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All Journal Primary: Jurnal Pendidikan Guru Sekolah Dasar Jurnal PAJAR (Pendidikan dan Pengajaran) Pendas : Jurnah Ilmiah Pendidikan Dasar ELP (Journal of English Language Pedagogy) These proceedings represent the work of researchers participating in The International Conference on Elementary Education (ICEE) which is being hosted by the Elementary Education Study Programme School of Postgraduate Studies, Universitas Pendidikan IJORER : International Journal of Recent Educational Research International Journal of Educational Best Practices Jurnal Penerjemahan
Hadriana
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Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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id_ID id_ID: id_ID Nawari, Ahmad; Sumarno; Firdaus, L.N.; Hadriana
Jurnal Penerjemahan Vol 9 No 2 (2022): Jurnal Penerjemahan
Publisher : Kementerian Sekretariat Negara Republik Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64571/ojp.v9i2.113

Abstract

This research aims to analyze the accuracy of the translation of Kampar Malay terms of address in a storybook entitled Mancaka from Kampar dialect to Indonesian. The research used the descriptive qualitative research method. Data for this study were terms of address collected from both the source and target texts of the folklore. The data were then analyzed by using a sociolinguistic approach to find out (1) terms of address and their functions, (2) translation procedures used to translate the terms of address, and (3) accuracy of the translation of the terms of address. The research findings revealed that 16 terms of address were found in the source texts, namely Mancaka, Yuong, Bujang, Kolen, Kami, Deyen, Kau, Ang, Waang, Awak, Mak, Amak, Nak Bujang Amak, Datuok, and Pandekar. In addition, 2 translation procedures were applied by the translator, namely conservation and cultural equivalence. Regarding the accuracy, no single deviation of meaning was found. Therefore, the translation of the terms of address in the book was very accurate. Keywords: terms of address, functions, procedure, and translation quality
TECHNOLOGY USE IN LEARNING TO READ: A LITERATURE REVIEW Otang Kurniaman; L.N. Firdaus; Hadriana; Sumarno
Primary: Jurnal Pendidikan Guru Sekolah Dasar Vol. 11 No. 5 (2022): October
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/10.33578/jpfkip.v11i5.9047

Abstract

Learning to read in the 4.0 revolution era should be more focused on learning in the use of technology. Hence, the purpose of the research in this article was to analyze the learning process based on methods, analytical techniques, and findings in the terms of applying reading learning technology findings and analyzing the findings of publications on Google Scholar and Scopus. The type of research was literature research using a systematic review, which provided an overview of the publication of articles with the number of found data 56 articles. After conducting the review process, it was obtained that 25 articles matched the criteria. The research results showed that the most publications on the use of technology were in 2014, 2019, and 2021. Related to the place of publication, most publications used Scopus and Sinta 3 as many as 6 articles. The use of research was based on the research methods, which were mostly used on development methods at 48%. Thus, it could be seen from the results of the research that the use of technology in learning to read is able to improve reading skills.
THE APPLICATION OF 21ST CENTURY LEARNING ASSESSMENT BY ENGLISH TEACHERS AT SENIOR HIGH SCHOOL Ayni Ryanti; Hadriana; Mahdum Adnan
Jurnal PAJAR (Pendidikan dan Pengajaran) Vol. 7 No. 3 (2023): May
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/pjr.v7i3.9053

Abstract

The 21st century is a century that is full of challenges. Advances in technology that are increasingly developing make humans have to be ready to accept various kinds of changes. Various competencies needed by students in the current era of globalization are often referred to as 21st-century skills, and the concept of education is known as 21st-century learning. Based on the times, the current assessment refers to 21st-century learning, which is related to critical thinking, creative thinking, communication skills, and collaboration skills. The application of 21st-century learning cannot be separated from 21st-century assessment. The purpose of the study in this paper is to determine whether the teachers were familiar with and applied 21st-century learning assessment or not, especially in learning English. This research used a descriptive qualitative research method by collecting data through observation, interviews, and documentation. The results of the study indicate that of the four 21st-century learning indicators, English teachers have started implementing 21st-century learning assessments. It can be concluded that English teachers have begun to adjust their assessment rubrics according to the indicators that exist in each type of skill possessed by students, namely critical thinking, creativity, collaboration, and communication skills.
ANALISIS GAYA KEPEMIMPINAN KEPALA SEKOLAH DI SMP NEGERI 6 RAMBAH SAMO KABUPATEN ROKAN HULU Zikri; Hadriana; Sumarno
Jurnal PAJAR (Pendidikan dan Pengajaran) Vol. 5 No. 6 (2021): November
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/pjr.v5i6.8469

Abstract

As an organization, every school faces external constraints that affect the implementation of its activities, creating a dynamic and complex environment that brings uncertainty and challenges for principals in directing the institution toward its goals. The leadership style of the principal is a crucial factor influencing school success. This study aimed to describe and analyze the leadership style of the principal at SMP Negeri 6 Rambah Samo, Kabupaten Rokan Hulu, as well as the factors influencing it. A qualitative method was employed, with data collected through in-depth interviews, observation, and documentation, and analyzed using source, method, and theory triangulation. The results indicated that the principal applied leadership styles including encouraging subordinate initiatives, imposing sanctions, awarding achievements, and conducting work meetings; however, improvements were needed in decision-making, communication, task delegation, and supervision of task implementation.
Traditional Values and Educational Access: A Study of Girls' Schooling Rights in Pakpak Cultural Communities Sudarwati, Lina; Hadriana; Napsiah, Napsiah; Erika; Tengku; Mohammad
IJORER : International Journal of Recent Educational Research Vol. 6 No. 3 (2025): May
Publisher : Faculty of Teacher Training and Education Muhammadiyah University of Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46245/ijorer.v6i3.843

Abstract

Objective: this research examines the intricate processes contributing to educational development inequity among girls from impoverished female-headed households (pekka) in Pakpak communities at Pegagan Julu VIII Village, North Sumatra. The study explores the interplay between cultural traditions, socioeconomic constraints, and gender ideology that restricts girls' educational opportunities despite Indonesia's commitment to gender equality in educational development frameworks. Method: the investigation employed qualitative feminist methodology, gathering comprehensive life stories from seven Pakpak girls (ages 15-20) who experienced educational discontinuation. Data collection involved in-depth interviews, participatory observation, and focus group discussions with participants and their families, conducted over nine months of ethnographic fieldwork. Results: the analysis revealed that educational development inequity stems from two interlocking systems: patriarchal cultural structures and extreme poverty conditions. These systems create a "patriarchy-poverty nexus" that produces double marginalization of girls—first by systematically restricting their access to higher education in favor of male siblings, and second by imposing additional economic burdens wherein girls must abandon education to financially support their brothers' schooling. Significantly, mothers in these households often serve as unwitting agents reproducing patriarchal values despite their own marginalized position as household heads. Novelty: this study contributes uniquely to educational development discourse by identifying specific mechanisms through which traditional values intersect with economic hardship to create gender-based educational disparities in indigenous communities. Unlike previous research focusing solely on economic barriers, our findings illuminate how cultural interpretations of gender responsibility result in female educational sacrifice becoming normalized as familial duty, providing new insights for addressing educational inequity in traditional communities undergoing uneven development processes.
INFORMATION SYSTEM AND PRINCIPALS’ LEADERSHIP AT PUBLIC ELEMENTARY SCHOOLS IN PEKANBARU – RIAU Hadriana; Isjoni; Mahdum; Azhar
Jurnal PAJAR (Pendidikan dan Pengajaran) Vol. 4 No. 1 (2020): January
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/pjr.v4i1.7870

Abstract

This descriptive research aims to analyze: (1) the availability and utilization of Information System at Public Elementary School in Pekanbaru - Riau and (2) principals’ leadership at Public Elementary School in Pekanbaru - Riau. By using proportional random sampling technique, 66 school principals spread across 12 sub-districts in Pekanbaru - Riau were selected as the sample. The instrument used was a questionnaire addressed to the principals. The principals are asked to give their answers to the given questionnaire and they were free to choose one or more answers for each item based their situation and condition. The data needed are related to the principals’ view of the availability and utilization of the Information System at the school they lead and the data about the principals’ view of leadership carried out related to the functions and roles they have done. The results of the data analysis prove that: (1) the availability of Information System at school was rated positively by the principals, whether in terms of availability, management, or perceived benefits; and (2) in carrying out leadership, their roles and functions as supervisors, managers and educators occupied the highest position.
STUDENTS’ PERCEPTIONS ON USING GRAMMARLY IN WRITING THEIR THESES AT ENGLISH STUDY PROGRAM FKIP UNIVERSITAS RIAU Pebriola, Asyura; Hadriana; Safriyanti, Maria
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 01 (2026): Volume 11 No. 01 Maret 2026 Press
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i01.40769

Abstract

Writing a thesis in English remains a challenging task for EFL students, particularly in achieving grammatical accuracy, appropriate word choice, and clarity of expression in academic writing. To address these challenges, many students rely on technological tools such as Grammarly to support their writing process. This quantitative descriptive research aimed to examine perceptions of English Study Program students on using Grammarly in thesis writing. The population of the research was the fourth year students who use Grammarly in writing their theses. Then, a total of 56 students met the criteria to be chosen as the sample. Data were collected through questionnaire distribution and then data is processed through descriptive statistical analysis. Based on data analysis it was found out that students have positive perception of using Grammarly in writing theses. Grammarly was perceived useful in improving grammatical accuracy, spelling, and punctuation, as well as easy to access. Despite the positive perceptions, the findings also revealed that Grammarly has limitations in supporting content development and idea organization. Therefore, it is suggested that Grammarly be used only as a complementary tool alongside lecturers’ guidance and students’ critical revision skills in the thesis writing process.
Co-Authors Ahmad Awwabi Ribhan Al Fajar, Beny Andini, Oktilya Ayni Ryanti Azhar Daswin, Adri Eddy Noviana Eliwarti Elmustian Rahman Erika Firdaus, L.N. Garda Fathan Nuzulah Imaliyah, Lala Intan Kartika Sari, Intan Kartika Isjoni Isjoni L.N. Firdaus Liya Astarilla Dede Warman Mahdum Mahdum Adnan Maria Safriyanti Mohammad Napsiah Napsiah Nawari, Ahmad Nur Islami Otang Kurniaman Pebriola, Asyura Putri, Kuntum Sharfin Putri, Syadza Adila Radini Raja Guk-guk, Elin Hotmaria Safriyanti, Maria Sri Erlinda Sudarwati, Lina Sumarno Tengku Yarohma, Dita Yustina Zetra Hainul Putra Zikri Zufriady