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All Journal CIVICUS : Pendidikan-Penelitian-Pengabdian Pendidikan Pancasila dan Kewarganegaraan Edukasi Islami: Jurnal Pendidikan Islam Islamic Management: Jurnal Manajemen Pendidikan Islam Jurnal Riset Pendidikan Dasar JURNAL PENDIDIKAN TAMBUSAI Jurnal Cendekia : Jurnal Pendidikan Matematika Jurnal PTK dan Pendidikan JIKAP PGSD: Jurnal Ilmiah Ilmu Kependidikan Academy of Education Journal Jurnal Review Pendidikan dan Pengajaran (JRPP) Best Journal (Biology Education, Sains and Technology) Jurnal Sains dan Teknologi Al-Azkiya : Jurnal Pendidikan MI/SD JURNAL PENDIDIKAN, SAINS DAN TEKNOLOGI Jurnal Penelitian Pendidikan, Psikologi Dan Kesehatan (J-P3K) Jurnal Pengabdian kepada Masyarakat Nusantara Al'adzkiya International of Education and Sosial (AIoES) Journal International Journal of Social and Management Studies (IJOSMAS) Jurnal Ilmiah Wahana Pendidikan Jurnal Riset dan Inovasi Pembelajaran Journal of English Language and Education Kognitif: Jurnal Riset HOTS Pendidikan Matematika Edu Cendikia: Jurnal Ilmiah Kependidikan Proceeding International Seminar of Islamic Studies Journal of Mathematics Instruction, Social Research and Opinion Journal of General Education and Humanities Alinea: Jurnal Bahasa, Sastra, dan Pengajaran Jurnal Riset Rumpun Ilmu Bahasa (JURRIBAH) Innovative: Journal Of Social Science Research EduInovasi: Journal of Basic Educational Studies Konstruktivisme : Jurnal Pendidikan dan Pembelajaran Jurnal Pendidikan dan Sosial Humaniora Journal of Foundational Learning and Child Development
Syamsuyurnita, Syamsuyurnita
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Influence of Teacher Perceptions and Self-Efficacy in Teaching Science in Kindergarten Syamsuyurnita, Syamsuyurnita; Vickery, Tina; Pardilla, Herli; Frazer, Mellissa
Journal of Foundational Learning and Child Development Vol. 1 No. 02 (2025): Foundation Learning in Education
Publisher : CV. INSPIRETECH GLOBAL INSIGHT

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53905/ChildDev.v1i02.11

Abstract

Purpose of the study: Early childhood science education forms the foundation for students' scientific literacy and inquiry skills. Teacher perceptions and self-efficacy beliefs significantly influence the quality and frequency of science instruction in kindergarten settings. Understanding these factors is crucial for improving early science education outcomes. This study aimed to examine the relationship between kindergarten teachers' perceptions of science teaching and their self-efficacy beliefs, and to determine how these factors influence science instruction practices in Indonesian kindergarten settings. Materials and methods: A quantitative cross-sectional study was conducted with 135 kindergarten teachers from 27 kindergarten institutions in Pekanbaru City, Indonesia. Data were collected using validated questionnaires measuring teacher perceptions of science teaching importance, self-efficacy beliefs, and science teaching practices. Statistical analyses were performed using SPSS version 29.0. Results: Results revealed a significant positive correlation (r = 0.742, p < 0.001) between teacher self-efficacy and frequency of science instruction. Teachers with higher self-efficacy scores (M = 4.23, SD = 0.58) demonstrated more positive perceptions toward science teaching compared to those with lower self-efficacy (M = 3.45, SD = 0.72). Multiple regression analysis indicated that self-efficacy beliefs explained 55.1% of the variance in science teaching practices. Conclusions: Teacher self-efficacy emerged as the strongest predictor of effective science instruction in kindergarten settings. Professional development programs focusing on enhancing teacher confidence and competence in science education are essential for improving early childhood science learning outcomes.
Strategic Management of Islamic Educational Institutions to Improving Education Quality Sihotang, Ijah Mulyani; Syamsuyurnita, Syamsuyurnita; Fatmawarni, Fatmawarni
International Journal of Social and Management Studies Vol. 3 No. 6 (2022): International Journal of Social and Management Studies (IJOSMAS)
Publisher : IJOSMAS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5555/ijosmas.v3i6.251

Abstract

This study focuses on how Islamic education management is implemented, particularly at Muhammadiyah Medan Islamic Elementary School.The researcher used a case study research design and a qualitative research method in this study.Interviews, observations, and written records were used to gather information.Following data presentation and drawing conclusions, techniques for data reduction were used to analyze the data.The study's findings are as follows:1) At Muhammadiyah Medan Islamic Elementary School, strategy is created by first creating a vision and mission that take into account both the internal and external environment. Next, goals and targets are set, and strategy is set.2) At Muhammadiyah Medan Islamic Elementary School, activities outline the strategies that have been developed in order to implement them.The activity coordinator, who works with the school principal to coordinate, is in charge of the technical implementation.In order to implement the monitoring system, extensive communication and routine control with the activity coordinator are implemented.3) Both formal and informal meetings are used to implement the Muhammadiyah Medan Islamic Elementary School's evaluation strategy.Both the internal level and the field as a whole hold formal meetings on a regular basis.based on the findings of this study, better management can be implemented in the future to improve Islamic educational institutions
Application of Interactive Visual Media in Learning Indonesian Vocabulary for Foreign Speakers for Grade VII Students at Nida Suksasat School, Thailand Adawiyah, Rahma; Syamsuyurnita, Syamsuyurnita
Journal of General Education and Humanities Vol. 5 No. 1 (2026): February
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i1.1040

Abstract

The limited mastery of Indonesian vocabulary among foreign speakers is a major obstacle in the learning process of Bahasa Indonesia for Foreign Speakers (BIPA). This research aims to improve Indonesian vocabulary mastery of foreign-speaking students through the application of interactive visual media at Nida Suksasat School, Thailand. The study employed a Classroom Action Research (CAR) method using the Kemmis and McTaggart cycle model, comprising planning, action, observation, and reflection stages. The research subjects were 32 foreign-speaking students participating in Indonesian language learning. The research was conducted in two cycles following a pre-cycle stage to identify students’ initial vocabulary mastery. Data were collected through vocabulary tests, classroom observations, and learning documentation, and analysed using descriptive quantitative and qualitative techniques. The results showed a significant improvement in students’ vocabulary mastery, with learning completeness increasing from 31.25% in the pre-cycle to 62.5% in the first cycle and reaching 87.5% in the second cycle. In addition, the use of interactive visual media positively affected students’ motivation and active participation in learning. Therefore, the application of interactive visual media is effective and feasible as a learning strategy to improve Indonesian vocabulary mastery for foreign speakers.
Application of the TPR (Total Physical Response) model to Vocabulary Materials for Junior High School Students of Grade IX Darul U-Loom School, Satun, Thailand Sari, Ardila Nurmala; Syamsuyurnita, Syamsuyurnita
Journal of General Education and Humanities Vol. 5 No. 1 (2026): February
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i1.1041

Abstract

Low mastery of Indonesian vocabulary among foreign-speaking students, characterised by achievement scores below the Minimum Completeness Criteria (KKM), low student participation, and the dominance of teacher-centred instructional methods, remains a major challenge in Indonesian language learning. This research aims to improve the Indonesian vocabulary skills of Grade IX students at Darul U-Loom School, Satun, Thailand, through the application of the Total Physical Response (TPR) model. The study employed a Classroom Action Research (CAR) method using the Kemmis and McTaggart spiral design, comprising planning, action, observation, and reflection stages. The research subjects were 25 Grade IX students. The study was conducted through three stages: pre-cycle, cycle I, and cycle II. Data were collected through vocabulary tests, classroom observations, interviews, and documentation, and analysed using descriptive statistics and N-Gain analysis to measure the level of improvement in students’ vocabulary skills. The results revealed a significant improvement in students’ vocabulary mastery, as indicated by the increase in average scores from 56.40 in the pre-cycle to 67.20 in cycle I and 78.60 in cycle II. Learning completeness also improved from 36% to 88%, while the N-Gain analysis showed an increase from low (0.25) to medium (0.51). These findings indicate that the TPR model is effective in improving Indonesian vocabulary mastery and fostering more active, enjoyable, and meaningful learning for foreign-speaking students.
Analysis of Thai Students' Ability in Composing Using Indonesian Affixes in Southern Thailand Kehra, A-esah; Syamsuyurnita, Syamsuyurnita
Journal of English Language and Education Vol 11, No 1 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i1.1848

Abstract

This study aimed to analyze the ability of 30 fifth-grade Matayom students (equivalent to 11th grade high school) at Thamasat Whittaya School, Southern Thailand, to write essays using Indonesian affixes correctly, and to identify the most common types of affixation errors among them. Mastery of affixes (prefixes, suffixes, infixes, and confixes) is considered crucial because even the smallest error can affect the overall quality of the essay, which is rooted in meaning formation and grammatical accuracy. Using a descriptive qualitative approach, data were collected through writing tests, observations, and teacher interviews. The analysis showed that students' abilities were moderate, with a high tendency for errors focused on prefixes, suffixes, and confixes, particularly related to phonological changes and grammatical inaccuracies. Infix errors were the least common. These findings underscore the urgent need to strengthen morphology learning through explicit strategies, ongoing contextual practice, and the development of teaching materials relevant to the needs of Thai students.
PENGARUH MODEL PEMBELAJARAN GAME BASED LEARNING (GBL) TERHADAP KEMAMPUAN BERFIKIR KRITIS SISWA DI SANGGAR BIMBINGAN KAMPUNG BHARU MALAYSIA Melani, Putri; Syamsuyurnita, Syamsuyurnita
JIKAP PGSD: Jurnal Ilmiah Ilmu Kependidikan Vol 10, No 1 (2026): Januari (JIKAP PGSD)
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/jkp.v10i1.81504

Abstract

Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran Game Based Learning (GBL) terhadap kemampuan berpikir kritis siswa kelas IV di Sanggar Bimbingan Kampung Bharu, Malaysia. Penelitian menggunakan pendekatan kuantitatif dengan metode pra-eksperimen dan desain One Group Pretest–Posttest. Sampel penelitian berjumlah 12 siswa yang ditentukan melalui teknik total sampling. Instrumen tes berupa 20 butir soal pilihan ganda yang telah divalidasi dengan bantuan IBM SPSS 29 for Windows. Analisis data meliputi uji validitas, uji normalitas, dan uji hipotesis. Hasil penelitian menunjukkan adanya peningkatan nilai rata-rata dari pretest sebesar 55 menjadi 75 pada posttest. Uji normalitas menunjukkan bahwa seluruh data berdistribusi normal, sedangkan uji Paired Sample T-Test menghasilkan nilai signifikansi 0,001 < 0,05, sehingga H₀ ditolak dan Hₐ diterima. Dengan demikian, dapat disimpulkan bahwa model pembelajaran GBL berpengaruh secara signifikan dalam meningkatkan kemampuan berpikir kritis siswa. Model GBL terbukti mampu menciptakan proses pembelajaran yang lebih interaktif, menyenangkan, dan mendorong keterlibatan siswa dalam menganalisis serta memecahkan masalah secara kritis.
Improving Indonesian Speaking Skills for Thai Students Through Role Play Techniques Rasyid, Anwar; Syamsuyurnita, Syamsuyurnita
Journal of Mathematics Instruction, Social Research and Opinion Vol. 5 No. 1 (2026): March
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/misro.v5i1.1064

Abstract

Indonesian speaking skills among Thai junior high school students remain relatively low due to limited opportunities for active and contextual oral practice in the classroom. This study aims to improve the Indonesian speaking skills of Thai students through the application of role-play techniques. The research employed a Classroom Action Research (CAR) approach using the Kemmis and McTaggart model, consisting of planning, action, observation, and reflection stages. The subjects were 22 students of the Matayum 1 class, equivalent to grade VII in Indonesia. The research was conducted in two cycles, each consisting of two meetings. Data were collected through speaking skill tests, observations, and documentation. Speaking performance was assessed based on fluency, pronunciation, vocabulary, sentence structure, and speaking confidence. The results showed a significant improvement in students’ speaking skills, with the average score increasing from 62.4 in the pre-cycle to 72.1 in cycle I and 82.7 in cycle II. Additionally, the implementation of role play techniques enhanced students’ activeness, confidence, and ability to use Indonesian communicatively and contextually. Therefore, role play techniques are proven effective in improving Indonesian speaking skills for foreign learners at the junior high school level.
Co-Authors Adawiyah, Rahma Aisyah Putri, Aisyah Al Ihsan, Mauli Amaliyah, Putri Andini Sukma Rindayu Azlinda, Nur Dahlia, Wanti Dalimunthe, Nurainun Ulfa Denny Lubis, Meilan Rahmah Fahreza, Shinta Adelia Fatmawarni, Fatmawarni Frazer, Mellissa Halimah Ahmad, Nur Harahap, Nurindah Syahyanna Putri Harahap, Zihan Manja Anggita Hasibuan, Rofikah Herli Pardilla Hidayanti, Putri Humaira, Putri Ijah Mulyani Sihotang Kamaliah Kamaliah, Kamaliah Kautsar, Shafira Kehra, A-esah Mandra Saragih, Mandra Melani, Putri Miftahussudur, Miftahussudur Musbar, Doni Nabila, Elviza Nadia, Dinda Nadira, Dinda Naiborhu, Riska Nasution, Dewi Kesuma Nasution, Ila Nurhidayah Nasution, Ismail Saleh NUR AINI Nuradhilah, Nuradhilah Nurzannah, Nurzannah Oktariani, Oktariani Pasaribu, Lesterina Pasaribu, Munawir Ramadhani, Rahmah Rasyid, Anwar Renaldi, M. Revolina Siregar, Silsia Risqha Revolina, Silsia Risqha Rizki Arista, Annisa Ruser, Ilham Salsabila, Salsabila Saputri, Bella Sara, Buge Saragih, Emilia Febrianti Saragih, Manda Sari, Ardila Nurmala Sari, Suci Perwita Sianturi, Septriyanti Sianturi, Septriyanti Sianturi Simamora, Suryani Parningotan Simon, Jhon Sinaga, Pirmauli Sinaga, Widiana Siregar, Silsia Risqha Revolina Sitohang, Sahputra Apriano Syahputri, Salwa Tridiastita, Rofiah Vickery, Tina Warohmah, Juni Widayati, Ayu Zain, Fitria Wantika Zawani, Arina