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All Journal GERAM (GERAKAN AKTIF MENULIS) Journal On Teacher Education (Jote) Jurnal Pendidikan dan Kebudayaan Jurnal Pendidikan dan Kebudayaan
Noprieka Suriadiman
STIE Mahaputra Riau
Arts Humanities Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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Pengembangan Modul Berbasis Masalah Menulis Naskah Drama Siswa Kelas VIII SMP N 4 Siak Hulu Kabupaten Kampar Suriadiman, Noprieka
GERAM Vol 7 No 1 (2019): GERAM (GERAKAN AKTIF MENULIS)
Publisher : Program Studi Pendidikan Bahasa dan Sastra Indonesia FKIP Universitas Islam Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25299/geram.2019.vol7(1).2601

Abstract

Teaching writing skill is one form of teaching language skills that must be mastered by students. One of the important writing activities carried out by students in school is the skill of drama scripts writing. However, in learning material for writing scripts, there were still many students learning outcomes that did not meet the KKM. The weakness of students in writing drama scripts was caused by various factors, such as the technique or approach used by the teacher was not appropriate and the learning materials provided were inadequate for students. So that the aim of the study was to produce a problem-based module in the learning of drama scripts writing. Further, the research subjects were eighth-grade students of SMPN 4 Siak Hulu amounting 36 students. The results of this study were valid, practical, and effective problem-based modules for eighth-grade students for learning drama scripts writing. It was also evidenced by the value of module validity of 91.41% with very valid criteria. The module practicality value was 83.82% with very practical criteria, while module practicality by students was 78.27% with practical criteria. Additionally, the effectiveness of the module consists of students’ evaluating the overall activity was 88.33% with very high criteria or very successful. On the other hand, the overall assessment of drama script writing was 84.04 with good qualifications.
Perbedaan Kemampuan Membaca Intensif dengan Model Pembelajaran Cooperative Integrated Reading and Composition dan Direct Intruction Noprieka Suriadiman; Fenny Anita; Ripi Hamdani
Journal on Teacher Education Vol. 4 No. 3 (2023): Journal on Teacher Education
Publisher : Universitas Pahlawan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jote.v4i3.12834

Abstract

Penelitian ini bertujuan untuk mengetahui perbedaan hasil belajar membaca intensif dengan menggunakan model CIRC dan DI ditinjau dari minat baca siswa kelas XII. Jenis penelitian ini quasi eksperimen (eksperimen semu). Pengambilan sampel menggunakan teknik purposive sampling. Pengumpulan data dilakukan melalui tes. Berdasarkan hasil analisis data dan pembahasan, disimpulkan empat hal berikut. Pertama, keterampilan membaca intensif siswa yang diajar dengan model CIRC pada kelas eksperimen I lebih baik daripada siswa yang diajar dengan DI pada kelas eksperimen II. Kedua, keterampilan membaca intensif pada siswa dengan minat baca tinggi siswa yang diajar dengan CIRC pada kelas eksperimen I lebih baik dari pada kemampuan awal dengan minat baca tinggi pada siswa yang diajar dengan model DI pada kelas eksperimen II. Ketiga, keterampilan membaca intensif dengan minat baca rendah siswa yang diajar dengan model CIRC pada kelas eksperimen I tidak jauh berbeda daripada dengan minat baca rendah pada siswa yang diajar dengan model Direct Instruction pada kelas eksperimen II. Keempat, tidak terdapat interaksi antara minat baca dengan model pembelajaran dalam mempengaruhi keterampilan membaca intensif.
Persepsi Penggunaan Black Box.AI Sebagai Media Pembelajaran Era Digital pada Mahasiswa Institut Az Zuhra Angkatan 2024 Noprieka Suriadiman
Jurnal Pendidikan dan Kebudayaan (JURDIKBUD) Vol. 6 No. 2 (2026): Juli: Jurnal Pendidikan dan Kebudayaan (JURDIKBUD)
Publisher : Pusat Riset dan Inovasi Nasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/jurdikbud.v6i2.11353

Abstract

This study examines students’ perceptions of the use of Black Box.AI as a digital learning medium in the era of technological advancement. The rapid development of digital technology, particularly artificial intelligence, has significantly transformed learning practices in higher education, encouraging students to adopt more flexible and independent learning strategies. This research aims to analyze how students perceive the usefulness, effectiveness, and challenges of using Black Box.AI in supporting their academic activities. A qualitative descriptive approach was employed, with data collected through observations, interviews, and documentation involving four students from Institut Az Zuhra who actively use the platform. The findings reveal that students generally have positive perceptions of Black Box.AI, as it is considered practical, efficient, and capable of providing fast and concise information. The platform is particularly helpful in simplifying complex or technical materials, assisting students in completing assignments, and supporting self-directed learning. However, the study also identifies several challenges, including initial confusion in navigating certain features, dependency risks, and the need for lecturer validation to ensure the accuracy of information. The results indicate that while Black Box.AI plays a significant role as a supporting learning tool, it does not replace the role of educators. The study implies that the integration of artificial intelligence in education should be accompanied by critical thinking skills and proper guidance to optimize learning outcomes and maintain academic integrity..
Persepsi Penggunaan Black Box.AI Sebagai Media Pembelajaran Era Digital pada Mahasiswa Institut Az Zuhra Angkatan 2024 Noprieka Suriadiman
Jurnal Pendidikan dan Kebudayaan (JURDIKBUD) Vol. 6 No. 2 (2026): Juli: Jurnal Pendidikan dan Kebudayaan (JURDIKBUD)
Publisher : Pusat Riset dan Inovasi Nasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/jurdikbud.v6i2.11353

Abstract

This study examines students’ perceptions of the use of Black Box.AI as a digital learning medium in the era of technological advancement. The rapid development of digital technology, particularly artificial intelligence, has significantly transformed learning practices in higher education, encouraging students to adopt more flexible and independent learning strategies. This research aims to analyze how students perceive the usefulness, effectiveness, and challenges of using Black Box.AI in supporting their academic activities. A qualitative descriptive approach was employed, with data collected through observations, interviews, and documentation involving four students from Institut Az Zuhra who actively use the platform. The findings reveal that students generally have positive perceptions of Black Box.AI, as it is considered practical, efficient, and capable of providing fast and concise information. The platform is particularly helpful in simplifying complex or technical materials, assisting students in completing assignments, and supporting self-directed learning. However, the study also identifies several challenges, including initial confusion in navigating certain features, dependency risks, and the need for lecturer validation to ensure the accuracy of information. The results indicate that while Black Box.AI plays a significant role as a supporting learning tool, it does not replace the role of educators. The study implies that the integration of artificial intelligence in education should be accompanied by critical thinking skills and proper guidance to optimize learning outcomes and maintain academic integrity..
Co-Authors Fenny Anita Ripi Hamdani