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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar GERAM (GERAKAN AKTIF MENULIS) Bahtera Indonesia; Jurnal Penelitian Bahasa dan Sastra Indonesia Budapest International Research and Critics Institute-Journal (BIRCI-Journal): Humanities and Social Sciences Jurnal Educative: Journal of Educational Studies J-ABDIPAMAS (Jurnal Pengabdian Kepada Masyarakat) JPAP (Jurnal Praktisi Administrasi Pendidikan) Jurnal Pembelajaran Bahasa dan Sastra PAEDAGOGIE Fon: Jurnal Pendidikan Bahasa dan Sastra Indonesia
Nofrahadi, Nofrahadi
Universitas Negeri Padang
Religion Arts Humanities Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Library & Information Science Social Sciences Other

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Pengaruh Metode Gamification Terhadap Keterampilan Membaca Pemahaman Teks Biografi Purwitasari, Tiara; Tressyalina, Tressyalina; Atmazaki, Atmazaki; Nursaid, Nursaid; Nofrahadi, Nofrahadi
Paedagogie Vol 21 No 1 (2026)
Publisher : Universitas Muhammadiyah Magelang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31603/paedagogie.v21i1.16499

Abstract

This study aims to describe the reading comprehension skills of biography texts among tenth-grade students of SMA Negeri 1 Ampek Angkek who were taught using the gamification method and those who were taught without using the method, as well as to determine the effect of the gamification method on students’ reading comprehension skills. This research employed an experimental approach using a Quasi Experimental Design with a Nonequivalent Control Group Design. The population consisted of 352 tenth-grade students of SMA Negeri 1 Ampek Angkek in the 2025/2026 academic year. The samples were selected through purposive sampling, namely class X.E1 as the experimental class and class X.E3 as the control class, each consisting of 35 students. Data were collected using an objective multiple-choice test and analyzed using percentage formulas, mean scores, prerequisite tests, a t-test, and N-gain calculations. The results show that students taught using the gamification method achieved higher reading comprehension skills than those taught through conventional learning. The independent sample t-test result indicates that tcount (2.87) > ttable (2.00) at a significance level of 0.05
Efektivitas Penggunaan Fenomena Lokal pada Model Think Talk Write dalam Meningkatkan Keterampilan Menulis Teks Eksplanasi Putri, Adinda Muthiara; Tressyalina, Tressyalina; Atmazaki, Atmazaki; Abdurrahman, Abdurrahman; Nofrahadi, Nofrahadi
Paedagogie Vol 21 No 1 (2026)
Publisher : Universitas Muhammadiyah Magelang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31603/paedagogie.v21i1.16502

Abstract

This study aims to describe students’ explanatory text writing skills taught using local phenomena through the Think Talk Write (TTW) model, students’ writing skills without using local phenomena, and the differences between the two groups. This research used a quantitative approach with a quasi-experimental method using a Nonequivalent Control Group Design. The population consisted of ninth-grade students of SMP Negeri 1 Padang Panjang in the 2025/2026 academic year. The sample included an experimental class and a control class. Data were collected through a performance test of writing explanatory texts. Data analysis was conducted using normality tests, homogeneity tests, and t-tests. The results showed that students taught using local phenomena through the Think Talk Write model had higher explanatory writing skills than those taught using conventional learning. The t-test results indicated a significant effect (tcount 2.14 > ttable 2.04). Therefore, the use of local phenomena through the Think Talk Write model effectively improves students’ explanatory text writing skills.
PENGEMBANGAN INSTRUMEN EVALUASI MEMBACA KRITIS TEKS DI KURIKULUM MERDEKA Siti Pitrianti; Nofrahadi; Nais Ambasari; Dadi Satria
Fon: Jurnal Pendidikan Bahasa dan Sastra Indonesia Vol 21 No 1 (2025)
Publisher : Pendidikan Bahasa dan Sastra Indonesia Universitas Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/a2pb6989

Abstract

Pengembangan instrumen evaluasi untuk membaca teks pada Kurikulum Merdeka berfokus pada kemampuan berpikir kritis, di antaranya menganalisis, menginterpretasikan, dan mengevaluasi informasi dari teks yang dibaca. Dalam Kurikulum Merdeka, fokus evaluasi tidak hanya di akhir, tetapi di pada proses pembelajarannya juga. Instrumen membaca yang harus berorientasi pada pengukuran kemampuan kognitif, keterampilan, dan sikap peserta didik, bukan sekadar penguasaan materi teks. Fenomena ini menunjukkan adanya pergeseran dari pendekatan evaluasi konvensional menuju evaluasi yang lebih komprehensif dan holistik. Tujuan penelitian ini adalah untuk mengembangkan instrumen evaluasi membaca kritis yang valid, reliabel, dan praktis di Kurikulum Merdeka. Penelitian ini menggunakan metode R&D, dengan instrumen yang telah disusun diuji validitasnya dan diuji coba kelayakannya. Berdasarkan hasil uji coba, dapat disimpulkan bahwa alat evaluasi tersebut layak untuk diterapkan.
The Effect of Project Based Learning Model Assisted by Short Film on the Short Story Writing Skills Sabrita, Balqis; Arief, Ermawati; Satria, Dadi; Nofrahadi
Jurnal Pembelajaran Bahasa dan Sastra Vol. 5 No. 2 (2026): Maret 2026
Publisher : Raja Zulkarnain Education Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55909/jpbs.v5i2.1258

Abstract

This study aims to describe: 1) the pre-test results of short story writing skills for the control and treatment groups; 2) the post-test results of short story writing skills in the control and treatment groups; 3) the effect of the project-based learning model assisted by film media on short story writing skills. This study used a quasi-experimental design with a nonequivalent control group design. The study population was all 235 eighth-grade students of SMP Negeri 5 Padang Panjang in the 2025/2026 academic year. The sample was determined through a purposive sampling technique, namely class VIII.3 as the experimental class and VIII.2 as the control class, with 32 students each. Data on short story writing skills were collected using a performance test that was compiled objectively and systematically. Data on short story writing skills were analyzed using descriptive statistics, namely the mean and percentage. Data on the effect of project-based learning assisted by film media on short story writing skills were analyzed using nonparametric inferential statistics, namely the Mann-Whitney test. The results of the study: 1) the mean pretest of short story writing skills of the control group and the treatment group were each categorized as sufficient; 2) the mean posttest of short story writing skills of the control group was categorized as good but the mean posttest of the experimental group was categorized as very good; 3) the project-based learning model assisted by film media was very influential in learning short story writing skills.
PENERAPAN PENDEKATAN ETNOPEDAGOGI BERBASIS LINGKUNGAN DALAM PEMBELAJARAN KETERAMPILAN MENULIS TEKS PUISI SISWA KELAS X SMA NEGERI 1 TANJUNG MUTIARA KABUPATEN AGAM Astry Wulandari; Zulfikarni; Andria Catri Tamsin; Nofrahadi
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 Nomor 02, Juni 2026 Published
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.46339

Abstract

The purpose of this study is to describe the implementation of an environment-based ethnopedagogical approach in teaching poetry writing skills to tenth-grade students at SMA Negeri 1 Tanjung Mutiara, Agam Regency. This study employed a descriptive qualitative method. Data were collected through observation, interviews, and documentation involving Indonesian language teachers and students as informants. The results indicate that the implementation of the environment-based ethnopedagogical approach consists of three main stages: planning, implementation, and evaluation. In the planning stage, the teacher designed learning tools by integrating local cultural values and environmental elements. In the implementation stage, students actively engaged in observing the school environment to generate ideas for writing poetry. In the evaluation stage, students’ works were assessed based on diction, imagery, creativity, and the integration of cultural and environmental values. The findings demonstrate that this approach enhances students’ creativity, engagement, and ability to express ideas in poetic form, while also fostering cultural awareness and environmental sensitivity.
PENERAPAN MODEL PROBLEM BASED LEARNING (PBL) BERBANTUAN MEDIA AUDIOVISUAL DALAM PEMBELAJARAN KETERAMPILAN MENYIMAK PEMAHAMAN TEKS EKSPLANASI DI KELAS IX SMP NEGERI 7 PADANG Aspani, Claudya; Nursaid*, Nursaid; Indriyani, Vivi; Nofrahadi, Nofrahadi
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 2, Juni 2026 Release
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.46566

Abstract

This study aims to describe the implementation of the Problem Based Learning (PBL) model assisted by audiovisual media in teaching listening comprehension of explanation texts for ninth-grade students at SMP Negeri 7 Padang. The research employed a qualitative descriptive method to explore the stages of planning, implementation, and evaluation of the learning process. Data were collected through observation, interviews, documentation, and field notes. The findings reveal that the learning planning was relatively systematic, including the preparation of teaching modules, audiovisual media, and learning activities based on PBL syntax. The implementation stage showed that students were actively engaged in problem-solving activities through listening to explanation texts presented via audiovisual media. However, some limitations were found, particularly in the lack of detailed assessment rubrics and incomplete learning documents. In the evaluation stage, both process and outcome assessments indicated improved student engagement and better comprehension of explanation texts. Overall, the integration of PBL and audiovisual media contributed positively to supporting students’ listening comprehension, critical thinking, and active participation in learning.
Co-Authors Abdurahman Abdurrahman Achmad Sultoni Afnita Amril Amir Andria Catri Tamsin Apri Pendri Aspani, Claudya Astry Wulandari Atmazaki Atmazaki Dadi Satria Dadi Satria Dela, Juni Alfi Delsy Arma Putri Dewi Anggraini DEWI ANGGRAINI Dewi Syafrina Dina Komalasari Eka Amelia, Rezky Ermawati Arief Farel Olva Zuve Herland Franley Manalu Imas Juidah Jasmienti M. Aries Taufiq Mohamad, Hafrison Nais Ambasari Nais Ambasari Nursaid Nursaid*, Nursaid Prawira, Widya Tristianti Purwitasari, Tiara Putri, Adinda Muthiara Rafdisyam, Rafdisyam Sabrita, Balqis Siti Pitrianti Siti Pitrianti Sohnui, Suhailee Sukma, Melati Sumarlam Sumarlam Sumarwati Tressyalina Tressyalina Veronika Unun Pratiwi Veronika Unun Pratiwi Vivi Indriyani Yulianti Rasyid Zulfikarni