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All Journal Journal of English Language and Education International Journal of Applied Counseling and Social Sciences
Ebnovrio Hanesty
Universitas Negeri Padang
Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Factors Affecting Student Learning Motivation During the Covid-19 Pandemic Ebnovrio Hanesty; Neviyarni Neviyarni; Yeni Karneli
International Journal of Applied Counseling and Social Sciences Vol 2, No 1 (2020): International Journal of Applied Counseling and Social Sciences
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (283.412 KB) | DOI: 10.24036/005404ijaccs

Abstract

The last few years have been the most difficult due to Covid-19, a disease that attacks and is transmitted through the human respiratory tract, sweeping the world. As a result, a number of public facilities were closed including schools so that the distance learning model was applied. The condition of the Covid-19 pandemic has made it possible to decrease student learning motivation which is the key to student learning success. Thus, it is important to study the factors that affect student learning motivation. This study aims to describe student learning motivation in terms of self-concept support, parental support, subject teachers, guidance and counseling teachers and smartphone facility factors. This type of research is descriptive using quantative methods. The population of this study were students of MTsN 2 Pesisir Selatan, totaling 711 students, with a sample of 256 students who were taken using a proportional stratified random sampling technique. The results of the study found that in general the learning motivation of MTsN 2 Pesisir Selatan students during the Covid-19 pandemic was in the moderate category, which means that most students lost their motivation to learn.
The Effectiveness of Educational Games for Enhancing Early Reading Skills among Children with Intellectual Disabilities Peby Tri Hartati; Tatum Derin Derin; Nisaul Hasanah; Meta Silfia Novembli; Ebnovrio Hanesty
Journal of English Language and Education Vol 11, No 2 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i2.2070

Abstract

Early reading skills are essential for academic learning; however, children with mild intellectual disabilities frequently experience persistent difficulties in decoding simple syllabic word structures such as consonant–vowel–consonant–vowel (CV–CV), which limits their early reading development. This study aimed to examine the effectiveness of the GEMMAS educational game in improving early reading skills of children with mild intellectual disabilities. The study employed a Single Subject Research approach with an A–B–A design. The participant was a fifth-grade student with mild intellectual disabilities at Sekolah Luar Biasa Negeri 1 Yogyakarta. Data were collected through oral and performance tests and analyzed using visual graphical analysis. The results showed an improvement in reading skills from 0% during the baseline phase to a stable level of 60% after the intervention, indicating that the GEMMAS educational game effectively enhances early reading skills.
Co-Authors Neviyarni Neviyarni Nisaul Hasanah Novembli, Meta Silfia Peby Tri Hartati Tatum Derin Derin Yeni Karneli