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Transitivitas dalam Teks Peradilan Indonesia: Kajian Linguistik Fungsional Sistemik Nidya Fitri; Ketut Artawa; Made Sri Satyawati; Sawirman Sawirman
Diglosia: Jurnal Kajian Bahasa, Sastra, dan Pengajarannya Vol 4 No 2 (2021)
Publisher : Magister Pendidikan Bahasa dan Sastra Indonesia, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Mulawarman

This article analyzes transitivity in Indonesian judicial texts, particularly Jessica-Mirna's judicial texts. Functional Systemic Linguistic (FSL) theory is used as an analytical tool. The data were collected through document recording with a qualitative descriptive method through the trial process from YouTube. The results of the trial process were transcribed into written data in the form of text. The data were analyzed in stages, namely, (1) classification of judicial text based on the content of the text; (2) text characteristics; (3) analysis using the LSF model. The results showed that the material process was obtained as much as 5,822 (45%) as the first order. The second place is occupied by mental processes obtained as much as 2,064 (15%). The third place is occupied by the forming process, obtained as much as 1,616 (11%). Based on the results of this study, the actions and deeds of the perpetrator were realized through the transitivity of Jessica-Mirna's judicial texts.

PERAN LINGKUNGAN DALAM MENINGKATAN MUTU PENDIDIKAN Elvi Syoviana; Afrizen Afrizen; Rusdinal Rusdinal; Nurhizrah Gustituati; Nidya Fitri
Jurnal Dedikasi Pendidikan Vol 5, No 2 (2021): Juli 2021
Publisher : Center for Research and Community Service (LPPM) University of Abulyatama

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The environment has a strategic role in the world of education, especially in the learning process. With the environment, human beings and especially learners understand and understand about education itself. Innovation continues to be developed along with the times. With this environment will change the thinking patterns and behavior of students. The purpose of this research is to find out how the role of the environment in improving the quality of education. The method used is qualitative, descriptive approach. The results found that the environment plays a very important role in improving educators.

SIKAP KEBERAGAMAAN MASYARAKAT DI NAGARI ABAI SIAT KECAMATAN KOTO BESAR KABUPATEN DHARMASRAYA Susi Puspitas Sari; Nidya Fitri
Menara Ilmu Vol 15, No 2 (2021): VOL. XV NO. 2 APRIL 2021
Publisher : LPPM Universitas Muhammadiyah Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31869/mi.v15i2.2516

Penelitian ini berjudul sikap keberagamaan masyarakat di nagari Abai Siat kecamatan Koto Besar kabupaten Dharmasraya. Latar belakang penelitian ini adalah banyaknya kenakalan yang terjadi di nagari Abai Siat, sementara banyak ulama dan tempat ibadah yang layak. Maka dari kasus ini maka tujuan penelitian ini adalah mengetahui keberagamaan masyarakat di nagari Abai Siat. Metode yang digunakan dalam penelitian ini adalah kualitatif deskriptif. Hasil penelitian ini menemukan bahwa sikap keberagamaan masyarakat di nagari Abai Siat sudah memiliki sikap keberagamaan yang baik. Hal ini ditandai dengan aktifnya 5 mesjid dan 20 musholah dengan berbagai kegiatan keagamaan. Seperti TPQ (Taman Pendidikan Qur’an), pengajian dan wirid rutin, zikir akbar, ikatan remaja mesjid (IKRAMA), dan musyawarah berkala. Pendekatan yang di lakukan adalah secara langsung dan melalui media gruop wa dan fb serta keikutsertaan pihak perangkat nagari. Semua kegiatan keagamaan ini memberikan efek atau pengaruh positif terhadap sebagian besar masyarakat nagari Abai Siat.

Pengembangan Multimedia Google Earth Berbasis Virtual Mata Pelajaran Ski di Madrasah Tsanawiyah (MTs) Refni Dayu; Jamal Mirdad; Nidya Fitri
Ideas: Jurnal Pendidikan, Sosial dan Budaya Vol 8 No 3 (2022): Ideas: Pendidikan, Sosial, dan Budaya (Agustus)
Publisher : Ideas Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32884/ideas.v8i3.902

Multimedia Development of Virtual-Based Google Earth Learning in SKI Subjects in MTs, The development of virtual-based google earth learning multimedia is an effort to visualize places / locations in three dimensions because lectures are insufficient in expressing material orally and using media have not varied used by teachers so that students are unable to understand the material about SKI subjects. This has an impact on one of the factors that make SKI subjects difficult to understand. The research aims to develop multimedia learning SKI (History of Islamic Culture) in Madrasah Tsanawiyah Negeri 1 Solok by using an interactive multimedia format in showing the places where the dawah trip of Prophet Muhaamad saw. in Makkah and to find out the validity of virtual-based google earth learning multimedia. The research methods used are research and development (development research) the ADDIE model developed by Dick and Carry (1) needs analysis; (2) design of the developed product; (3) expert validation and revision; (4) field trials. Instruments for collecting data in this study are interviews, observations, validation sheets. The multimedia that has been developed is then tested for validity by experts using Aikens V. Research results show that the results of virtual-based google earth multimedia validation are categorized as very valid (0.915). Based on the validation results, this virtual-based google earth multimedia is valid for use in ski learning the dawah material of the Prophet Muhammad saw in Makkah.

Analysis of Student's Response toward The Types of Written Corrective Feedback Used by The English Teachers at SMAN I Tiumang Widia Siska; Nidya Fitri
Cendikia : Media Jurnal Ilmiah Pendidikan Vol 13 No 2 (2022): November: Education Science
Publisher : Institute of Computer Science (IOCS)

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The purpose of this study was to determine the type of written correction used by the teacher in the writing of class XI students of SMAN 1 Tiumang, Dharmasraya Regency and student responses to feedback corrections. This type of research is qualitative. The data collection technique used is Cluster Random Sampling. Research instruments are documents and questionnaires. The sample taken in this study was students XI IPA 1, a total of 26 students. The document "Writing Assignments "is used to find the type of written correction used by the teacher. Researchers analyzed 26 student documents and asked students to fill out a questionnaire. This document is analyzed according to the type of correction used by the teacher, namely, direct corrective feedback and indirect corrective feedback. The questionnaire is formulated on the basis of indicators in the component of student responses to the written correction of the teacher. The results of this study are 1) Teachers use both types of direct and indirect corrections to provide feedback on student writing, but more predominantly teachers use indirect corrections and 2) students have a good response to corrections to feedback given by the teacher.

METHODS OF LEARNING INDONESIAN LANGUAGE: ETHNOPRAGMA-EDUCATIVE PERSPECTIVE IN HIGH SCHOOL (METODE PEMBELAJARAN BAHASA INDONESIA DI SMA BERBASIS ETNOPRAGMA-EDUCATIF) Dewa Ayu Widiasri; Nidya Fitri; Raihan S. Farhan
Jurnal Gramatika Vol 8, No 1 (2022)
Publisher : Universitas PGRI Sumatera Barat

The problems discussed in this study are based on the transition of curriculum changes that often change by government policies and the dominance of the use of English. This problem causes Indonesian proficiency value to be categorized as low. For this reason, a learning strategy in Indonesian is needed to minimize all impacts that occur by offering and modifying existing methods called ethnopragma-educative. This study aims to describe learning methods Indonesian in ethnopragma-educative-based high schools (communication ethnography, pragmatics, and educational interactions. The use of methods is carried out with qualitative description in order to be able to accommodate the reality of language in interactions in the classroom. Observation methods carry out the collection of methods, in-depth interviews, documentation with recording techniques, and pragmatics match techniques, and focusing discussion groups with teachers, stakeholders, and communities in the high school environment. The research results were obtained based on the modification of the three statements are (1) the use of communication ethnographic approaches include eight elements, namely setting and scene, participants, ends, an act of sequences, key, instrumentalities, a norm of interaction, and genres able to accommodate learning situations in the classroom to create effective and efficient learning; (2) the use of pragmatic approaches based on illocution, locution, and perlocution actions can maximize the role of teachers as motivators and inspirators in involving students to participate in Indonesian learning to develop cognitive, psychomotor, and achievement of learning go; (3) the use of educational interaction approaches can create two-way learning that is realized by the question and answer method between teachers and students in the classroom

METHODS OF LEARNING INDONESIAN LANGUAGE: ETHNOPRAGMA-EDUCATIVE PERSPECTIVE IN HIGH SCHOOL (METODE PEMBELAJARAN BAHASA INDONESIA DI SMA BERBASIS ETNOPRAGMA-EDUCATIF) Dewa Ayu Widiasri; Nidya Fitri; Raihan S. Farhan
Jurnal Gramatika Vol 8, No 1 (2022)
Publisher : Universitas PGRI Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22202/jg.2022.v8i1.5683

The problems discussed in this study are based on the transition of curriculum changes that often change by government policies and the dominance of the use of English. This problem causes Indonesian proficiency value to be categorized as low. For this reason, a learning strategy in Indonesian is needed to minimize all impacts that occur by offering and modifying existing methods called ethnopragma-educative. This study aims to describe learning methods Indonesian in ethnopragma-educative-based high schools (communication ethnography, pragmatics, and educational interactions. The use of methods is carried out with qualitative description in order to be able to accommodate the reality of language in interactions in the classroom. Observation methods carry out the collection of methods, in-depth interviews, documentation with recording techniques, and pragmatics match techniques, and focusing discussion groups with teachers, stakeholders, and communities in the high school environment. The research results were obtained based on the modification of the three statements are (1) the use of communication ethnographic approaches include eight elements, namely setting and scene, participants, ends, an act of sequences, key, instrumentalities, a norm of interaction, and genres able to accommodate learning situations in the classroom to create effective and efficient learning; (2) the use of pragmatic approaches based on illocution, locution, and perlocution actions can maximize the role of teachers as motivators and inspirators in involving students to participate in Indonesian learning to develop cognitive, psychomotor, and achievement of learning go; (3) the use of educational interaction approaches can create two-way learning that is realized by the question and answer method between teachers and students in the classroom

APPLICATION OF ETHNO-PRAGMATIC LEARNING STRATEGIES IN INDONESIAN LANGUAGE LESSONS IN HIGH SCHOOL IN THE MERDEKA CURRICULUM (PENERAPAN STRATEGI PEMBELAJARAN ETHNO-PRAGMATIK PADA PELAJARAN BAHASA INDONESIA DI SMA PADA KURIKULUM MERDEKA) Dewa Ayu Widiasri; I Wayan Gunartha; Nidya Fitri
Jurnal Gramatika Vol 9, No 1 (2023)
Publisher : Universitas PGRI Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22202/jg.2023.v9i1.6730

The problems discussed in this study are adapting curriculum changes from the 2013 curriculum to the independent curriculum in Indonesian learning in high school. This curriculum is because not all teachers understand the application of the independent curriculum to learning, especially Indonesian learning. For this reason, ethno-pragmatic learning strategies are needed to integrate with the independent curriculum in high school. This ethno-pragmatic learning strategy can accommodate the achievements of the Indonesian learning curriculum in high schools so that character strengthening can be achieved by the independent curriculum policy set in Decree of the Head of Balitbang of the Ministry of Education and Culture, Research and Technology No. 028/H/KU/2021 concerning the learning outcomes of PAUD, SD, SMP, SMA, SDLB, SMPLB, and SMALB in the Driving School Program. The method is carried out with descriptive qualitative to understand students applying the Indonesian language curriculum in high school. Data were collected using observation methods, in-depth interviews, documentation with note-taking techniques, practical matching techniques, and focus group discussions with stakeholders in high school. The results showed that (1) the application of the ethno-pramatics method to Indonesian subjects in high school was able to accommodate the achievement of curriculum objectives in the use of the Indonesian language in a polite manner, and (2) The application of ethno-pragmatics methods to Indonesian subjects in high school can understand various multimodal texts based on context.

APPLICATION OF ETHNO-PRAGMATIC LEARNING STRATEGIES IN INDONESIAN LANGUAGE LESSONS IN HIGH SCHOOL IN THE MERDEKA CURRICULUM (PENERAPAN STRATEGI PEMBELAJARAN ETHNO-PRAGMATIK PADA PELAJARAN BAHASA INDONESIA DI SMA PADA KURIKULUM MERDEKA) Dewa Ayu Widiasri; I Wayan Gunartha; Nidya Fitri
Jurnal Gramatika Vol 9, No 1 (2023)
Publisher : Universitas PGRI Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22202/jg.2023.v9i1.6730

The problems discussed in this study are adapting curriculum changes from the 2013 curriculum to the independent curriculum in Indonesian learning in high school. This curriculum is because not all teachers understand the application of the independent curriculum to learning, especially Indonesian learning. For this reason, ethno-pragmatic learning strategies are needed to integrate with the independent curriculum in high school. This ethno-pragmatic learning strategy can accommodate the achievements of the Indonesian learning curriculum in high schools so that character strengthening can be achieved by the independent curriculum policy set in Decree of the Head of Balitbang of the Ministry of Education and Culture, Research and Technology No. 028/H/KU/2021 concerning the learning outcomes of PAUD, SD, SMP, SMA, SDLB, SMPLB, and SMALB in the Driving School Program. The method is carried out with descriptive qualitative to understand students applying the Indonesian language curriculum in high school. Data were collected using observation methods, in-depth interviews, documentation with note-taking techniques, practical matching techniques, and focus group discussions with stakeholders in high school. The results showed that (1) the application of the ethno-pramatics method to Indonesian subjects in high school was able to accommodate the achievement of curriculum objectives in the use of the Indonesian language in a polite manner, and (2) The application of ethno-pragmatics methods to Indonesian subjects in high school can understand various multimodal texts based on context.

Enhancing Language Skills in Autistic Children: A Psycholinguistic Exploration of ABA Therapy Effects with Linguistic and Psycho-Behavioral Perspective Nidya Fitri; Dewa Ayu Widiasri
Jurnal Gramatika Vol 10, No 1 (2024)
Publisher : Universitas PGRI Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22202/jg.2024.v10i1.8029

The study was conducted to analyze the effect of ABA therapy on the language skills of autistic children: a psycholinguistic review. The cause of language disorders in autistic children is that there are nervous system disorders in the brain. Developmental disorders require further treatment in order to improve children's language skills. The method used was pre-experiment with one group pre-test and posttest design with statistical tests such as the Wilcoxon test. Analysis techniques using ABC (Antecedent, Behavior, Consequence) models with parameters of compliance, imitation skills, and establishing eye contact. The research was conducted in one of the training places for children with special needs in the city of Pekan Baru. The child population of 15 autistic children with eight children was sampled for language disorders. The development of the application of ABA therapy is carried out for three months. The results of the Wilcoxon sign rank test on the pre-test and posttest showed a significant increase in bye-bye, applause, spinning, and jumping activities with a significance value of 0.045. ABA therapy in autistic children is one of the behavioral therapies that focuses on handling the situation when the child is able to respond correctly. Through the application of ABA therapy, children are able to respond according to the instructions given by the therapist.

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