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All Journal Journal of Education and Learning (EduLearn) Jurnal Teknologi Pendidikan PIONIR: Jurnal Pendidikan Suska Journal of Mathematics Education AL-ATHFAL : JURNAL PENDIDIKAN ANAK RAUDHAH Tribakti: jurnal pemikiran keIslaman Atfaluna: Journal of Islamic Early Childhood Education Child Education Journal JURNAL RAUDHAH EduTeach: Jurnal Edukasi dan Teknologi Pembelajaran English Teaching and Linguistics Journal (ETLiJ) International Journal of Social Learning (IJSL) PENCERAHAN JURNAL TEKNOLOGI INFORMASI & KOMUNIKASI DALAM PENDIDIKAN Saree : Research in Gender Studies Asghar: Journal of Children Studies Global Education Journal AL JABAR: Jurnal Pendidikan dan Pembelajaran Matematika Journal of Islamic Education Students Tribakti: Jurnal Pemikiran Keislaman Sekolah Dasar: Kajian Teori dan Praktik Pendidikan
Sari, Dwhy Dinda
Institut Agama Islam Negeri Lhokseumawe
Religion Arts Humanities Computer Science & IT Education Environmental Science Languange, Linguistic, Communication & Media Library & Information Science Mathematics Physics Social Sciences Other

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Unveiling The Linguistic Journey: Investigating Word Class Acquisition In 3-5 Year Old Children Through A Qualitative Approach Iqbal, Muhammad; Auliana, Auliana; Dinda Sari, Dwhy; Rahman, Fadhlur; Haekal, Muhammad
Jurnal Pendidikan Anak Vol 5 No 1 (2023): Child Education Journal: April
Publisher : Universitas Nahdlatul Ulama Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33086/cej.v5i1.4234

Abstract

Early childhood language development is a multifaceted and intricate process that includes the acquisitionof various linguistic components. However, occurrence of language delays or disorders among 3-5-years-old children is a significant challenge that can impede this progression. These delays or disorders can have asignificant impact on word class acquisition, which is a fundamental aspect of language development. Thisstudy aims to elucidate the diverse types of word classes observed in the language acquisition process ofchildren aged 3-5 years in North Aceh. Specifically, the investigation focuses on noun, verb, and adjectiveword classes. Employing a qualitative approach within a descriptive research framework. Thus, variousdata collection techniques including observation, listening, recording, note-taking, and documentation,were utilized in this study. Purposive sampling was employed, resulting in a sample size of 5 participants.These five participants were selected based on their age criteria, research site location, language proficiency,active engagement in interactions, as well as their availability and willingness to participate. The primarydata source encompassed children aged 3-5 years, with a particular emphasis on nouns, verbs, and adjectivesderived from conversational interactions. The results revealed three distinct types of word classes in thelanguage acquisition process of children aged 3-5 years. Firstly, the noun word class encompassed a rangeof entities, such as people, animals, fruits, flowers, food and drinks, tableware, sports equipment, clothing,plants, transportation equipment, and other nouns typically associated with the child’s environment.Secondly, the verb word class comprised verbs accompanied by objects and verbs without objects. Thirdly,the adjective word class characterized the state of nouns or objects, encompassing descriptors relatedto mental attitude, shape, size, color, mileage, temperature and humidity, power of energy, and senseimpressions. This study sheds light on the diverse nature of language learning in children aged 3-5 yearsby evaluating and analyzing these distinct word classes. Equally significant, by examining the linguisticpatterns and structures that emerged during this time period, this study contributes to our understanding of how children acquire language during the preschool years.
Implementation of Problem-Based Learning with a Deep Learning Approach to Improve Elementary Students’ Critical Thinking Skills Rizka Munira; Sarah Fazila; Dwhy Dinda Sari
Global Education Journal Vol. 4 No. 2 (2026): Global Education Journal (GEJ)
Publisher : Civiliza Publishing, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59525/gej.1523

Abstract

This study is situated within the context of the increasing need to develop students’ critical thinking skills as part of 21st-century competencies, particularly in elementary education where meaningful and active learning is essential. The purpose of this study is to examine the effectiveness of implementing Problem-Based Learning (PBL) integrated with a Deep Learning approach in improving students’ critical thinking skills in IPAS (Integrated Natural and Social Sciences) learning. This study employed a quantitative approach using Classroom Action Research (CAR), conducted in two cycles consisting of planning, action, observation, and reflection stages. The participants were fourth-grade students of SDN 1 Blang Mangat. Data were collected through observation and written tests based on critical thinking indicators, including interpretation, analysis, evaluation, inference, explanation, and self-regulation, and analyzed using descriptive quantitative techniques. The results showed a significant improvement in students’ critical thinking skills, as indicated by the increase in learning mastery from 60% in Cycle I to 85% in Cycle II. In addition, students demonstrated higher engagement, active participation in discussions, and improved ability to analyze and solve contextual problems. These findings suggest that the integration of PBL with a Deep Learning approach not only enhances students’ critical thinking skills but also promotes meaningful and student-centered learning. Therefore, this approach can be considered an effective instructional strategy for improving the quality of learning in elementary schools, particularly in fostering higher-order thinking skills.
The Effect of Individual Learning Programs on Self-Efficacy and Learning Motivation of Students With Special Needs at Inclusive Schools Dwhy Dinda Sari
Sekolah Dasar: Kajian Teori dan Praktik Pendidikan Vol. 32 No. 1 (2023)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um009v32i12023p47-56

Abstract

The study's objectives were as follows: 1) to identify the difference between self-efficacy of students with special needs before (pretest) and after (post-test) being taught with the PPI; 2) to determine the difference in learning motivation of students with special needs before (pretest) and after (post-test) being taught with the PPI; and 3) to determine the effect of the Individual Learning Program in inclusive schools. The research method used is a pre-experimental design of the type One Group Pretest-Posttest Design. Further, non-probability sampling is used in this particular study with the sample consisted of ten students with special needs from Srikandi Elementary School. This study used a questionnaire to measure student self-efficacy and motivation as a non-test data collection technique. The results indicate a significant increase in self-efficacy and learning motivation among children with exceptional needs after being taught using the PPI. These findings suggest that the PPI is an effective instructional approach for enhancing the self-efficacy and learning motivation of children with exceptional needs. Furthermore, the value of Fcount is 101.871 larger than the value of Ftable 2.90, hence, Ha is acceptable. Individual learning programs can be shown to have an effect on the self-efficacy and learning motivation of children with special needs.
PENGARUH MODEL PEMBELAJARAN COURSE REVIEW HORAY TERHADAP PEMAHAMAN KONSEP PECAHAN SISWA KELAS 3 SD NEGERI 9 MEURAH MULIA Hilda Sari; Misrina; Dwhy Dinda Sari
AL JABAR: Jurnal Pendidikan dan Pembelajaran Matematika Vol. 5 No. 3 (2026): Juli
Publisher : LPPM Institut Ahmad Dahlan Probolinggo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46773/s6df7g20

Abstract

Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran Course Review Horay terhadap pemahaman konsep pecahan siswa kelas III SD Negeri 9 Meurah Mulia. Penelitian ini menggunakan pendekatan kuantitatif dengan jenis penelitian eksperimen. Desain yang digunakan adalah pretest-posttest control group design. Populasi dalam penelitian ini adalah seluruh siswa kelas III, dengan sampel yang dibagi menjadi kelas eksperimen dan kelas kontrol. Teknik pengumpulan data menggunakan tes untuk mengukur pemahaman konsep pecahan siswa. Hasil penelitian menunjukkan bahwa terdapat pengaruh yang signifikan penggunaan model pembelajaran Course Review Horay terhadap pemahaman konsep pecahan siswa. Hal ini dibuktikan dengan adanya peningkatan nilai rata-rata siswa pada kelas eksperimen dibandingkan dengan kelas kontrol. Dengan demikian, model pembelajaran Course Review Horay dapat dijadikan sebagai salah satu alternatif dalam meningkatkan pemahaman konsep pecahan pada siswa sekolah dasar.    
Gendered Power Struggles: A Critical Discourse Analysis of Restrictive Practice in Contemporary Journalism Under Taliban Regime Fadhlur Rahman; Zanzibar Zanzibar; Ella Yuzar; Dwhy Dinda Sari
Tribakti: Jurnal Pemikiran Keislaman Vol. 35 No. 1 (2024): Tribakti: Jurnal Pemikiran Keislaman
Publisher : Universitas Islam Tribakti (UIT) Lirboyo Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33367/tribakti.v35i1.4418

Abstract

This study investigates the complex relationship between power dynamics, gender inequalities, and ideological influence in the field of journalism during the Taliban regime's rule. Critical Discourse Analysis (CDA) is used in this study to investigate the various constraints faced by female journalists and media workers. This research paper investigates the consequences of limited information access, as well as widespread arrests and intimidation by both government officials and fighters. The study also looks into the Taliban's strict limitations on media activities, such as the division of workspaces, the requirement for women to cover their faces while on screen, and the regulation of analyst involvement in political programming. The intricate power dynamics that underpin their narratives are revealed through this analysis. The de facto government and combatants are portrayed as entities attempting to maintain their authority, whereas the Taliban attempts to impose regressive ideologies to women who work in news media.
Co-Authors Annisaturrahmi, Annisaturrahmi Auliana, Auliana Elfiadi, Elfiadi Ella Yuzar Ella Yuzar Fadhlur Rahman Haekal, Muhammad Hilda Sari Kholid, Mohammad Mahrizki, Fika Mansyur Hidayat Pasaribu, Mansyur Hidayat Misrina Misrina Muhammad Anggung Manumanoso Prasetyo Muhammad Fadhli Muhammad Fuad Zaini Muhammad Ilham Muhammad Ilham Muhammad Iqbal Noval Fuadi Nuraina, Nuraina Nurviani, Rahima Rizka Munira Sarah Fazila Sarah Fazilla, Sarah Yasmin, Aina Yusra, Yusra Zanzibar Zulkhairi Zulkhairi