Article Per Year (5 Year)
p-Index From 2021 - 2026
1.578
P-Index
This Author published in this journals
All Journal IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Tarbawi : Jurnal Ilmu Pendidikan Islamika : Jurnal Ilmu-Ilmu Keislaman Qalam: Jurnal Ilmu Kependidikan INFOKUM Jurnal Motivasi Pendidikan dan Bahasa SAMBARA: Jurnal Pengabdian Kepada Masyarakat Edutary
Nur Asyiah
Unknown Affiliation
Religion Arts Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Education Immunology & microbiology Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Other

Published : 12 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 12 Documents
Search

 1   2 
Comparative Analysis of Student’s Learning Motivation Constantly in Blooket Learning Media and Question Card Media at State Elementary School Nurindah, Putri Berliana; Abdul Karim; Nur Asyiah
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 2 (2025): 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.v13i2.7899

Abstract

This research is motivated by the low learning motivation of students in the learning process which is still dominated by conventional methods, making students quickly bored, less enthusiastic, and less active. To overcome this problem, innovative, interesting learning media are needed, and are able to increase student motivation. This study aims to determine the differences in learning motivation of fourth-grade students of State Elementary School 1 Arjawinangun using digital gamification-based learning media Blooket and question card media. This study uses a quantitative approach with a quasi-experimental design of the Nonequivalent Control Group Design type, involving 70 fourth-grade students (35 per group). Data were collected through questionnaires, observations, and documentation, where student learning motivation was measured using a validated 24-item Likert scale questionnaire. Data analysis was carried out by testing validity, reliability, normality, homogeneity, t-test, and N-Gain test using SPSS version 27. The results showed that there were significant differences between the experimental group using Blooket media and the control group using conventional question card media. The t-test results showed a significant difference (p < 0.001, t = 3.793), where the experimental class with Blooket media obtained a higher increase in learning motivation compared to the control class. Thus, it can be concluded that the use of digital gamification-based learning media, especially Blooket, is more effective than question card media in increasing the learning motivation of fourth-grade students at State Elementary School 1 Arjawinangun. This finding provides practical implications that educators should prioritize the use of digital gamification learning tools as a strategy to increase student learning motivation, especially in the context of social studies learning in elementary schools.
The Role of Teachers in Implementing the Reading Literacy Program on students’ Comprehension in Grade III of State Elementary School Dewanti Amaranggana Wajraprakara; Abdul karim; Nur Asyiah
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 2 (2025): 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.v13i2.7897

Abstract

This study aims to address the main research question: How do teachers play a role in implementing literacy programs to improve the reading comprehension of third-grade students at Plumbon 1 State Elementary School? The research focuses on three aspects: teachers' roles, learning strategies employed, and the supporting and inhibiting factors in literacy program implementation. A qualitative case study approach was employed, involving 15 third-grade students (6 boys and 9 girls) along with their classroom teacher. Data were collected through systematic observations, in-depth interviews, and documentation, and analyzed descriptively. Findings reveal that the literacy program, implemented for 1.5 years, had a positive impact: 80% of students showed high enthusiasm; reading comprehension improved in explicit meaning (73%) but remained low in implicit meaning (47%). Teachers assumed multidimensional roles as facilitators, models, individual guides, evaluators, and collaborators, applying 14 instructional strategies including a daily 15-minute reading routine, differentiated instruction, and the creation of text-rich environments. While the study provides in-depth insights, its limitations include the small sample size and the single-case design, which restrict the generalizability of findings. Nevertheless, the results emphasize that literacy program success requires systemic support from schools, teachers, parents, and home environments. The study implies that other elementary schools can adapt this literacy model by considering contextual factors and student characteristics. Furthermore, it offers a foundational reference for policymakers to enhance systemic support for the School Literacy Movement (GLS), including teacher training, resource allocation, and strategies for parental engagement.
Co-Authors Abdul Karim Dewanti Amaranggana Wajraprakara Fatimah Azzahra Fatimah Harjoni Harjoni Immanuel Figo Tambun Johar Permana Marzuti Isra Muhammad Anugrah Jaya Tanjung Muhammad Khozinul Huda Muhammad Zaky Al Syafiq Nazwa Lexano Salsabila siregar Nurindah, Putri Berliana Ria Kamilah Agustina Yasmin