Article Per Year (5 Year)
p-Index From 2021 - 2026
0.659
P-Index
This Author published in this journals
All Journal Jurnal Pendidikan dan Pengajaran Indonesian Journal of Social Science Education (IJSSE) Journal of English Teaching and Applied Linguistics (JETAL)
Enung Nurhasanah
STKIP Yapis Dompu
Humanities Education Languange, Linguistic, Communication & Media Public Health Social Sciences Other

Published : 3 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 3 Documents
Search

 1 
Ecolinguistic-Based English for Computer Learning Tools to Develop Students’ Creative Thinking Ability Indah Afrianti; Supriyaddin; Enung Nurhasanah; Asmedy; Nur Wahyuni
Jurnal Pendidikan dan Pengajaran Vol 55 No 3 (2022): October
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpp.v55i3.48349

Abstract

Learning English is one of the important fundamental aspects that students must master from the lexicon/vocabulary learning process. Currently, lecturers only focus on giving assignments on test questions in general English books. This results in students not being confident in speaking English because they do not have a large collection of vocabulary. This study aims to produce an Ecolinguistic-based English for Computer learning tool. This research method is research development using the ADDIE model which consists of several steps, namely analysis, design, development, implementation, and evaluation. The subjects in this study consisted of 3 expert validation and 30 students in the information technology study program STKIP Yapis Dompu. The research instruments used in this research are Learning Device Validation Sheet, Learning Implementation Plan, Worksheet, Response Questionnaire, and Learning Outcome Test. The data analysis techniques in this study were expert validation analysis, test data analysis, and test analysis of learning outcomes. The result of this study shows learning tools of the material are presented well, the language used is easy to understand, and the questions given can be done by students. Textbooks are also effective in increasing the achievement of student learning outcomes because they are actively involved in finding material, finding relationships between materials, and being able to apply their knowledge so that students will be able to construct knowledge gained from their experiences. The resulting product is in the form of English course textbooks for students in the Information Technology Education Study Program.
Penggunaan Bo’ Sangaji Kai sebagai Materi Ajar dalam Pembelajaran Sejarah Lokal di STKIP Yapis Dompu Sumiyati Sumiyati; Husnul Khatimah; Enung Nurhasanaha; Ririn Julianti; Desi Permatasari
Indonesian Journal of Social Science Education (IJSSE) Vol 5, No 2 (2023): JULI
Publisher : Institut Agama Islam Negeri Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/ijsse.v5i2.10041

Abstract

Matari ajar sebagai salah satu konten pembelajaran menjadi penting peranannya bagi dosen dan mahasiswa, materi ajar dalam UU No. 12 pasal 12 tahun 2012 tentang Pendidikan Tinggi menjelaskan bahwa dosen berkewajiban menulis materi ajar atau buku ajar sebagai wahana sumber belajar guna pengembangan budaya akademik. Mata kuliah sejarah local merupakan salah satu mata kuliah dasar bagi mahasiswa program studi pendidikan sejarah STKIP Yapis Dompu yang di dalamnya memerlukan pendekatan pembelajaran menarik dan memuat informasi yang valid. Penelitian ini bertujuan untuk memperkaya materi ajar sejarah, selain itu juga mendekatkan pembelajaran sejarah pada sumber-sumber sejarah yang dekat dengan lingkungan mahasiswa. Metodologi yang digunakan pada penelitian ini adalah metode Kualitatif. Sampel penelitian ini adalah mahasiswa pendidikan sejarah STKIP Yapis Dompu yang telah menempuh mata kuliah sejarah lokal. Kebutuhan Matari ajar bagi mahasiswa diperoleh melalui observasi selama pembelajaran dengan angket dan tanggapan mahasiswa diperoleh melalui kuisioner yang selanjutnya dianalisis secara persentase deskriptif. Sebanyak 70,21% koresponden menjelaskan bahwa materi ajar dibutuhkan dalam menunjang pembelajaran dan pemahaman mahasiswa, selain itu materi ajar hendaknya dapat membantu mahasiswa agar cept memahami mata kuliah hanya 30,61% koresponden merasa kesulitan dalam memahami materi di perkuliahan Sejarah local dengan materi ajar yang bersumber dari catatan Bo’ Sangaji Kai. Dengan demikian, materi ajar dari catatan Bo Sangaji Kai sebagai salah satu sumber belajar memiliki peranan yang sangat penting pada mata kuliah sejarah local Bima-dompu di Program Studi Pendidikan Sejarah STKIP Yapis Dompu.
The Implementation of Context, Input, Process, Product Evaluation Model for Assessing Educational Programs Enung Nurhasanah; I Gede Ratnaya; I Gusti Lanang Agung Parwata; I Dewa Ayu Made Budhyana
JETAL: Journal of English Teaching & Applied Linguistic Vol 7 No 1 (2025): September
Publisher : English Education Department at FKIP Nommensen University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36655/jetal.v7i1.1925

Abstract

The objective of this study is to undertake a critical examination of the implementation of the CIPP (Context, Input, Process, Product) evaluation model in junior high school educational programs. This examination will be facilitated through a systematic review of 51 studies published between 2015 and 2024. Utilizing a systematic literature review (SLR) approach, this research explores the application contexts, theoretical frameworks, scholarly debates, as well as the practical implications and limitations of using the CIPP model across various educational sectors. The present study utilizes a primary instrument in the form of a data categorization checklist based on the four components of the CIPP model. The data were collected through systematic access to digital journal databases, such as Scopus, with articles filtered based on specific keywords according to inclusion criteria. The selection of articles was conducted in accordance with the PRISMA flow, encompassing the phases of identification, screening, eligibility assessment, and final inclusion. Thematic analysis was employed to code and interpret the content of the selected studies, with a focus on the type of program, evaluation approach, CIPP dimensions analyzed, and key findings. The findings indicate that the CIPP model has been extensively adopted due to its comprehensive and adaptable structure, which effectively assesses the planning, execution, and outcomes of educational programs. The integration of authentic assessment and competency-based learning is a common practice, as it aligns with specific contextual needs. However, the review also identifies key limitations, including the predominance of quantitative methods, uneven geographic distribution of studies, and limited exploration of technology integration.
Co-Authors Asmedy Desi Permatasari Husnul Khatimah I Dewa Ayu Made Budhyana I Gede Ratnaya I Gst Lanang Agung Parwata Indah Afrianti Nur Wahyuni Ririn Julianti Sumiyati Sumiyati Supriyaddin Supriyaddin