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All Journal Humanus: Jurnal ilmiah Ilmu-ilmu Humaniora ETERNAL: English Teaching Journal Al Ishlah Jurnal Pendidikan Langkawi: Journal of The Association for Arabic and English E-Structural Paedagoria : Jurnal Kajian, Penelitian dan Pengembangan Kependidikan AMALIAH: JURNAL PENGABDIAN KEPADA MASYARAKAT Didaktik : Jurnal Ilmiah PGSD STKIP Subang Jurnal Wawasan Pendidikan International Journal of Research in Education (IJRE) JOEL: Journal of Educational and Language Research Metta: Jurnal Penelitian Multidisiplin Ilmu
Dyah Nugrahani
English Department, Universitas PGRI Semarang
Religion Arts Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Medicine & Pharmacology Social Sciences Other

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THE USE OF PICTURE SERIES TO IMPROVE STUDENTS' READING COMPREHENSION: A CASE STUDY AT 9TH GRADE OF SMP N 1 ROWOSARI-KENDAL Siti Mundhiyanti; Siti Nur’aini; Dyah Nugrahani
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 9 No. 04 (2023): Volume 09 No. 04 September 2023
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v9i04.1829

Abstract

ABSTRACT The purpose of this research is to find out whether the use of picture series can improve reading comprehension of descriptive text material for grade 9 students of SMP N 1 Rowosari. This research aims to (1)To find out the implications of using picture series media in improving reading comprehension of students' descriptive texts in class. (2)To explain the benefits that students get in class related to the use of picture series media to improve reading comprehension in descriptive texts. In this study, researchers used a qualitative descriptive research method. The subjects involved in this research were 30 grade 9E students of SMP N 1 Rowosari. The research instruments used to collect data for data analysis were in the form of pre-tests, post-tests, and questionnaires. The results of the study revealed that the use of picture series to improve reading comprehension can help improve students' ability to understand reading in descriptive texts. The results obtained show that the average pre-test score is 63.67 and the post-test average is 81.33. It can be concluded that there is an increase in students' reading comprehension. This also implies that picture series can improve students' reading comprehension and contribute to increasing students' reading scores and comprehension. In addition, data from the questionnaire results show that students gave positive answers to the questions given in the questionnaire. Keywords: Reading Comprehension, Picture Series, Descriptive Text.
Do We Need A Quality Assessment for Note-Taking Technologies in Technology-Assisted Interpreting? A Descriptive Study Nugrahani, Dyah -; Purnomo, SF Luthfie Arguby
Humanus Vol 21, No 2 (2022)
Publisher : Pusat Kajian Humaniora FBS Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/humanus.v21i2.116893

Abstract

Technology-assisted interpreting (TAI) signifies a binary concern encompassing not only the interpreting process but also the technology used. One of the technologies playing crucial roles in signifying the quality of interpreting is note-taking technology. Thereby we argue that note-taking technologies used in TAI require a specific quality assessment since they influence the process and result of interpreting. We propose a conceptual framework for a quality assessment specifically designed for note-taking technologies used in TAI by taking Aarseth’s textonomy theory (1997), Costa, Pastor, and Muňes’s technology aid based interpreting classification theory (2014), O’Brien and Toms’s user engagement theory (2008), Venkatesh and Davis’s technology acceptance model (2000), and Friedman’s immersion theory (2014). We propose that the note-taking technology quality assessment has to address three primary considerations. They are functional parameters, user’s function considerations, and  interpreting types. Functional parameters, which assess the interaction between users and note-taking technologies, consist of engagement, acceptance, and immersion. User’s functions, comprising of interpretive, explorative, and configurative functions, assist the assessors in comprehending the characteristics of particular note-taking technologies. Interpreting types, classified based on the technology dominantly used in the interpreting process, helps the assessors indicate which technology fits what interpreting types.
From Jaka Tarub to Jeong Jae-Hyun: Reimagining Indonesian Folktales in Popular Settings Nugrahani, Dyah
Langkawi: Journal of The Association for Arabic and English Vol. 11 No. 2 (2025)
Publisher : Institut Agama Islam Negeri (IAIN) Kendari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/lkw.v11i2.12345

Abstract

This study investigates how students reimagine the Indonesian folk tale Jaka Tarub within a contemporary Korean drama framework, highlighting reimagination as both a cultural and pedagogical practice. Unlike prior research that largely examines professional adaptations, this study focuses on student-led reimagination, emphasizing the creative and interpretive decisions made in an educational setting. Adopting a qualitative descriptive design, data were collected from student-produced narratives and follow-up interviews. Analysis applied Spradley’s ethnographic model, Hutcheon’s adaptation theory, and Purnomo et al.’s typology of mutation and presentness, supported by Dolmaya’s translation frameworks. The findings reveal three major functions of reimagination: stylistic (genre shifts into Korean drama conventions), methectic (reader immersion through emotional engagement), and cultural (symbolic translation, e.g., “rice” becoming “cellphone data”). These functions were accompanied by markers of mutation and presentness across textual, visual, and operative dimensions. The study contributes originality by documenting how emerging authors creatively bridge local heritage and global pop culture, demonstrating narrative reimagination as a form of transadaptation that preserves thematic essence while recontextualizing symbols for modern relevance. Pedagogically, the research shows that reimagination enhances cultural, narrative, and media literacies, while fostering intercultural awareness and critical engagement with tradition. It positions student-led adaptation not merely as a classroom exercise, but as a strategy for cultural revitalization and an innovative approach to literature teaching.
The Role of Principal Leadership, Work Culture, and Work Motivation in Enhancing Digital Literacy Among Public Junior High School Teachers in Boja District Barokah Guniarti; Ngurah Ayu Nyoman; Dyah Nugrahani
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 3 (2025): SEPTEMBER 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i3.7365

Abstract

Digital literacy has become a crucial competence for teachers to ensure the quality of education in the digital era. This study examines the influence of principal leadership, work culture, and work motivation on the digital literacy of teachers in public junior high schools in Boja District. A quantitative approach with a correlational design was employed, involving 105 teachers selected through proportional random sampling. Data were collected using a validated and reliable questionnaire and analyzed through regression techniques after meeting prerequisite statistical tests. The results indicate that principal leadership, work culture, and work motivation each have a significant effect on teachers’ digital literacy, contributing 56.4%, 51.3%, and 49.8% respectively. When tested simultaneously, these three factors explain 71% of the variance in digital literacy, underscoring the importance of a comprehensive approach to strengthening teachers’ digital competencies. The findings suggest several practical implications. Transformational school leadership, innovation-oriented work culture, and motivational support through recognition and professional development are essential in fostering digital literacy. Schools with limited resources may adopt community-based training, while better-equipped schools can expand the integration of digital technologies into learning. This study contributes empirical evidence on the relationship between leadership, culture, and motivation in developing teachers’ digital competencies. Future research is recommended to investigate additional factors such as infrastructure, policy, and professional learning communities using experimental or longitudinal designs to assess the effectiveness of interventions.
PENINGKATAN KOMPETENSI GURU SMA KABUPATEN BREBES DALAM MENYUSUN SOAL TKA MATEMATIKA Lilik Ariyanto; Ernawati Saptaningrum; Dyah Nugrahani; Heni Purwati; Ayesha Islam Shafira; Siti Choiriyah; Revita Dewi Lestari
Amaliah: Jurnal Pengabdian Kepada Masyarakat Vol 9 No 2 (2025): Amaliah Jurnal: Pengabdian kepada Masyarakat
Publisher : LPPI UMN AL WASHLIYAH

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32696/ajpkm.v9i2.6340

Abstract

This study aims to improve the competency of senior high school teachers in Brebes Regency in designing Mathematics TKA questions through training and mentoring. The implementation method consisted of 2 offline days for harmonizing perceptions and designing questions, one week of structured tasks for question creation, and one online day for presenting results. A total of 56 senior high school teachers from Brebes Regency participated in the training. The pre-training survey showed that most teachers had limited understanding of designing TKA questions, but after the training, there was a significant improvement, with 53 teachers understanding and 50 teachers highly motivated to design TKA questions. Evaluation results indicated high satisfaction, with 50 teachers very satisfied and 55 teachers finding the material highly relevant. In conclusion, the training was effective in improving teachers' competencies in designing TKA questions, although there were challenges related to the limited time and the training's proximity to the exam schedule
Co-Authors A.B. Prabowo K.A Al-Fisyar Tiara Arri Handayani Ayesha Islam Shafira Barokah Guniarti Dias Andris Susanto Eni Wijayanti Entika Fani Prastikawati Ernawati Saptaningrum Erviolin Septi Putriana Fitria Fitria Heni Purwati Indah Nofitasari Lilik Ariyanto Muhammad Sofyan Al Aziz Ngasbun Egar Ngurah Ayu Nyoman Murniati Putri Ristanti Rahmawati Sukmaningrum Revita Dewi Lestari SF Luthfie Arguby Purnomo Siti Choiriyah Siti Mundhiyanti Siti Musarokah Siti Nur’aini Sri Suciati Sri Wahyuni Sukma Nur Ardini Yuli Kurniati Werdaningsih