesuai ini siswa dapat termotivasi dalam belajar untuk meningkatkan prestasinya. Dengan penelitian ini rumusan masalahnya apakah motivasi guru untuk menerapan model-model pembelajaran dapat meningkatkan kemampuan mengajar guru pada SD Negeri Cilamajang. Berdasarkan hasil penelitian dapat disimpulkan bahwa menggunakan model-model pembelajaran dalam proses belajar mengajar dapat meningkatkan motivasi mengajar guru dan belajar siswa.  Ini terbukti pada siklus pertama semua guru (sembilan orang) mencantumkan penilaian hasil belajar dalam RPP penerapan model-model pembelajarannya meskipun sub-sub komponennya (teknik, bentuk instrumen, soal), pedoman penskoran, dan kunci jawabannya kurang lengkap.  Jika dipersentasekan, 56%.   orang guru masing-masing mendapat skor 1 dan  3 (kurang baik dan baik), tiga orang  mendapat skor 2 (cukup baik), dan satu orang mendapat skor 4 (sangat baik). Pada siklus ke kesembilan guru tersebut mencantumkan penilaian hasil belajar dalam RPP penerapan model-model pembelajarannya meskipun ada guru yang masih keliru dalam menentukan teknik dan bentuk penilaiannya. Tujuh orang mendapat skor 3 (baik) dan satu orang mendapat skor 4 (sangat baik). Jika dipersentasekan, 78%, terjadi peningkatan 22% dari siklus I.
The Six Characteristics of Andragogy and Future Research Directions in EFL: A Literature Review Purwati, Diana; Mardhiah, Ainol; Nurhasanah, Enung; Ramli, Ramli
Elsya : Journal of English Language Studies Vol. 4 No. 1 (2022): Elsya : Journal of English Language Studies
Publisher : Universitas Lancang Kuning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/elsya.v4i1.7473

Abstract

The way in which adults learn is distinctive to how children learn, hence Andragogy differs from Pedagogy and so do the implications. Although several studies have attempted to discuss the andragogy and its principles, only few studies investigate its implementation and the practical guidance on how to employ each characteristic in the teaching and learning process. To fill this void, this paper reviews the concept of andragogy and highlights its six characteristics: self-concept, experiences, readiness to learn, motivation, need to know, and problem-centred learning. Employing a narrative review of 18 journal articles from reputable international journals, the study’s findings suggest that the six characteristics/principles of andragogy are applicable in designing teaching and learning materials, teaching activities, and assignments enacted by teachers. Future research is encouraged to delve into the practice of the six characteristics of andragogy in the teaching of English as a foreign language. The differences between adults and children learning and directions for further research in teaching English as a Foreign Language (EFL) is also discussed at the end of study.
Peran Guru Sekolah Dasar dalam Pembentukan Karakter Siswa Nurhasanah, Enung; Aisah, Siti; Yusnarti, Mulya
Jurnal Evaluasi dan Kajian Strategis Pendidikan Dasar Vol. 1 No. 1 (2024): Jurnal Evaluasi dan Kajian Strategis Pendidikan Dasar
Publisher : ELRISPESWIL - Lembaga Riset dan Pengembangan Sumberdaya Wilayah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54371/jekas.v1i1.325

Abstract

Penelitian ini berfokus pada Analisis Peran Guru dalam Pembentukan Karakter Siswa Kelas IV di SDN 17 Woja. Bertujuan untuk Menganalisis Peran Guru dalam Pembentukan Karakter Siswa Kelas IV, faktor penghambat dan faktor pendukung dalam pembentukan karakter siswa kelas IV di SDN 17 Woja. Peran guru yang menjadi fokus penelitian yaitu sebagai pendidik, demonstrator, pengelola kelas, motivator dan evaluator. Nilai karakter yang menjadi fokus penelitian yaitu religius, jujur, disiplin, mandiri, peduli sosial dan bertanggung jawab. Penelitian ini menggunakan metode kualitatif dengan pendekatan deskriptif. Teknik pengumpulan data yang digunakan yaitu observasi, wawancara dan dokumentasi kepada subjek penelitian yang terdiri dari guru kelas IV dan siswa. Tahapan analisis data yang digunakan ialah pengumpulan data, reduksi data, penyajian data, dan penarikan kesimpulan. Pengujian keabsahan data pada penelitian ini menggunakan triangulasi teknik. Hasil penelitian menunjukkan bahwa: (1) Peran guru dalam pembentukan karakter siswa kelas IV di SDN 17 Woja dilakukan dengan beberapa peran guru yaitu guru sebagai pendidik, guru sebagai demonstrator, guru sebagai pengelola kelas, guru sebagai motivator dan guru sebagai evaluator, (2) Faktor pendukung peran guru dalam Pembentukan Karakter Siswa Kelas IV di SDN 17 Woja yaitu lingkungan keluarga dan sarana dan prasarana, sedangkan faktor Penghambat Peran Guru dalam Pembentukan Karakter Siswa Kelas IV di SDN 17 Woja  antara lain lingkungan keluarga dan guru.
Analisis Peran Guru dalam Pembentukan Pendidikan Karakter Siswa Kelas IV Sekolah Dasar Arifin, Arifin; Nurhasanah, Enung; Jamaah, Jamaah
Jurnal Evaluasi dan Kajian Strategis Pendidikan Dasar Vol. 1 No. 2 (2024): Jurnal Evaluasi dan Kajian Strategis Pendidikan Dasar
Publisher : ELRISPESWIL - Lembaga Riset dan Pengembangan Sumberdaya Wilayah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54371/jekas.v1i2.427

Abstract

This research focuses on analyzing the role of teachers in forming the character of class IV students at SDN 17 Woja. The aim of this research is to analyze the role of teachers as educators, demonstrators, class managers, motivators and evaluators in the formation of student character, as well as to identify supporting and inhibiting factors in this process. The character values ​​that are the focus of the research include religious, honest, disciplined, independent, socially caring and responsible. This research uses a qualitative method with a descriptive approach. The data collection techniques used were observation, interviews and documentation involving fourth grade teachers and students as research subjects. Data analysis stages include data collection, data reduction, data presentation, and drawing conclusions. The validity of the data was tested using triangulation techniques. The results of the research show that the role of teachers in forming the character of class IV students at SDN 17 Woja includes several important aspects: (1) Teachers as educators, demonstrators, class managers, motivators and evaluators play a significant role in shaping student character, (2) Supporting factors identified were a conducive family environment and the availability of adequate facilities and infrastructure, while inhibiting factors included a lack of support from the family and several obstacles originating from the teachers themselves.
Strategic Management and Innovation in Curriculum Development Nurhasanah, Enung; Lasmanawan, I Wayan; Suharta, I Gusti Putu; Widiana, I Wayan
Journal of English Language and Education Vol 10, No 3 (2025)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v10i3.841

Abstract

This study focuses on curriculum innovation, exploring its key characteristics and the processes involved in its development. As the foundational document that outlines educational goals, learning objectives, and instructional methods, the curriculum plays a vital role in shaping the quality of education. In the context of globalization and rapid scientific and technological advancement, it is essential that curricula be continuously revised to remain relevant and capable of producing competitive and future-ready human resources. Without a well-structured curriculum, achieving educational objectives becomes exceedingly difficult. This study employs a qualitative approach using literature review and content analysis, involving systematic stages of data presentation, reduction, verification, and conclusion drawing. From the analysis, four conceptual approaches to curriculum innovation are identified: (1) the helpful approach, which addresses the need for physical infrastructure to support new learning materials; (2) the instructional approach, which emphasizes the importance of equipping educators with adequate understanding and skills to implement innovations; (3) the persuasive approach, aimed at encouraging stakeholders to support curriculum changes through communication and engagement; and (4) the coercive approach, which uses policy or authority-driven mandates to enforce necessary adjustments. Given the constantly evolving demands of society, a flexible, contextualized, and responsive curriculum is crucial. Educational institutions must therefore engage in continuous curriculum development grounded in situational analysis and real-world needs to ensure alignment with the changing educational landscape.
Assessment of English Language Learning in 2013 Curriculum Bulan, Arif; Suryaman, Maman; Nurhasanah, Enung; Mardiah, Mardiah; Hasan, Hasan
International Journal for Educational and Vocational Studies Vol. 2 No. 1 (2020): January 2020
Publisher : Universitas Malikussaleh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29103/ijevs.v2i1.2036

Abstract

This study aims to determine: (1) the implementation of the 2013 curriculum in the assessment of English learning conducted by teachers; (2) the implementation of the 2013 curriculum English learning assessment in terms of national examination results; (3) the implementation of the 2013 curriculum English learning assessment in terms of teacher stratum. This research is a survey research using a quantitative approach and supported by a qualitative approach. This research was conducted in 16 state high schools in Sleman Regency. The samples in this study were 34 English teachers, all of them had taught based on the 2013 curriculum. Data collection in this study used questionnaires, observations, document analysis and interviews. The data analysis technique used is quantitative and qualitative descriptive techniques. The results of this study indicate that: (1) the implementation of the 2013 curriculum in learning assessment gets an average score of 3.5 (very good). Learning assessment is carried out based on education assessment standards in the 2013 curriculum. (2) implementation of learning assessments that are in accordance with the 2013 curriculum in schools that have low, medium, and high national examination scores is included in the excellent category with an average percentage of 87.45%; (3) the implementation of learning assessment that is in accordance with the 2013 curriculum in terms of the stratum of teachers, that non-civil servant teachers implement higher learning assessment than civil servant teachers.
Group Guidance Strategies to Develop Social Skills in Adolescents: A Literature Review Nurhasanah, Enung; Sudatha, I Gede Wawan; Santosa, Made Hery; Suartama, I Kadek
Journal of English Language and Education Vol 10, No 4 (2025)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v10i4.985

Abstract

The development of social skills in junior high school students is a vital component in fostering social-emotional competence, supporting academic achievement, and promoting long-term social adjustment. In light of the growing prevalence of social issues such as bullying, social anxiety, and limited healthy interactions within school environments, group guidance services must adopt more innovative, adaptive, and contextually relevant approaches. This urgency highlights the need for a systematic review of effective group guidance strategies aimed at enhancing students' social skills. This study aims to identify and evaluate innovative strategies in group guidance services through a Systematic Literature Review (SLR). The review analyzes peer-reviewed articles published between 2018 and 2024, sourced from reputable academic databases including Scopus, ERIC, and Web of Science. A thematic analysis approach is used to examine the effectiveness of various strategies, key components of service delivery, implementation contexts across countries, and their impacts on different dimensions of social skills. The findings reveal that strategies based on experiential learning, role-playing, interactive media, and collaborative activities significantly contribute to improving students' communication, empathy, cooperation, and conflict resolution abilities. Furthermore, the results highlight the critical role of group structure, facilitator competence, and the integration of relevant theoretical frameworks in designing effective group guidance programs.
The Implementation of Context, Input, Process, Product Evaluation Model for Assessing Educational Programs Nurhasanah, Enung; Ratnaya, I Gede; Agung Parwata, I Gusti Lanang; Made Budhyana, I Dewa Ayu
JETAL: Journal of English Teaching & Applied Linguistic Vol 7 No 1 (2025): September
Publisher : English Education Department at FKIP Nommensen University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36655/jetal.v7i1.1925

Abstract

The objective of this study is to undertake a critical examination of the implementation of the CIPP (Context, Input, Process, Product) evaluation model in junior high school educational programs. This examination will be facilitated through a systematic review of 51 studies published between 2015 and 2024. Utilizing a systematic literature review (SLR) approach, this research explores the application contexts, theoretical frameworks, scholarly debates, as well as the practical implications and limitations of using the CIPP model across various educational sectors. The present study utilizes a primary instrument in the form of a data categorization checklist based on the four components of the CIPP model. The data were collected through systematic access to digital journal databases, such as Scopus, with articles filtered based on specific keywords according to inclusion criteria. The selection of articles was conducted in accordance with the PRISMA flow, encompassing the phases of identification, screening, eligibility assessment, and final inclusion. Thematic analysis was employed to code and interpret the content of the selected studies, with a focus on the type of program, evaluation approach, CIPP dimensions analyzed, and key findings. The findings indicate that the CIPP model has been extensively adopted due to its comprehensive and adaptable structure, which effectively assesses the planning, execution, and outcomes of educational programs. The integration of authentic assessment and competency-based learning is a common practice, as it aligns with specific contextual needs. However, the review also identifies key limitations, including the predominance of quantitative methods, uneven geographic distribution of studies, and limited exploration of technology integration.
Co-Authors Ainol Mardhiah Alfisyah, Nur Fania Arifin Arifin Asmedy, Asmedy Bulan, Arif Ferdianto, Ferdianto Hanafi, Hasdar Hasan Hasan I Gede Ratnaya I Gst Lanang Agung Parwata I Gusti Putu Suharta I Kadek Suartama I Wayan Widiana Idhar, Idhar Indah Afrianti Jamaah, Jamaah Jama’ah, Jama’ah Lasmanawan, I Wayan Leni Marlina Made Budhyana, I Dewa Ayu Made Hery Santosa Maman Suryaman Mardiah Mardiah Nur Wahyuni Purwati, Diana Ramli Ramli Siti Aisah Sudatha, I Gede Wawan Tasumbey, Ririn Yasin, Ilyas Yusnarti, Mulya