Article Per Year (5 Year)
p-Index From 2021 - 2026
1.94
P-Index
This Author published in this journals
All Journal WAPFI (Wahana Pendidikan Fisika) Mimbar Sekolah Dasar Jurnal Abdimas Kartika Wijayakusuma Indonesian Journal of Multidiciplinary Research (IJoMR) Jurnal Asesmen Dan Intervensi Anak Berkebutuhan Khusus Journal of Education for Sustainability and Diversity Educative: Jurnal Ilmiah Pendidikan
Wulandary, Verra
Unknown Affiliation
Religion Humanities Chemical Engineering, Chemistry & Bioengineering Education Engineering Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

Published : 12 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 12 Documents
Search

 1   2 
Implementation of Tempo in Rhythmic Music Learning in a Pandemic Period for Junior High School Students Heidar, Faraz Hilmi; Maryanti, Rina; Wulandary, Verra; Irawan, Asep Rudi
Jurnal Abdimas Kartika Wijayakusuma Vol 3 No 1 (2022): Jurnal Abdimas Kartika Wijayakusuma
Publisher : LPPM Universitas Jenderal Achmad Yani

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26874/jakw.v3i1.142

Abstract

The learning system in teaching and learning activities during this pandemic provides its own challenges for teachers in delivering learning materials so that they are conveyed well to students. The purpose of this research is to maximize and organize rhythmic music learning during the Covid-19 pandemic. To support this research, we conducted a quantitative descriptive research method. The research was conducted in Junior High School. With the method of giving pretest-posttest. The data collection technique used is through Google Form. The material provided is in the form of a video about rhythmic music, which students are then required to understand technically according to what has been taught in the video. This research was conducted before and after giving the material to determine the level of students' understanding of the material. From the data obtained from the Google Form results, it shows that as many as 31.5% of students can process the tempo well, and it can also be seen how far the level of students' understanding of the material that has been taught, we can find some of the students' abilities in processing tempo through rhythmic so that it can be practiced in the musical instrument.
The Efficacy of Mnemonic Strategies in Improving the Basic Multiplication Facts Retrieval Wulandary, Verra; Kawai, Norimune
Journal of Education for Sustainability and Diversity Vol. 3 No. 1 (2024)
Publisher : Angstrom Centre of Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57142/jesd.v3i1.614

Abstract

The current quasi-experimental study aims to investigate the efficacy of mnemonic strategies (Visual imagery and Story-linking) to improve the basic multiplication fact retrieval of grade 3 students with mathematics difficulties. The authors employed a quantitative approach within the matching-only pretest-post-test control group design to analyze the data on 206 subjects, of whom 78 exhibited mathematical difficulties. The study was conducted in eight inclusive primary schools in Purwakarta City, Indonesia. The research findings indicated that the N-gain acquisition of students in the experimental group (0.38) outperformed students in the control group (0.11). Similarly, the N-gain acquisition of students with mathematics difficulties in the experimental group (0.26) indicated a higher enhancement than those in the control group (0.08). Overall, the mnemonic strategies improved the students’ retrieval of basic multiplication facts on students with and without mathematics difficulties. However, mnemonic strategies have successfully achieved two of the Sustainable Development Goals 4 (SDG 4) by the 2030 Agenda for Sustainable Development on ensuring students with disabilities as one of the vulnerable groups, have equal access to education and guaranteeing both male and females are literate and numerically literate. These findings have practical implications for educators, providing them with actionable insights to develop effective teaching strategies for students with mathematics difficulties.
Co-Authors Adha, Twinda Rizki Aqmar, Ami Hamimi Zatil Arifiyanti, Nurul Asep Bayu Dani Nandiyanto Azizah, Silva Nurul Ediyanto Fadhilah, Muhammad Naufal Heidar, Faraz Hilmi Imas Diana Aprilia Indriyani, Fenny Irawan, Asep Rudi Jarizmy, Suniandra Karina, Poppy Mega Kawai, Norimune Lussy Midani Rizki Maryanti, Rini Mohammad Fauziddin Putri Mahanani, Putri Putri, Nur Ayu Kinanti Agung Ramadhani, Risa Safira Reddy, Vankelu Sai Venkateswarlu Rina Maryanti Rusyani, Endang Suhana, Putri Lorenza