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APAKAH PEMBERIAN INFORMASI KESAMAAN PSIKOLOGIS ANTARGENDER DAPAT MENURUNKAN SEKSISME? EKSPERIMEN PSIKOLOGI SOSIAL MENGGUNAKAN VIDEO Shafira Izqiva Rizqadarsyah; Timothea Indirakristi Aditaputri; Khansa Nabila; Muhamad Alif Luthfizzan; Whisnu Yudiana
Psyche: Jurnal Psikologi Vol 4, No 2 (2022)
Publisher : Universitas Muhammadiyah Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36269/psyche.v4i2.765

Seksisme menghasilkan beragam dampak buruk, tetapi intervensi untuk menyelesaikan permasalahan tersebut masih jarang, terutama di Indonesia. Penelitian ini bertujuan mencari tahu apakah pemberian video informasi mengenai kesamaan psikologis antargender dapat menurunkan persepsi mengenai perbedaan psikologis antargender. Uji Wilcoxon menunjukan skor rata-rata post test dari kuesioner persepsi perbedaan psikologis antargender lebih kecil secara signifikan dibanding skor rata-rata pre-test. Setelah itu, video yang sama diberikan untuk mengetahui apakah informasi mengenai kesamaan psikologis antargender dapat menurunkan seksisme pada mahasiswa. Sampel pada penelitian ini dibagi ke dua kelompok, eksperimen dan kontrol. Penelitian ini menggunakan alat ukur Ambivalent Sexism Inventory (ASI) yang diadaptasi. Uji Mann-Whitney satu arah menunjukkan rata-rata selisih skor ASI kelompok eksperimen lebih besar secara signifikan dibanding kelompok kontrol. Namun, uji 2x2 between subject ANOVA menunjukan hasil ini hanya berlaku untuk partisipan laki-laki. Dengan demikian, dapat disimpulkan bahwa pemberian video informasi mengenai kesamaan psikologis antargender dapat menurunkan seksisme pada mahasiswa laki-laki.

Problematika Penerapan Literasi Di Sekolah Dasar Negeri 067980 Medan Denai Khansa Nabila; Putri Enjelita S; Rina Wulan I.S.N; Tarisya Putri S.P
Jurnal Bintang Pendidikan Indonesia Vol 2 No 3 (2024): Agustus : Jurnal Bintang Pendidikan Indonesia
Publisher : Pusat Riset dan Inovasi Nasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/jubpi.v2i3.3014

The literacy problem is one of the problems that needs special attention from Indonesian society. Literacy in elementary schools (SD) is very important because it is the foundation for students to develop reading, writing and arithmetic skills. Therefore, the aim of this research is to determine the problems in implementing literacy, especially at SDN 067980 Medan Denai. The method used in this research is descriptive qualitative research using a case study design. The research results show that the problems in implementing literacy are; (1) Students at SDN 067980 Medan Denai are less interested and still do not understand vocabulary and are not fluent in reading (2) Facilities at SDN 067980 Medan Denai are still inadequate for student literacy activities so that the impact on student learning outcomes is not increased (3) Lack of media supports both digital and non-digital used by teachers at SDN 067980 Medan Denai.

Problematika Penerapan Literasi Di Sekolah Dasar Negeri 067980 Medan Denai Khansa Nabila; Putri Enjelita S; Rina Wulan I.S.N; Tarisya Putri S.P
Jurnal Bintang Pendidikan Indonesia Vol. 2 No. 3 (2024): Agustus : Jurnal Bintang Pendidikan Indonesia
Publisher : Pusat Riset dan Inovasi Nasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/jubpi.v2i3.3014

The literacy problem is one of the problems that needs special attention from Indonesian society. Literacy in elementary schools (SD) is very important because it is the foundation for students to develop reading, writing and arithmetic skills. Therefore, the aim of this research is to determine the problems in implementing literacy, especially at SDN 067980 Medan Denai. The method used in this research is descriptive qualitative research using a case study design. The research results show that the problems in implementing literacy are; (1) Students at SDN 067980 Medan Denai are less interested and still do not understand vocabulary and are not fluent in reading (2) Facilities at SDN 067980 Medan Denai are still inadequate for student literacy activities so that the impact on student learning outcomes is not increased (3) Lack of media supports both digital and non-digital used by teachers at SDN 067980 Medan Denai.

Arabic Vocabulary Test Standars for Beginners According to Common European Framework of Reference for Languages (CEFR) Ihwan Mahmudi; Syifa Firdausi Putri; Diana Fitri Islami; Khansa Nabila; Raihana Nur Azizah
Arabiyat : Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban Vol. 12 No. 2 (2025)
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/a.v12i2.47096

Vocabulary is a fundamental component in second language learning, especially for beginners. However, Arabic vocabulary assessment has not been fully standardized according to the Common European Framework of Reference for Languages (CEFR). This study aims to identify vocabulary test criteria for Arabic at the beginner level aligned with CEFR. This research applied a descriptive qualitative method with a literature study approach. Primary data were collected from vocabulary test items in al-Ikhtibârât al-Lughawiyah by Ali Khuly, supported by secondary data on CEFR and language assessment. The results that A1 learners should master approximately 500–600 high-frequency words within themes such as family, time, numbers, daily routines, colors, animals, clothing, weather, and food. Effective test formats include fill-in-the-blank, picture-based multiple-choice, definition-based questions, synonym/antonym tasks, and word usage in context. An ideal proportion of 60% receptive and 40% productive tasks is recommended for beginner-level learners. It is concluded that Arabic vocabulary tests must prioritize validity, reliability, and practicality, while aligning with CEFR for international comparability.

Development of a Scrabble Board Game Based on Experiential Learning for Enhancing Arabic Vocabulary Acquisition Khansa Nabila; Agus Yasin; Alif Cahya Setiyadi
LISANIA: Journal of Arabic Education and Literature Vol. 9 No. 2 (2025)
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan IAIN Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18326/lisania.v9i2.477-495

This research seeks to create a Scrabble Board Game grounded in Experiential Learning principles to improve Arabic vocabulary acquisition for novice students. The study utilized a Research and Development (R&D) methodology based on the ADDIE model, which encompasses the stages of Analysis, Design, Development, Implementation, and Evaluation. In the development phase, a prototype was produced and evaluated by three specialists in Arabic language, educational media, and pedagogical practice, attaining an average score of 4.6 (very valid). The study encompassed 20 second-grade children at Madrasah Ibtidaiyyah across three sessions, utilizing pre-test and post-test evaluations to determine learning results. The findings indicated a notable enhancement in vocabulary proficiency, with the mean score rising from 54.3 to 82.1 and an N-Gain score of 0.61, categorizing it as moderate to high. Observations and interviews validated heightened student engagement, motivation, and teamwork. Kolb’s Experiential Learning Model enabled significant learning through practical activities, reflection, and application. This study concludes that the integration of educational games with experiential learning methodologies can significantly enhance Arabic vocabulary acquisition and foster a more dynamic classroom atmosphere. Future research is advised to investigate digital adaptations and broader deployment in diverse educational settings.

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