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All Journal SCHOOL EDUCATION JOURNAL PGSD FIP UNIMED KUMPULAN JURNAL DOSEN UNIVERSITAS MUHAMMADIYAH SUMATERA UTARA EDUTECH: Jurnal Ilmu Pendidikan dan Ilmu Sosial Equilibrium: Jurnal Pendidikan IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature JURNAL TARBIYAH Journal on Education Abdimas Universal Jurnal Suluh Pendidikan English Teaching and Linguistics Journal (ETLiJ) Indonesian Journal of Education, Social Sciences and Research (IJESSR)
Resty Wahyuni
Universitas Muhammadiyah Sumatera Utara
Religion Civil Engineering, Building, Construction & Architecture Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Physics Social Sciences Other

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Sketchnoting Based PJBL for Teaching to Junior High School EFL Students in Writing Structure Resty Wahyuni; Khairun Niswa
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 12 No. 2 (2024): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v12i2.5953

Abstract

This research aimed to determine the significant increase of using Sketchnoting Based PJBL on Students’ writing skills Achievement in Narrative Text, especially in writing for narrative text. This research was conducted during the academic year 2023/2024 at SMP NEGERI 43 MEDAN. This quantitative research was conducted using an experimental research design. The subjects of the study were 60 eight-grades students from SMP NEGERI 43 MEDAN who were selected using a total sampling method and then divided into two groups. Class VIII-A 1 consists of 30 students as the Experimental Group and is taught using the Sketchnoting based PJBL Method, while Class VIII-B consists of 30 students as the Control Group and is taught using the Teacher Centered Learning Method. The data were acquired using a pre-test and a post-test, and then analyzed using the t-test formula in the SPSS version 22 program. The outcome indicated that the significance level was 0.001<0.05, and the difference between the post-test mean scores of the control and experimental groups was 75.33 and 88.07. According to the results of the analysis, the Ha (alternative hypothesis)was accepted, while the null hypothesis was rejected. The findings of this study indicate that the Sketchnoting based PJBL Method is more effective than the Teacher Centered Learning in writing skills achievement narrative text at SMP NEGERI 43 MEDAN, where the Sketchnoting based PJBLwas implemented.
INTEGRASI NILAI MASIPATURE HUTANABE DALAM PENGEMBANGAN KURIKULUM BERBASIS MODEL MURRAY PRINT DAN ROBERTS S. ZAIS Yenni Novita Harahap; Indah Pratiwi; Resty Wahyuni; Corry Restuina; Amiruddin Hasibuan
SCHOOL EDUCATION JOURNAL PGSD FIP UNIMED Vol. 16 No. 1 (2026): SCHOOL EDUCATION JOURNAL PGSD FIP UNIMED
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/sejpgsd.v16i1.73446

Abstract

Curriculum development that is relevant to local social and cultural contexts is a fundamental necessity in modern education. The curriculum functions not only as an academic framework but also as a medium for transmitting values, shaping character, and strengthening students’ cultural identity. This study aims to describe the integration of Masipature Hutanabe values in curriculum development based on the Murray Print Model and the Roberts S. Zais Model, as well as to analyze its implications for curriculum relevance and students’ character development. This research employed a Research and Development (R&D) approach using a qualitative descriptive method. The stages of curriculum development followed the Murray Print Model, which includes needs analysis, formulation of objectives, development and organization of content, design of learning experiences, and curriculum evaluation. The Roberts S. Zais Model was used as a conceptual framework to strengthen the philosophical and sociological foundations, educational objectives, and evaluation system of the curriculum. Data were collected through document analysis, in-depth interviews, and focus group discussions involving educators and local cultural figures. The findings indicate that Masipature Hutanabe values—reflecting togetherness, mutual cooperation, and social responsibility—can be systematically integrated into learning objectives, curriculum content, instructional strategies, and evaluation processes. The integration of local wisdom values enhances the relevance of learning, strengthens character education, and supports the development of a contextual and sustainable curriculum.
Students' Efforts in Improving English Vocabulary, A Qualitative Study at Al Ulum Junior High School Resty Wahyuni; Khairun Nissa
English Teaching and Linguistics Journal (ETLiJ) Vol 7, No 2 (2026): ETLiJ - English Teaching and Linguistics Journal
Publisher : English Teaching and Linguistics Journal (ETLiJ)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30596/etlij.v7i2.24400

Abstract

Vocabulary is the main foundation in learning English, because without adequate vocabulary mastery, students will find it difficult to understand and convey messages effectively. This study aims to describe in depth the various efforts made by Al-Ulum Junior High School students in improving their vocabulary mastery. Using a descriptive qualitative approach, data was obtained through semi-structured interviews and classroom observations of 30 purposively selected 8th grade students. The results revealed that students utilize a variety of learning strategies, ranging from recording new vocabulary in a special book, using digital-based learning applications such as Duolingo and YouTube, to repeating vocabulary independently outside of class hours. These strategies reflect the application of cognitive and memory strategies, and display a tendency towards self-directed learning. However, there are still some barriers, such as low self-confidence and limited practice of vocabulary use in real-life situations. The results of this study show that the presence of a supportive teacher and a positive learning environment are instrumental in increasing students' participation and confidence in using vocabulary when communicating daily. The findings are expected to be valuable input in developing teaching approaches that are more relevant, flexible, and in line with the needs and characteristics of learners in the current era. 
Co-Authors Alfitriani Siregar Ambar Wulan Sari Amiruddin Hasibuan Corry Restuina Habibah Eka Agustriani Halimah Tussa Diah INDAH PRATIWI Khairun Nissa Khairun Niswa Maydilla Sari Claudia Nindi Vourezky Oktaviany Oktaviany Putri Ramadani Hutabarat Rakhmat Wahyudin Rita Harisma Siti Fatma Sari Yenni Hasnah Yenni Novita Harahap Zahro Taini