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All Journal Jurnal Pendidikan Karakter Jurnal Kependidikan: Penelitian Inovasi Pembelajaran Jurnal Penelitian dan Pengembangan Pendidikan Bahasa, Sastra, Pembelajaran Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa Pendidikan Bahasa dan Sastra Indonesia Primary: Jurnal Pendidikan Guru Sekolah Dasar KEMBARA Jurnal Gramatika AL ISHLAH Jurnal Pendidikan Seminar Nasional Pendidikan Bahasa Indonesia Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini Dinamisia: Jurnal Pengabdian Kepada Masyarakat Diksa : Jurnal Pendidikan Bahasa dan Sastra Indonesia Diglosia: Jurnal Kajian Bahasa, Sastra, dan Pengajarannya JURNAL PENDIDIKAN TAMBUSAI ELT-Lectura International Journal of Educational Dynamics (IJEDS) Komposisi: Jurnal Pendidikan Bahasa, Sastra, dan Seni International Conference on Languages and Arts Global Conference Index Bahastra: Jurnal Pendidikan Bahasa dan Sastra Indonesia PAKAR Pendidikan Jurnal Pengabdian UNDIKMA JOLLT Journal of Languages and Language Teaching Pena: Jurnal Pendidikan Bahasa dan Sastra Jurnal Gramatika: Jurnal Penelitian Pendidikan Bahasa dan Sastra Indonesia Edu Research : Jurnal Penelitian Pendidikan Tsaqofah: Jurnal Penelitian Guru Indonesia YASIN: Jurnal Pendidikan dan Sosial Budaya Ta'rim: Jurnal Pendidikan dan Anak Usia Dini Innovative: Journal Of Social Science Research INTERNATIONAL JOURNAL OF LANGUAGE PEDAGOGY Jurnal Motivasi Pendidikan dan Bahasa Educaniora: Journal of Education and Humanities Journals of Indonesian Multidisciplinary Research BAHASTRA Journal of Education Language and Innovation Abdi Humaniora: Jurnal Pengabdian Masyarakat Bidang Humaniora
Atmazaki Atmazaki
Universitas Negeri Padang
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Medicine & Pharmacology Nursing Physics Public Health Social Sciences Other

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Investigating the Effect of Inquiring Mind Want to Know Assissted by Audiovisual Media and Learning Motivation Students’ Writing Skills Nofya, Mona; Atmazaki, Atmazaki
Journal of Languages and Language Teaching Vol. 12 No. 1 (2024): January
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i1.9653

Abstract

This study aimed to describe the effect of using the inquiring mind want to know technique assisted by audiovisual media in the learning outcomes of observation report text writing skills of class X students of SMA Negeri 1 Painan. This study was quantitative research that applied the experimental method with a 2×2 factorial design. Data collection was carried out by tests and questionnaires, tests were carried out to obtain data on the results of learning the skills of writing text reports on observations and questionnaires were carried out to obtain data on learning motivation. The data analysis process was carried out using the IMB SPSS Statistics 26 application. Based on the result of data analysis in this study, several conclusions were obtained. First, there was an influence of the use of the inquiring mind want to know technique assisted by audiovisual media on the learning outcomes of the writing skills of observation reports. Second, there is an effect of using the inquiring mind want to know technique assisted by audiovisual media on the learning outcomes of students' observational report writing skills with high learning motivation. Third, there is an effect of using the inquiring mind want to know technique assisted by audiovisual media on the learning outcomes of students' observational report writing skills with low learning motivation. Fourth, there is no interaction between the inquiring mind want to know technique assisted by audiovisual media and learning motivation in influencing the writing skills of observation report texts.
The Effect of Kahoot-based Team Game Tournament Type Cooperative Model and Learning Motivation on Indonesian Language Learning Outcomes Afifah, Afifah; Atmazaki, Atmazaki
Journal of Languages and Language Teaching Vol. 12 No. 4 (2024): October
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i4.12568

Abstract

This study aims to interpret the effect of the application of the Cooperative learning model type Team Game Tournament assisted by Kahoot application and learning motivation on learning outcomes on the material of writing official letters and personal letters of SMP Negeri 02 Gunung Talang students. This research is classified as experimental research with a population of 355 students and a sample of 64 students. Data on learning outcomes were obtained through objective question tests on the material of writing official and personal letters, while learning motivation data were obtained from distributing learning motivation questionnaires. Data analysis was conducted manually and using the IBM SPSS Statistics 27 application. Based on the results of the analysis, the Team Game Tournament type Cooperative learning model assisted by Kahoot application was proven effective in improving student learning outcomes significantly compared to the Conventional learning model. This is evidenced by tcount> ttable (df = 62; α = 0.05), namely 8.444> 1.66980 and Sig. (2-tailed) = 0.000 < 0.05 then H0 is rejected. These findings indicate that the application of the Team Game Tournament type Cooperative learning model assisted by the Kahoot application can significantly improve student learning outcomes. In addition, the results showed that students' learning motivation, both high and low, did not significantly affect learning outcomes in the context of using the Cooperative learning model of Team Game Tournament type assisted by Kahoot application. The analysis also showed no significant interaction between the learning model and students' learning motivation, with an interaction F value (FoA*B) = 0.013 and p-value = 0.908. Thus, the effectiveness of the Team Game Tournament type cooperative learning model assisted by Kahoot application was consistent across various levels of student learning motivation, both high and low. This finding indicates that the learning model is effective for all students regardless of their learning motivation level.
The Impact of the Think Pair Share Learning Model Assisted by Audiovisual Media on High School Learners’ Indonesian Speaking Skills Sunarya, Erlin; Atmazaki, Atmazaki
Journal of Languages and Language Teaching Vol. 12 No. 4 (2024): October
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i4.12638

Abstract

Think-pair-share is a collaborative learning strategy where students think individually about a topic, pair up to discuss their thoughts, and then share their ideas with the larger group. This model encourages active participation, critical thinking, and effective communication. One effective medium is audiovisual media, which combines both visual and auditory elements to create a more engaging learning experience. Therefore, this study aims to investigate the impact of think-pair-share (TPS) learning model assisted by audiovidual media on speaking skills. To attain the research purposes, the study is designed in experimental study with using one group pretest-posttest design. The population of this research is class The sample in this research was class X E.2 students, totaling 35 people. The instruments of this research were speaking skills tests. To analyze this data, the researchers utilized SPSS software. To ascertain the significant impact of the learning model assisted by audiovisual media, the researchers employed the t-test analysis. Based on the data analysis, the mean score of students’ indonesian speaking skills assissted by audiovisual in pretest is 68.97 and in posttest is 84.16. The TPS learning model has demonstrated remarkable effectiveness in enhancing students' speaking skills and overall language proficiency. The stages create a dynamic and supportive learning environment that fosters individual cognitive development and promotes active communication. By encouraging students to first reflect on their ideas, then discuss them with a peer, and finally articulate them in front of the larger group, TPS not only builds confidence in verbal expression but also reinforces essential language competencies such as fluency, active listening, and critical thinking.
Workshop English for Public Relation and Journalism berbasis Digital bagi Siswa SMKN 2 Padang Panjang Solusia, Carbiriena; Alamsyah, Devy Kurnia; Atmazaki, Atmazaki; Rosita, Nur
ABDI HUMANIORA: Jurnal Pengabdian Masyarakat Bidang Humaniora Vol 6, No 1 (2024)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/abdihumaniora.v6i1.131089

Abstract

Sektor Pariwisata semakin menggeliat baik dalam kancah lokal maupun global. Hal ini membuat posisi kehumasan dan jurnalistik menjadi sangat krusial dalam tataran pemasaran pariwisata kepada turis lokal maupun manca negara. Lulusan siswa SMK konsentrasi Produk Siaran Program Televisi (PSPT) sebagai calon aktor akan terlibat didalamnya dan SMKN 2 Padang Panjang sebagai salah satu SMK yang memiliki program kejuruan produksi siaran program televisi menggaungkan broadcasting sebagai penciri utama sekolah. Pembelajaran broadcasting di sekolah ini haruslah diintegrasikan dengan bahasa Inggris, mengingat program revitalisasi SMK adalah pengaplikasian bilingual learning ecosystem dimana bahasa Inggris adalah kemampuan yang harus dimiliki oleh lulusan SMK dalam upaya mempersiapkan diri menghadapi persaingan global yang semakin kompleks. Hal ini diimplementasikan dalam bentuk pembelajaran berbasis produksi dengan pendekatan teaching factory dan business centre.  Namun demikian, terdapat beberapa permasalahan internal terkait hal ini seperti belum meratanya kemampuan siswa dalam hal kehumasan dan jurnalistik, belum spesifiknya bahan ajar Bahasa Inggris untuk SMK dalam konsentrasi jurusan tersebut, rendahnya keterampilan siswa dalam berbahasa Inggris dalam konteks kegunaan kehumasan dan jurnalistik. Maka dari itu diperlukan langkah kongkrit untuk mengatasi masalah tersebut salah satunya dengan pemberian workshop kepada siswa. Kegiatan yang dapat dilakukan adalah memberikan workshop terpadu atau pelatihan penguatan kompetensi kehumasan dan jurnalistik berbasis digital berbahasa Inggris sebagai implementasi bilingual learning ecosystem di SMK.
Genre based learning model integrated literacy activities and character strengthening Atmazaki, Atmazaki; Ramadhan, Syahrul; Indriyani, Vivi
Jurnal Kependidikan: Penelitian Inovasi Pembelajaran Vol 7, No 2 (2023)
Publisher : Directorate of Research and Community ServiceUniversitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jk.v7i2.52323

Abstract

Genre based learning or Text-based Instruction is a learning approach used in Indonesian language learning since 2013 until now. However, learning will be more engaging if the learning process is constantly adapted to students' needs and innovations. This study aimed at building a Genre-based Learning paradigm that incorporates literacy activities and character development. The guidelines of the National Literacy Movement and Strengthening Character Education in secondary schools prompted this action. Based on this, the two things are integrated in learning to help teachers implement literacy and strengthen character education in the learning process. This research employed Plomp's Development model (Preliminary Research, Prototyping Phase & Assessment Phase). In the Assessment Phase, researchers tested products that had been developed to determine the practicality and effectiveness of learning Indonesian using the developed model. The research instruments are in the form of questionnaires, observation sheets and tests. The research subjects were students of one of the high schools in the city of Padang. The results demonstrated that the Genre-based Learning model, which integrates literacy activities with character development, is useful and time-efficient for language learning. Additionally, this concept is applicable for enhancing student learning activities. This learning strategy can be utilized as an option to combine literacy activities and character development into secondary school Indonesian language instruction.
Training on Writing Independent Curriculum Teaching Modules Using the Canva Edu Application: Pelatihan Penulisan Modul Ajar Kurikulum Merdeka dengan Pemanfaatan Aplikasi Canva Edu R., Syahrul; Atmazaki; Hayati, Yenni; Ningsih, Ayu Gustia; Indriyani, Vivi
Dinamisia : Jurnal Pengabdian Kepada Masyarakat Vol. 8 No. 1 (2024): Dinamisia: Jurnal Pengabdian Kepada Masyarakat
Publisher : Universitas Lancang Kuning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/dinamisia.v8i1.16555

Abstract

The change in the curriculum in Indonesia from Curriculum 13 (K13) to the Independent Curriculum requires teachers to be ready to face these changes. Changes in learning tools are something that cannot be avoided by teachers as teachers. The learning plan (RPP) has been abandoned and moved to the Teaching Module. The presence of an independent curriculum not only provides changes to learning tools, but also to the competencies that teachers must have. Digital competence to produce interesting teaching modules has of course become an obligation, especially since the government has equipped teachers with the learn.id email. This email is integrated into the licensed Canva application, so teachers no longer have difficulty in designing teaching modules. It is hoped that the use of teaching modules using the Canva application will be able to answer the need for creating interesting teaching tools. A good teaching module does not only lie in its appearance, but also in its content. Writing teaching modules based on local wisdom will certainly make the teaching modules not only quality in terms of appearance, but also in terms of content. Based on the results of interviews with the head of the Subject Teachers' Conference (MGMP) of SMP Kota Pariaman, it is known that teachers are not yet skilled in designing teaching modules using Canva. Apart from that, the teaching modules that have been designed by teachers are not based on local wisdom. This background is what underlies the community service team of lecturers at the Indonesian and Regional Language and Literature Department to carry out training in writing teaching modules. The teaching module writing training that was carried out was attended by 20 Indonesian language subject teachers who are members of the Pariaman City Indonesian Language MGMP. The aim of this service is to provide knowledge and training to Pariaman City Indonesian Language MGMP teachers in using the Canva application in designing independent curriculum teaching modules. The training began with an explanation of the relationship between the use of technology in implementing the independent curriculum, then the material presented was the steps for using the licensed Canva application using a Belajar.id account. Teachers are guided to register. After registration, teachers go to their Canva account and start designing teaching modules. The teaching module designed by the teacher does not contain differentiated learning, therefore the training continues with conveying the essence of differentiated learning. Strategy in writing teaching modules by paying attention to differentiated learning. The training ended with teaching module material containing local wisdom. Teachers design teaching modules based on the independent curriculum which contains local wisdom in the form of guided assignments. Making teaching modules using the Canva application described previously. The training methods used were question and answer, direct practice and demonstration, and evaluation was carried out through distributing questionnaires before and after the training. The results of the questionnaire analysis showed that in general participants were satisfied with the training schedule and time, as well as the topics presented. Even though some participants experienced difficulties due to inadequate internet connections and devices, there were indications that the participants succeeded in increasing their knowledge and motivation in using the Canva application through the Belajar.id account. Apart from that, the teaching modules produced by teachers are also good and interesting.
IMPROVING ELEMENTARY STUDENTS' CRITICAL READING SKILLS THROUGH THE ARCS MODEL APPROACH IN BASIC PROCESS SKILLS Yulia Rizki Ramadhani; Yenni Rozimela; Atmazaki; Jamaris Jamna; Sufyarma Marsidin
Primary: Jurnal Pendidikan Guru Sekolah Dasar Vol. 12 No. 4 (2023): August
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/jpfkip.v12i4.10039

Abstract

This paper describes the effectiveness of the ARCS model approach in improving the critical reading skills of elementary students at the basic process skills level. The research used a pre-experimental design method of one group pretest-posttest type with the research subjects of sixth-grade students at SD Negeri 107397 Cinta Damai in Deli Serdang. Data on students' critical reading skills were collected using a previously validated critical reading test instrument. The research results indicate that applying the ARCS model approach in learning critical reading can improve elementary students’ critical reading skills at the basic process skills level. There is a significant improvement in students' skills to analyze, evaluate, and synthesize the information they read and it provides a basis for developing more effective learning approaches. The implications include the integration of the ARCS model in curriculum design and teacher training as well as further research with larger sample populations and broader contexts. It is expected that the application of the ARCS model can enrich teaching at the primary level and advance students' critical thinking skills.
Co-Authors Abdurahman . Abdurahman,, Noviani Saputri, Erizal Gani, Abdurrahman Abdurrahman Afdetis Mana, Lira Hayu Afif Rofi Afnita Afnita Afrila, Tysa Mekar Afrino, Afrino Agustina . Agustina Agustina Ahmad Johari Sihes Ahmad, Arimuliani Alamsyah, Devy Kurnia Alpino Susanto Alpino Susanto Alvi Fitri Rahayu Amanda, Mutiara Amril Amir Amril Amril Anak Agung Gede Sugianthara Andria Catri Tamsin Andrika, Oktavia Ardoni Ardoni Arif Setiawan Asri, Ratih Permata Asvidyanti, Asvidyanti Aurora, Novia Ayu Gustia Ningsih Azwar Ananda Cicilia Ovavia Daely, Bimerdin Darmansyah Delfa leli leli Desmike Putri Ayu Dian Arsa Dini Ferlin Dona Alicia Dudung Burhanuddin Elfia Sukma Elfia Sukma, Elfia Ellya Ratna Elvi Syahraini Ena Noveria Erizal Gani Fahmesvi, Bunga Fahmi, Muhibul Farel Olva Zuve Febriyanti Febriyanti Fitri Mulyani, Fitri Fitri, Anisa Meiza Fitri, Julia Fransiska Dwita, Nadia Gusriyani, Ena Hafrison, Mhd. Hafrison, Mohammad Handayani, Radila Harris Effendi Thahar Harris Effendi Thahar Harris Effendi Thahar Hasanah, Mutya Hasanuddin WS Hasnah Faizah AR Hayati, Radiatil Hidayati, Adelia I Made Arnawa Ida Ayu Putu Sri Widnyani indra Putri Irfani Basri Irmaya candra Jamaris Jamaris Janiko Janiko Jasni, Martika Jeihan Nabila Johari, Afrizal Jufrizal Juli Etri, Gia Jumaidi . Jusrin Efendi Pohan Khairani, Risma Khurnia Eva Nilasari Kusnindra, Hari Lanen, Sania Liana Diastiti Lira Hayu Afdetis Mana Lusia Oktri Wini M. Zaim M. Zaim Mafardi Mafardi Mahli . Maria Syafri Maria Syafri Mariratul Mawaddah Marlen, Lili Marlina, Tesha Marpianti, Resni Maulida, Welly Mimi Sri Irfadila Mita Domi Fella Henanggil Mudinillah, Adam Muhammad Afif Muhibul Fahmi Mukhaiyar Mukhaiyar, Mukhaiyar Mustika Yumi Mutia, Puput Najmi Hayati Najmi Najmi, Najmi Ngusman Manaf Ninit Alfianika Nisdawati . Nofya, Mona Nola Florina Novia Juita Novrianti Novrianti Nur Azmi Alwi Nur Rosita Nurhidayati Nurhidayati Nuri Gusriani Nursaid Nurul Fitri Oktarilla, Annisa Oktavia, Yunisa Olva Zuve, Farel Oryn Livenza Pakpahan, Sukma Wijaya S. Pendri, Apri Perawati Permata Islamiyah Piliang, Wilda Srihastuty Handayani Putri Diana Putri, Agustia Maharani Putri, Natasya Kemala Rahayu Fitri Rahman, Aida Fitri Rahmawati, Rahmawati Rahmayani, Rizka Dwi Ramadhan, Syahrul Ramadhani, Yulia Rizki Ramayani, Sri Rawitin, Gusmijo Resti, Mulia Reti Dasril Ria Ria Ria Satini Ria Wati Ridha Hasnul Ulya Riza Nusahak Rizcha Putri Stiffany Rizka Ramadhani, Afifah Rusnani . Samsudin, Nurul Haniza Sepini Pitria Lina Shelvia Mandasari Siregar, Andika Rinaldi Siti Marpuah Siti Marpuah Solusia, Carbiriena Sri Mulyani Sufia Retti Sufyarma Marsidin Sufyarma Marsidin Sufyarma Sufyarma Sunarya, Erlin Susetri, Indah Syahrul R Syahrul R, Syahrul Syahrul R. Syahrul Syahrul Syamsul Arifin Titiek Fujita Yusandra Tressyalina Tressyalina Tressyalina Tressyalina Trisna Helda Vanesa Yofinda Vina Fathira Vivi Indriyani Wahyu Saputra Wahyuni, Rama Kurnia Welli Marlisa Wijaya, Fitri Yalvema Miaz Yasnur Asri Yasnur Asri Yenni Hayati Yenni Rozimela Yenni Rozimela Yetti, Nofrida Yulia Eka Salnita Yulia Fitrina Yulia Rizki Ramadhani Yuliani, Adela Sari Yulmiati Yunisa Oktavia yunisa oktavia, yunisa oktavia Yunni Damayanti Z. Mawardi Effendi Zulhafizh .