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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar Jurnal Inotera Ekasakti Jurnal Penelitian dan Pengabdian (EJPP) Journal of Rural Community Development (JRCD) Jurnal Penelitian Kebijakan Pendidikan
Afdhal
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Computer Science & IT Education Engineering Environmental Science Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mechanical Engineering Public Health Social Sciences Other

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PERSEPSI GURU DAN SISWA TENTANG LOKASI RAWAN BANJIR DI SMAN 5 SUNGAI PENUH Dwi Frila Dinasti; Afdhal
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 Nomor 03, September 2026 Publish
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.58915

Abstract

This study aims to (1) determine teachers' perceptions of flood-prone locations at SMAN 5 Sungai Penuh and (2) determine students' perceptions of flood-prone locations at SMAN 5 Sungai Penuh. A descriptive qualitative approach was used with data collection through in-depth interviews, observation, and documentation. Informants consisted of the principal, vice principal, teachers, and students in grades X, XI, and XII. Data analysis followed the interactive model of Miles and Huberman: data reduction, data presentation, and drawing conclusions and verification. The results show that teachers perceive flooding as a serious risk that disrupts the continuity of learning through damaged facilities, access barriers, and reduced effective learning time. Mitigation efforts have been made, including building elevation and online learning, but their implementation has not been optimal due to limited infrastructure and internet networks. The impact of flooding also extends to students' psychological aspects, in the form of decreased motivation and concentration. From students' perceptions, flooding is perceived as a major obstacle because it disrupts mobility, reduces learning comfort, and reduces the effectiveness of learning time at school and at home. Overall, flooding impacts both the physical aspects of education (facilities and access) and the non-physical aspects (psychological aspects and the learning process). Teachers' and students' perceptions are shaped by repeated experiences with flooding, reinforcing risk awareness and necessitating more comprehensive mitigation strategies to ensure the sustainability of education in flood-prone areas.
PENGARUH MODEL PEMBELAJARAN SNOWBALL THROWING TERHADAP HASIL BELAJAR SISWA PADA MATA PELAJARAN GEOGRAFI KELAS X DI MAN 2 TANAH DATAR Sagita Fathuloh Martadyna; Afdhal
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 No. 03, September 2026 Processed
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.65372

Abstract

This study was motivated by the persistently low student learning outcomes in Geography, consequently, there is a need to implement a learning model capable of enhancing student engagement and academic performance. The study aimed to assess student learning outcomes before and after the implementation of the Snowball Throwing learning model and to determine the model's impact on the Geography learning outcomes of Grade X students at MAN 2 Tanah Datar. A quantitative approach was employed, utilizing a quasi-experimental design with a pretest-posttest control group structure. The research sample consisted of an experimental class and a control class, selected via purposive sampling. Data were collected through learning outcome tests (pretest and posttest) and analyzed using normality tests, homogeneity tests, and the Independent Samples t-test. The results indicated that student learning outcomes were initially low but showed a significant improvement following the implementation of the Snowball Throwing model. Hypothesis testing confirmed that the Snowball Throwing learning model had a significant effect on student learning outcomes. Thus, the Snowball Throwing learning model serves as an effective alternative for improving student learning outcomes.
Analyzing the Effectiveness of Artificial Intelligence as a Writing Assistant for Enhancing the Academic Writing Skills of Vocational Students hasbaini kluet; Sepri Kurniadi; Dina Miftahul Jannah; Silmi Rahmah; Anhar; Mislina; Dian Maulina; Devi Satria Saputra; Asbahrul Amri; Afdhal; Cut Indah Nurul Izzah; Harwika
Jurnal Inotera Vol. 11 No. 2 (2026): July - December 2026
Publisher : LPPM Politeknik Aceh Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31572/inotera.Vol11.Iss2.2026.ID730

Abstract

This study aims to analyze the effectiveness of using Artificial Intelligence (AI) as a writing assistant to improve the academic writing skills of vocational students. The study employed a mixed methods approach with a quasi-experimental pretest-posttest control group design involving 48 students from Politeknik Aceh Selatan. The research began with a pretest, followed by an intervention in which AI was utilized as a writing assistant in the experimental group, while the control group received conventional writing instruction. After the posttest, observations, interviews, and focus group discussions were conducted to strengthen the quantitative findings. The results showed that the experimental group’s mean score increased from 66.20 to 85.95, which was substantially higher than the control group’s improvement from 66.75 to 75.62. The Wilcoxon Signed-Rank Test and Mann-Whitney U Test yielded a significance value of 0.000 (p < 0.05), indicating statistically significant differences. Interview findings also revealed that 96% of the students perceived AI as highly effective because it helped them generate ideas, organize writing structures, improve grammar, enrich academic vocabulary, and enhance their confidence in academic writing. Therefore, AI has proven to be an effective writing assistant for academic writing instruction while maintaining academic integrity and the originality of scholarly work.
Co-Authors Anhar Asbahrul Amri Aura Yesisco Putri Basrafil Ilka Boris Kaido Cut Indah Nurul Izzah Devi Satria Saputra Dian Maulina Dina Miftahul Jannah Dwi Frila Dinasti Ella Marsalina Feri Agriani Fikriyah Mardhatillah Frischa Meivilona Yendi Hafizah Sukmawati Harwika hasbaini kluet Miftahul Fikri Mislina Ramdhan, Rizki Muhammad Sagita Fathuloh Martadyna Sepri Kurniadi Silmi Rahmah Sri Oktika Syahputri Taufik Waty Sirait, Mawar Zakaria Zalfani Putri