Articles
<![CDATA[Pengaruh Muhadharah Terhadap Kemampuan Public Speaking di Pondok Pesantren Cendekia Amanah ]]>
<![CDATA[Fira Deyanti]]>;
<![CDATA[Hindun Hindun]]>
<![CDATA[ Jurnal Pendidikan dan Sastra Inggris Vol. 4 No. 1 (2024): April : Jurnal Pendidikan dan Sastra Inggris ]]>
Publisher : <![CDATA[Pusat Riset dan Inovasi Nasional ]]>
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DOI: 10.55606/jupensi.v4i1.3216
<![CDATA[Public Speaking is the activity of speaking to a person or group of people. Through speaking activities, a person can convey ideas, thoughts and the contents of his heart to other people. The problem here is, not everyone can speak well, especially speaking in front of many people. In this research, we will discuss efforts to improve public speaking skills through muhadharah activities. This research aims to inspire many schools to hold muhadharah activities to improve students' public speaking skills. The background of this research is based on the fact that public speaking is something that needs to be mastered, but many people are actually afraid of this activity because they cannot control their feelings of nervousness, fear and embarrassment. Through qualitative methods, this research was conducted using data obtained from the Scholar Amanah students.]]>
<![CDATA[Pemanfaatan Media Digital Canva pada Pembelajaran Bahasa Indonesia di Kelas X SMK ]]>
<![CDATA[Anggun Cahyani]]>;
<![CDATA[Hindun Hindun]]>
<![CDATA[ Jurnal Pendidikan dan Sastra Inggris Vol. 4 No. 1 (2024): April : Jurnal Pendidikan dan Sastra Inggris ]]>
Publisher : <![CDATA[Pusat Riset dan Inovasi Nasional ]]>
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DOI: 10.55606/jupensi.v4i1.3257
<![CDATA[This article aims to describe the use of Canva digital media in learning Indonesian for class X vocational school students. Media in learning is an intermediary in communication, assisting in conveying messages and information from the source of the message to the recipient of the message. The use and utilization of learning media does not only come from the work of one's own hands but can come from digital media such as today. Canva is a tool in digital media that can be used as a learning medium because it includes design and online visual communication that can be used by everyone in the world and can create and publish designs that have been created anywhere and at any time. The aim of this research is to find out to what extent students and educators have used Canva digital media and how effective it is in learning Indonesian in the classroom. The results of this research show that students and educators have used Canva as a medium for learning Indonesian, both in making PowerPoint for presentations, videos, posters, and infographics contained in the Canva feature. The technique used in this research is to observe and collect data from several students.]]>
<![CDATA[Peran Orang Tua/Wali Murid SDN Pondok Pinang 01 Pagi dalam Implementasi Kurikulum 2013 ]]>
<![CDATA[Altoviah Nuha Belvar]]>;
<![CDATA[Hindun Hindun]]>
<![CDATA[ Jurnal Pendidikan dan Sastra Inggris Vol. 4 No. 1 (2024): April : Jurnal Pendidikan dan Sastra Inggris ]]>
Publisher : <![CDATA[Pusat Riset dan Inovasi Nasional ]]>
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DOI: 10.55606/jupensi.v4i1.3273
<![CDATA[This research aims to determine the role played by parents or guardians of students at Pondok Pinang 01 Pagi State Elementary School (SDN) in supporting and involving themselves in the implementation of the 2013 Curriculum. The active role of parents is considered a factor in the successful implementation of this curriculum. This research use desciptive qualitative approach. Qualitative, descriptive research is a problem formulation that guides research to explore or photograph the social situation that will be studied thoroughly, broadly and in depth. The method used to obtain data is research by distributing questionnaire forms through an approach that allows researchers to collect data from respondents through written questionnaires. The results of the research show that parents are actively involved in supporting their children's learning, both through participation in learning activities at home, support for student project assignments, and through collaboration with teachers. Children who have active support and involvement from parents tend to show improved academic achievement. This support can include helping with homework, providing positive reinforcement, and motivating the child to learn.]]>
<![CDATA[Implementasi Hidden Curriculum Literasi dalam Pembelajaran Daring ]]>
<![CDATA[Rian Dwiyanto]]>;
<![CDATA[Hindun Hindun]]>
<![CDATA[ Bhinneka: Jurnal Bintang Pendidikan dan Bahasa Vol. 2 No. 1 (2024): Bhinneka ]]>
Publisher : <![CDATA[Universitas Palangka Raya ]]>
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DOI: 10.59024/bhinneka.v2i1.641
<![CDATA[Hidden curriculum emphasizes the development of affective aspects and students' self-actualization as a model for achieving learning goals. This research investigates the implementation of a hidden literacy curriculum in an online learning context, with a focus on program preparation, implementation, and completion. The aim of this research is to revive the nation's literacy spirit for Indonesia's future progress. The method used is descriptive with a qualitative approach to describe directly how the situation and implementation process takes place. Through analysis of literacy needs and selection of relevant materials, this program preparation creates a solid foundation. The implementation of this hidden curriculum emphasizes literacy orientation, integrated activities, and individual support to increase student participation and development of literacy skills. Literacy final projects, self-evaluations, and portfolio creation provide concrete evidence of students' literacy achievements, while evaluations of program effectiveness guide subsequent improvements. Overall, this research provides insight into how hidden curriculum literacy can shape students as independent learners who are able to apply literacy in their daily lives.]]>
<![CDATA[Peran Acara Pekan Kebudayaan Nasional terhadap Persepsi Mahasiswa tentang Kualitas Pendidikan Bahasa dan Sastra Indonesia ]]>
<![CDATA[Melsa Nurpuzianah]]>;
<![CDATA[Hindun Hindun]]>
<![CDATA[ Bersatu: Jurnal Pendidikan Bhinneka Tunggal Ika Vol 2 No 1 (2024): Januari : Jurnal Pendidikan Bhinneka Tunggal Ika ]]>
Publisher : <![CDATA[LPPM Politeknik Pratama ]]>
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DOI: 10.51903/bersatu.v2i1.542
<![CDATA[This research explores the role of the 2023 National Cultural Week (Pekan Kebudayaan Nasional - PKN) in shaping the perceptions of students majoring in Indonesian Language and Literature Education at UIN Syarif Hidayatullah Jakarta regarding the quality of literary education. Utilizing a qualitative approach, the study investigates student participation, highlighting a high interest in the "Tribute Jamal D. Rahman" and "Pojok Baca Danarto" events. Findings indicate that, although students initially rated the quality of literary education positively, participation in PKN enriched their understanding and appreciation of the diversity of Indonesian literature. The integration of cultural activities into the curriculum received strong support, while student suggestions emphasized the need for event development and broader community involvement. In conclusion, PKN successfully stimulated interest and provided an enriching experience that contributes to the enhancement of literary education. The implications suggest that future cultural events at universities should consider student feedback to ensure a more diverse and satisfying experience for participants.]]>
<![CDATA[Analisis Penggunaan IPTEK dalam Pembelajaran Kurirkulum Merdeka Sebagai Peningkatan Mutu Pendidikan ]]>
<![CDATA[Muhammad Raffi Fadliansyah]]>;
<![CDATA[Hindun Hindun]]>
<![CDATA[ Fonologi: Jurnal Ilmuan Bahasa dan Sastra Inggris Vol. 1 No. 4 (2023): December: Fonologi : Jurnal Ilmuan Bahasa dan Sastra Inggris ]]>
Publisher : <![CDATA[Asosiasi Periset Bahasa Sastra Indonesia ]]>
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DOI: 10.61132/fonologi.v1i4.186
<![CDATA[The independent curriculum is a restoration of the 2013 curriculum which was previously implemented in educational institutions in Indonesia. Currently, the restoration of the curriculum to an independent curriculum is due to the need for students to be able to improve the quality of education in Indonesia. With advances in technology, of course the role of an independent curriculum is also very important to collaborate in improving the quality of education in Indonesia. The aim of this research is to find out the role of technology as supporting the success of implementing an independent curriculum in schools, apart from that it also wants to see what are the obstacles to collaborative technological progress in the education system. This research that uses qualitative descriptive analysis produces detailed and clear analysis. In collecting data, researchers use library research by looking at various sources that are relevant to the research. The data analysis technique goes through several steps, namely data collection carried out by researchers by grouping data arranged in narrative form, then data reduction, namely collecting important data from the information found and in accordance with the problem topic, then presenting the data with narrative explanations that are strengthened from the study. literature, and finally draw conclusions.]]>
<![CDATA[Penerapan Model Pembelajaran Berdiferensiasi Pada Siswa Kelas VIII SMPLB di Sekolah Khusus (SKH) Insan Mulia Kabupaten Tangerang ]]>
<![CDATA[Rizka Apriana]]>;
<![CDATA[Hindun Hindun]]>
<![CDATA[ Simpati Vol. 2 No. 1 (2024): Januari: Jurnal Penelitian Pendidikan dan Bahasa ]]>
Publisher : <![CDATA[CV. Alim's Publishing ]]>
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DOI: 10.59024/simpati.v2i1.503
<![CDATA[Children with special needs are children who have unique characteristics compared to (regular) children. To facilitate learning progress, teachers can apply a differentiated learning model. Differentiated learning is one of the learning models where teachers use a variety of different learning methods according to the characteristics, interests, learning styles, and abilities of students. The purpose of this study is to find out more about differentiated learning and how it is implemented in Class VIII Special Schools. This research uses descriptive qualitative method. The data collection methods used were observation, interview, and note-taking. The data subjects in this research are teachers and students of class VIII of SMPLB Insan Mulia Tangerang Regency. The research location is in Pisangan Jaya village, Tangerang Regency. The result of the learning that has been implemented is the discovery of 3 strategies in differentiated learning, Content Differentiation. Content refers to the curriculum and learning materials; 2. Process Differentiation. How students process ideas and information; 3. Product Differentiation. How students demonstrate what they have learned; 4. Differentiation of Learning environment. Differentiated learning has a positive impact on student engagement and learning outcomes, so students do not struggle with learning.]]>
<![CDATA[Implementasi Teori Belajar Kognitif Pada Kurikulum 2013 ]]>
<![CDATA[Azzahra Aulia Yuliadi]]>;
<![CDATA[Hindun Hindun]]>
<![CDATA[ Jurnal Pendidikan, Bahasa dan Budaya Vol. 3 No. 1 (2024): Maret : Jurnal Pendidikan, Bahasa dan Budaya ]]>
Publisher : <![CDATA[Pusat Riset dan Inovasi Nasional ]]>
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DOI: 10.55606/jpbb.v3i1.2656
<![CDATA[This research discusses efforts to introduce cognitive learning theory into the 2013 curriculum in the educational environment. Her research focus is on understanding how key principles of cognitive learning theory, including concepts such as information processing, knowledge construction, and the development of higher-order thinking skills, can be integrated into new curriculum structures. Research methods include analysis of official 2013 curriculum documents, interviews with teachers, and observation of classroom learning practices. The results show that although real efforts have been made to adopt the principles of cognitive learning theory, their implementation still faces certain challenges. Limited resources, teacher understanding of cognitive concepts, and adaptation of learning materials are several important factors that influence successful implementation. Therefore, this research provides recommendations for improving teacher training, adapting learning materials, and increasing resource support so that the 2013 curriculum more effectively achieves students' cognitive learning goals.]]>
<![CDATA[Efektivitas Dalam Kurikulum Merdeka Dan Peranan Pengajar Untuk Para Pelajar ]]>
<![CDATA[Rakha Rif'at Aryaputra]]>;
<![CDATA[Hindun Hindun]]>
<![CDATA[ Jurnal Pendidikan, Bahasa dan Budaya Vol. 3 No. 1 (2024): Maret : Jurnal Pendidikan, Bahasa dan Budaya ]]>
Publisher : <![CDATA[Pusat Riset dan Inovasi Nasional ]]>
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DOI: 10.55606/jpbb.v3i1.2658
<![CDATA[The independent curriculum is the newest educational curriculum in Indonesia and is currently being implemented by implementing freedom of learning for teachers and students. This independent curriculum is packaged to suit the needs of students, apart from that it also supports learning that is literate with the times. Apart from the educational curriculum, the role of the teacher is also very important for the success of learning in the classroom. This research uses a descriptive qualitative method that describes and analyzes the data that has been found in narrative form. This research does not describe data variables in the form of numbers, but this research places more emphasis on describing the phenomena or problems in this research. The technique for collecting this data uses note taking by reading references which are used as reference sources in this research. This data collection technique is also assisted by literature study as a reinforcement of the data that has been found by the author. Meanwhile, the data analysis technique goes through several stages, namely collecting data by adjusting the data grouping, then presenting the data in the form of a narrative or description, and finally drawing conclusions from the data that has been found and then analyzing it as well.]]>
<![CDATA[Penerapan Metode Problem Based Learning (PBL) dalam Kurikulum Merdeka ]]>
<![CDATA[Muhamad Irgi Abdillah Az-zarkasyi]]>;
<![CDATA[Hindun Hindun]]>
<![CDATA[ GURUKU : Jurnal Pendidikan dan Sosial Humaniora Vol. 2 No. 1 (2024): GURUKU : Jurnal Pendidikan dan Sosial Humaniora ]]>
Publisher : <![CDATA[Politeknik Kampar ]]>
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DOI: 10.59061/guruku.v2i1.562
<![CDATA[Problem Based Learning (PBL) is a learning method applied by teachers aimed at training students' high-level thinking skills. The education system in Indonesia has experienced eleven curriculum changes, starting from 1947 until now. This research will discuss the application of the PBL method to the independent curriculum. The aim of this research is to determine the results of applying the PBL method in aspects of the independent curriculum. The method used in this research is a descriptive qualitative method, this method can describe how educators will implement it with students during teaching and learning activities. The research results related to the application of the PBL problem based learning method in the independent curriculum include several aspects of the independent curriculum, namely basic learning, teaching skills, group targeting, and the use of technology.]]>
