Articles
<![CDATA[Preparedness in Implementing Merdeka Curriculum: Insights from Indonesian EFL Teachers ]]>
<![CDATA[Nuranisa]]>
<![CDATA[ Ethical Lingua: Journal of Language Teaching and Literature Vol. 11 No. 1 (2024): Volume 11 No 1 April 2024 ]]>
Publisher : <![CDATA[Universitas Cokroaminoto Palopo ]]>
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DOI: 10.30605/25409190.686
<![CDATA[This research examines the preparedness of Indonesian English as a Foreign Language (EFL) instructors to implement the Merdeka Curriculum. It focuses on six indicator areas: adapting to change, teacher's ability to adapt learning strategies to student needs, teacher skills in involving students in active and creative learning, supporting resources, institutional support, and professionalism enhancement. Through a phenomenological case study, four EFL teachers in Indonesia share their insights and experiences in integrating the new curriculum into their teaching. The results reveal that teachers value adaptability and recognize the benefits of the Merdeka Curriculum in addressing individual student needs. They employ diverse teaching methods to promote student engagement and participation. Schools offer sufficient technological and institutional support, including training and resources, to facilitate effective curriculum implementation. Nonetheless, instructors express the importance of ongoing professional growth to tackle challenges and enhance readiness. In summary, the study concludes that Indonesian EFL instructors are ready and receptive to implementing the Merdeka Curriculum, underscoring the significance of continual learning and innovation in education.]]>
<![CDATA[Analysis of the Effect of the English Learning Method on Student’s Learning Interest in Madrasah Aliyah Laboratorium State Islamic University of North Sumatra Medan ]]>
<![CDATA[Intan Nuriatama]]>;
<![CDATA[Nuranisa]]>;
<![CDATA[Nuriana]]>;
<![CDATA[Sulistina Ratulani]]>;
<![CDATA[Siti Ismahani]]>;
<![CDATA[Fajar Aldiansyah]]>
<![CDATA[ Cendekiawan : Jurnal Pendidikan dan Studi Keislaman Vol 2 No 2 (2023): June Edition: Multiple Intelligences of Students in Formal, Informal, and Nonform ]]>
Publisher : <![CDATA[Yayasan Zia Salsabila ]]>
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DOI: 10.61253/cendekiawan.v2i2.166
<![CDATA[In this research journal, the author analyzes the interest of Madrasah Aliyah Laboratorium State Islamic University of North Sumatra Medan students in learning English Language in class. The focus of this research is to find some defening factors that faced students in learning English Language. The study is done by taking students randomly from the Madrasah Aliyah Laboratorium State Islamic University of North Sumatra Medan. This study uses a classical and individual approach in collecting qualitative and quantitative data. The data obtained were obtained from the results of student learning exploration in the classroom and conducting interviews with students. The results show that the determinant of increasing or decreasing students interest in learning English in class is determined by the method used by the teacher in learning and the completeness of learning facilities. In connection with the research results obtained, it is suggested that teachers can use learning methods that are preferred by students so that students get a high sense of motivation to learn English in the classroom.]]>
<![CDATA[THE IMPACT OF BILINGUAL LEARNING ON STUDENTS SELF-CONFIDENCE IN ACADEMIC AND SOCIAL DOMAINS ]]>
<![CDATA[Nuranisa]]>;
<![CDATA[Syamsiarna Nappu]]>;
<![CDATA[Achmad Basir]]>
<![CDATA[ English Language Teaching Methodology Vol. 5 No. 1 (2025): English Language Teaching Method ]]>
Publisher : <![CDATA[FKIP Unismuh Makassar ]]>
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DOI: 10.56983/eltm.v5i1.1721
<![CDATA[This research aims to find out whether there is an influence of bilingual learning on students’ self-confidence in their academic achievement and social communication, for students in grades V and VI of IOP Primary School. The population of this research was classes V and VI and the sample consisted of 8 students. Data collection used a quantitative descriptive method with a questionnaire to find out how students responded to bilingual learning regarding their self-confidence and used observation as a support for the questionnaire. The results show that the influence of bilingualism on students’ self-confidence in academic achievement is in the very high category (76.5%). While the influence on social communication is in the high category (75℅) all students on average agree that bilingual learning has a great influence on their self-confidence, bilingual learning makes students enthusiastic about learning and motivates them to be active in learning, self-confidence is influenced by Bilingualism is also beneficial for their academic achievement and communication.]]>
<![CDATA[Dampak Bencana Alam Terhadap Inflasi di Indonesia ]]>
<![CDATA[Nuranisa]]>;
<![CDATA[Doni Satria]]>
<![CDATA[ Media Riset Ekonomi Pembangunan (MedREP) Vol. 2 No. 2 (2025): MedREP: Volume 2, No. 2, Juni 2025 ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
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<![CDATA[This research aims to determine and analyze the impact of natural disasters on inflation in Indonesia. This research uses secondary data from the National Disaster Management Agency (BNPB) and the Central Statistics Agency (BPS), in the form of panel data in 32 provinces in Indonesia. The dependent variable in this research is the inflation rate in each province in Indonesia. The independent variables of this research are the frequency of disasters, the level of damage due to disasters, and supply disruptions. As control variables, this research uses Realized Provincial Government Expenditures and Gross Regional Domestic Product (GRDP) Per Capita. This research analysis method uses panel data with a Random Effect Model (REM) approach. The main focus in this research is hydrometeorological disasters, because this type of disaster dominates natural disasters in Indonesia during the research period. The research results concluded that the frequency of disasters in the previous year (disaster frequency lag) had a significant effect on inflation in Indonesia. According to the types of disasters, only flood disasters have a positive and significant effect on inflation in Indonesia. Keywords : Inflation, Supply Disruptions, Disaster Frequency, APBD, GRDP Per Capita]]>
<![CDATA[ANALISIS PENGGUNAAN MEDIA ECOBRICK TERHADAP PEMAHAMAN KONSEP EKONOMI SIRKULAR PADA PEMBELAJARAN IPAS SISWA KELAS IV SDN 108 PALEMBANG ]]>
<![CDATA[Eka Indri Yani]]>;
<![CDATA[Nuranisa]]>
<![CDATA[ Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 02 (2025): Volume 10, Nomor 02 Juni 2025 publish ]]>
Publisher : <![CDATA[Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan ]]>
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DOI: 10.23969/jp.v10i02.27751
<![CDATA[Education plays an important role in developing individual potential as a whole, not only in terms of cognitive aspects, but also character and life skills. The 2024 Merdeka Curriculum implemented in Indonesia emphasizes contextual and meaningful learning, including in the subject of Natural and Social Sciences (IPAS) which integrates scientific and social approaches. One innovation in IPAS learning is the use of ecobrick media, namely used plastic bottles filled with plastic waste, as an educational tool in introducing the concept of a circular economy to elementary school students. This study aims to analyze the effectiveness of the use of ecobrick media on the understanding of the concept of a circular economy in grade IV students of SDN 108 Palembang. Based on the results of the observations made, it was found that the use of ecobricks not only increased students' understanding of waste management, but also fostered real environmental awareness and concern. Students were able to relate learning to everyday life practices, and showed changes in attitudes and active participation in maintaining the cleanliness of the school environment. This study confirms that practice-based learning using environmentally friendly media can be an effective strategy in character and environmental education from an early age.]]>
<![CDATA[PENGARUH PELATIHAN MEDIA VIDEO TERHADAP PENINGKATAN KOMPETENSI GURU DALAM MEMBUAT MEDIA PEMBELAJARAN DI SD NEGERI BARA-BARAYA 1 KOTA MAKASSAR ]]>
<![CDATA[Nuranisa]]>;
<![CDATA[Rosalyn Anwar, Citra]]>;
<![CDATA[Pattaufi]]>
<![CDATA[ Jurnal Teknologi Pendidikan Vol. 4 No. 2 (2024): Jurnal Teknologi Pendidikan (JTekpend) ]]>
Publisher : <![CDATA[FKIP Palangka Raya University ]]>
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DOI: 10.37304/jtekpend.v4i2.13304
<![CDATA[Tujuan penelitian ini yaitu mengukkur kompetensi awal guru dalam membuat media video, mendeskripsikan gambaran pelaksanaan pelatihan media video, dan mengetahui apakah terdapat pengaruh pelatihan media video terhadap kompetensi guru dalam membuat media pembelajaran di SD Negeri Bara-Baraya 1 Kota Makassar. Penelitian ini adalah penelitian eksperimen semu yang bertujuan untuk mengetahui ada tidaknya pengaruh pelatihan media video terhadap peningkatan kompetensi guru dalam membuat media pembeelajaran di SD Negeri Bara-Baraya 1 Kota Makassar. Lokasi penelitian di laksanakan di SD Negeri Bara-Baraya 1 Kota Makassar. Sampel pada penelitian ini sebanya 10 guru dengan menggunakan teknik sampling purosiveI. Teknik pengumpulan data dengan menggunakan twknik observasi, angket, dan dokumentasi. Analisis data menggunakan Analisis data menggunakan analisis statistik deskriptif dan analisis statistik inferensial dengan pengujian hipotesis menggunakan uji t-test. Berdasarkan hasil analisis data dan uji ttest maka diperoleh nilai rata-rata kompetensi guru dalam membuat media pembelajaran di SD Negeri Bara-Baraya 1. Setelah pelaksanaan pelatihan media video lebih tinggi dibanding sebelum pelaksanaan pelatihan media video. Hasil penelitian ini menunjukkan bahwa pelatihan media video menggunakan aplikasi Wondershare Filmora terdapat pengaruh yang positif dan signifikan terhadap peningkatan kompetensi guru dalam membuat media pembelajaran di SD Negeri Bara-Baraya 1 Kota Makassar.]]>
<![CDATA[PENERAPAN METODE FONIK DALAM PEMBELAJARAN BAHASA INGGRIS BAGI ANAK USIA DINI ]]>
<![CDATA[Nuranisa]]>;
<![CDATA[Usaripah , Nida]]>;
<![CDATA[Fiyah Nur, Al]]>;
<![CDATA[Rima Indira, Heidi]]>
<![CDATA[ Prosiding Dedikasi: Pengabdian Mahasiswa Kepada Masyarakat Vol. 3 No. 2 (2024): PROSIDING DEDIKASI MARET ]]>
Publisher : <![CDATA[Universitas Pamulang ]]>
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<![CDATA[Bahasa Inggris bukan hanya menjadi bahasa asing atau bahasa internasional yang dipelajari di sekolah mulai tingkat PAUD (BIDANG PEMBINAAN PENDIDIKAN ANAK USIA DINI) sampai tingkat berikutnya. Kecenderungan masyarakat akan penguasaan bahasa asing tersebut, membuat berbagai lembaga pendidikan saling berlomba membuat program yang memasukkan Bahasa Inggris sebagai salah satu keahlian yang dikembangkan, khususnya bagi anak usia dini. Untuk itu, beberapa lembaga PAUD atau TK berlomba untuk memasukkan Bahasa Inggris dalam kurikulum mereka. Anak-anak yang berada di PAUD Persoalannya adalah pelajaran Bahasa Inggris untuk PAUD menuntut penanganan khusus yang berbeda dengan pelajaran kepada kelompok umur yang lain. Metode fonik adalah tawaran model pembelajaran bahasa untuk anak usia dini dan dikembangkan dengan mengoptimalkan seluruh keterampilan berbahasa, menyimak, berbicara, menulis dan membaca. Metode ini menekankan pada pelajaran alfabet yang diberikan terlebih dahulu kepada anak- anak, mempelajari nama-nama huruf dan bunyinya. Setelah mereka mempelajari bunyi huruf mereka akan mulai merangkum beberapa huruf tertentu untuk membentuk kata- kata. (Virdyna, 2015). Kata Kunci: pendidikan anak; keterampilan berbahasa; pembelajaran]]>
<![CDATA[PENGARUH MODEL PEMBELAJARAN PICTURE AND PICTURE TERHADAP KEMAMPUAN MENULIS TEKS INFORMATIF SISWA KELAS V SD NEGERI 165 PALEMBANG ]]>
<![CDATA[Riska Ananda Natasya]]>;
<![CDATA[Nuranisa]]>;
<![CDATA[Hermansyah]]>
<![CDATA[ Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 3 (2025): Volume 10 No3 September, 2025 ]]>
Publisher : <![CDATA[Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan ]]>
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DOI: 10.23969/jp.v10i3.28896
<![CDATA[The ability to write informative texts among Grade V students at SD Negeri 165 Palembang is still below the Minimum Mastery Criteria (KKM) standard. To address this issue, a study was conducted with the aim of improving students' writing skills by applying the Picture and Picture learning model. Until now, the lecture method used in the teaching and learning process tends to be monotonous and causes students to feel bored, resulting in learning outcomes that do not meet expectations. Therefore, a more engaging and effective learning strategy is needed. The implementation of the Picture and Picture model, which is relevant to the learning material, has proven to improve students' writing abilities. This study was carried out in three stages: pre-test, treatment, and post-test. Data analysis through percentage calculations showed an increase in students’ average scores after the treatment was applied. Thus, the Picture and Picture model has been proven to help improve the writing skills of Grade V students at SD Negeri 165 Palembang.]]>
<![CDATA[Program Kreativitas Mahasiswa (PKM) dalam Meningkatkan Kesehatan Mental Remaja melalui Psikoedukasi Emosi di Kalangan Siswa Sekolah Menengah Atas ]]>
<![CDATA[Ita Suryaningsih]]>;
<![CDATA[Syaharani, Umma]]>;
<![CDATA[Asmirah]]>;
<![CDATA[Nuranisa]]>;
<![CDATA[Mutmainna H.]]>;
<![CDATA[Musdalifa]]>;
<![CDATA[Chaerunnisa]]>
<![CDATA[ LESTARI : Jurnal Pengabdian Kepada Masyarakat Vol 3 No 2 (2025): LESTARI : Jurnal Pengabdian Kepada Masyarakat ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian Masyarakat (LPPM) Universitas Muslim Maros ]]>
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DOI: 10.46918/lestari.v3i2.3043
<![CDATA[Berdasarkan hasil observasi awal dan wawancara informal dengan guru BK serta beberapa siswa di SMAN 3 Maros menunjukkan adanya masalah mood swings, tekanan pertemanan, dan rendahnya literasi emosi yang berdampak pada konflik sosial dan menurunnya fokus belajar. Berdasarkan kebutuhan tersebut, Program Kreativitas Mahasiswa (PKM) ini bertujuan meningkatkan literasi emosi siswa melalui seminar psikoedukatif “Mood Swings & Friendship Things”. Kegiatan dilaksanakan secara luring pada 7 November 2025, diikuti 20 siswa, dengan metode penyampaian materi interaktif dan sesi tanya jawab. Hasil evaluasi menunjukkan peningkatan pemahaman siswa mengenai konsep emosi, penyebab mood swings, dan strategi menghadapi konflik pertemanan. Siswa juga lebih mampu mengenali kondisi emosinya melalui kerangka zona emosi. Program ini berdampak pada meningkatnya kesadaran emosional siswa dan memberikan implikasi bagi sekolah untuk mengembangkan layanan pendampingan emosional yang lebih berkelanjutan.]]>
<![CDATA[MODERASI BERAGAMA DI KAMPUS ISLAM: PENGALAMAN MAHASISWA MINORITAS DAN INTERNASIONAL ]]>
<![CDATA[Kesya Nadya Savira]]>;
<![CDATA[Rindang Zalfa Hema Jauza]]>;
<![CDATA[Nuranisa]]>;
<![CDATA[Zahra Aulia Ramadhani]]>;
<![CDATA[Rizki Khanifah]]>;
<![CDATA[Milatul Rif’ah]]>;
<![CDATA[Gendhis Valencia]]>;
<![CDATA[Nur Litasari]]>;
<![CDATA[Arditya Prayogi]]>
<![CDATA[ Al-Nizam: Indonesian Journal of Research and Community Service Vol. 4 No. 1 (2026): Al-Nizam: Indonesian Journal of Research and Community Service ]]>
Publisher : <![CDATA[Muntaha Noor Institute ]]>
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<![CDATA[Artikel ini mengkaji moderasi beragama berdasarkan pengalaman mahasiswa non-Muslim dan mahasiswa Muslim internasional di Universitas Islam Negeri (UIN) K.H. Abdurrahman Wahid Pekalongan. Kajian ini berangkat dari kebutuhan untuk membaca bagaimana perguruan tinggi keagamaan Islam mengelola keragaman agama, budaya, dan bahasa dalam kehidupan akademik sehari-hari. Penelitian menggunakan pendekatan kualitatif lapangan dengan wawancara semi-terstruktur terhadap mahasiswa Kristen asal Papua Barat dan mahasiswa Muslim internasional asal Filipina. Data dianalisis secara tematik dengan memakai indikator moderasi beragama Kementerian Agama: komitmen kebangsaan, toleransi, anti-kekerasan, dan akomodatif terhadap budaya lokal. Temuan memperlihatkan bahwa tantangan utama informan bukan penolakan teologis, melainkan hambatan bahasa, penyesuaian budaya, dan adaptasi akademik terhadap mata kuliah bercorak keislaman seperti Bahasa Arab. Para informan merasakan dukungan dosen dan teman sebaya, tidak mengalami diskriminasi, serta memperoleh bantuan aktif dalam penerjemahan dan pembelajaran. Artikel ini menegaskan bahwa moderasi beragama di kampus tersebut hadir sebagai praktik sosial harian, bukan hanya wacana kelembagaan.]]>
