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All Journal International Journal of Evaluation and Research in Education (IJERE) Cakrawala Pendidikan BAHASTRA Jurnal Gramatika RETORIKA: Jurnal Bahasa, Sastra, dan Pengajarannya BASINDO : jurnal kajian bahasa, sastra Indonesia, dan pembelajarannya IJoLE: International Journal of Language Education Komposisi: Jurnal Pendidikan Bahasa, Sastra, dan Seni EDUKATIF : JURNAL ILMU PENDIDIKAN GERVASI: Jurnal Pengabdian kepada Masyarakat Metalingua: Jurnal Penelitian Bahasa SALINGKA Ghancaran: Jurnal Pendidikan Bahasa dan Sastra Indonesia IJECA (International Journal of Education and Curriculum Application) Rangkiang: Jurnal Pengabdian Pada Masyarakat Kelasa : Kelebat masalah bahasa dan sastra Education Achievement: Journal of Science and Research Pena: Jurnal Pendidikan Bahasa dan Sastra Jurnal Gramatika: Jurnal Penelitian Pendidikan Bahasa dan Sastra Indonesia JASL - Journal of Applied Studies in Language Edu Research : Jurnal Penelitian Pendidikan Innovative: Journal Of Social Science Research Madani: Multidisciplinary Scientific Journal RANGKIANG: Jurnal Pengabdian Pada Masyarakat BAHASTRA Moral : Jurnal Kajian Pendidikan Islam Belajar Bahasa : Jurnal Ilmiah Program Studi Pendidikan Bahasa dan Sastra Indonesia Majalah Ilmiah Bahasa dan Sastra Indonesian Language Education and Literature
Diyan Permata Yanda
Universitas Islam Negeri Sjech M. Djamil Djambek Bukittinggi
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PENGARUH MEDIA POWTOON TERHADAP MOTIVASI BELAJAR PESERTA DIDIK PADA MATA PELAJARAN SKI DI PONDOK PESANTREN MODERN DINIYYAH PASIA Sahrul Gunawan; Yulia Rahman; Diyan Permata Yanda; Jasmienti Jasmienti
EDU RESEARCH Vol 6 No 1 (2025): EDU RESEARCH
Publisher : IICLS (Indonesian Institute for Corporate Learning and Studies)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47827/jer.v6i1.552

Abstract

Penelitian ini dilatarbelakangi oleh pentingnya motivasi belajar peserta didik ketika proses pembelajaran berlangsung. Salah satu faktor yang dapat mempengaruhi motivasi belajar peserta didik adalah media pembelajaran. Media pembelajaran yang dapat meningkatkan motivasi belajar peserta didik dalam proses pembelajaran salah satunya adalah media powtoon. Tujuan penelitian ini adalah untuk mengetahui pengaruh media powtoon terhadap motivasi belajar peserta didik pada mata pelajaran SKI di Pondok Pesantren Modern Diniyyah Pasia. Penelitian ini menggunakan metode Quasi Experimental Design dengan design Nonequivalent Pretest-Protest Group Control Design. Populasi penelitian ini adalah peserta didik kelas IX di Pondok Pesantren Modern Diniyyah Pasia dengan jumlah populasi 100 peserta didik. Adapun sampel penelitian yaitu kelas IX.4 dengan jumlah 22 peserta didik, dan sebagai kelas eksperimen yang menggunakan media powtoon dan kelas IX.1 dengan jumlah 24 peserta didik, dan sebagai kelas kontrol yang masih menggunakan media PowerPoint. Teknik analisis data menggunakan Uji Normalitas, Uji Homogenitas, Uji-Ngain dan Uji Hipotesis. Hasil menunjukkan bahwa hasil hipotesis yang memperoleh nilai sig. (2-tailed) (0,040) < nilai taraf signifikan (0,05). Dan peningkatan motivasi belajar peserta didik kelas ekperimen dengan N-gain sebesar 0,92 dikategorikan tinggi. Maka, dari hasil data pengujian tersebut dikatakan H0 ditolak dan H1 diterima, sehingga disimpulkan bahwa terdapat pengaruh media powtoon terhadap motivasi belajar peserta didik di Pondok Pesantren Modern Diniyyah Pasia.
PEMBELAJARAN JARAK JAUH MENGGUNAKAN MODUL PEMBELAJARAN DI MASA PANDEMI COVID-19 Ramadhanti, Dina; Yanda, Diyan Permata; Huda, Miftakhul
Salingka Vol 19, No 2 (2022): SALINGKA: Edisi Desember 2022
Publisher : Balai Bahasa Sumatra Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26499/salingka.v19i2.713

Abstract

AbstrakPenelitian ini bertujuan untuk mendeskripsikan seberapa besar pengaruh modul pembelajaran terhadap kemampuan menulis cerpen bagi peserta didik yang mengikuti pembelajaran jarak jauh di masa pandemi Covid-19. Sebanyak 32 orang peserta didik dipilih secara acak untuk mengikuti pembelajaran menggunakan modul pembelajaran. Dengan menggunakan rancangan korelasional diselidiki seberapa besar pengaruh modul pembelajaran terhadap kemampuan menulis cerpen. Hasil analisis deskriptif menunjukkan bahwa peserta didik dapat menggunakan modul dengan baik dan mendapat kemudahan dalam penggunaan dan sesuai dengan waktu yang diperlukan dengan persentase 77,24%. Hasil uji korelasi menunjukkan bahwa hubungan kedua variabel signifikan dan cukup kuat dilihat berdasarkan rentangan nilai korelasinya, yaitu: 0,569. Modul pembelajaran memengaruhi kemampuan menulis cerpen sebesar 32,4%. Hal ini menunjukkan bahwa modul pembelajaran efektif digunakan untuk mendukung pembelajaran jarak jauh. Modul pembelajaran membentuk kemandirian peserta didik dalam pembelajaran karena pembelajaran jarak jauh membuat peserta didik terpisah jarak dan waktu dengan pendidik dan peserta didik lainnya.Kata-kata kunci: pembelajaran jarak jauh, modul pembelajaran, covid-19 AbstractThis study aims to describe how much influence the learning module has on the ability to write short stories for students who take distance learning during the Covid-19 pandemic. A total of 32 students were randomly selected to take part in learning using the learning module. By using a correlational design, it was investigated how much influence the learning module had on the ability to write short stories. The results of the descriptive analysis show that students can use the module well and find it easy to use and in accordance with the time required with a percentage of 77.24%. The results of the correlation test show that the relationship between the two variables is significant and strong enough to be seen based on the range of correlation values, namely: 0.569. The learning module affects the ability to write short stories with 32.4%. This shows that the learning module is effectively used to support distance learning. The learning module forms the independence of students in learning because distance learning makes students separate in distance and time from educators and other students.Keywords: distance learning, learning module, covid-19
MODUL PEMBELAJARAN MENULIS CERPEN SEBAGAI PENUNJANG PEMBELAJARAN JARAK JAUH UNTUK SMP A Learning Module of Short Story Writing As a Tool of Distance Learning to Junior High School Ramadhanti, Dina; Yanda, Diyan Permata; Basri, Irfani; Abdurahman, Abdurahman
Salingka Vol 17, No 2 (2020): SALINGKA, Edisi Desember 2020
Publisher : Balai Bahasa Sumatra Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26499/salingka.v17i2.433

Abstract

AbstrakArtikel ini menjelaskan tentang produk pendidikan berupa modul pembelajaran menulis cerpen yang dapat digunakan sebagai alat bantu pembelajaran jarak jauh di SMP. Modul pembelajaran ini disusun dengan harapan dapat mengurangi permasalahan-permasalahan pembelajaran yang dialami oleh siswa dan guru selama pelaksanaan pembelajaran jarak jauh. Penelitian ini merupakan penelitian pengembangan RD yang bertujuan untuk menyusun produk pendidikan berupa modul pembelajaran. Setelah dilakukan validasi, evaluasi, dan revisi, modul pembelajaran ini dinyatakan valid, praktis, dan secara efektif dapat digunakan dalam proses pembelajaran. Modul pembelajaran ini dirancang untuk menumbuhkan kemandirian siswa dalam belajar sehingga sangat tepat digunakan sebagai alat bantu serta memudahkan proses pembelajaran jarak jauh, khususnya untuk pembelajaran menulis cerpen.Kata Kunci: Modul Pembelajaran, Cerpen, Pembelajaran Jarak Jauh AbstractThis article describes an educational product in the form of a short story writing learning module that can be used as a distance learning aid in junior high schools. This learning module is structured with the hope of reducing learning problems experienced by students and teachers during the implementation of distance learning. This research is an RD development research that aims to develop educational products in the form of learning modules. After validation, evaluation, and revision, this learning module is declared valid, practical, and effective so that it can be used in the learning process. This learning module is designed to foster students' independence in learning so that it is very appropriate to be used as a tool and facilitate the distance learning process, especially for learning to write short stories.Keywords: A Learning Module, Short Story, Distance Learning 
Self-report to investigate metacognition growth in writing Ramadhanti, Dina; Yanda, Diyan Permata
Journal of Applied Studies in Language Vol. 7 No. 1 (2023): Jun 2023
Publisher : Politeknik Negeri Bali

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31940/jasl.v7i1.75-85

Abstract

This study aims to describe the validity and reliability of the Metacognition Growth Questionnaire in writing. Using a quantitative approach, measurements were made of the metacognitive growth questionnaire, which was developed based on the metacognitive process theory, which consists of three, parts: the process of raising awareness, the process of monitoring/evaluating, and the process of controlling/regulating. A total of 30 students were randomly selected to be used as test subjects for the questionnaire instrument. The validity of the questionnaire items is known by using the bivariate product-moment correlation test. The reliability of the questionnaire is known by using Alpha Cronbach. The results showed that as many as 40 questionnaire items were declared valid, and overall, the questionnaire items were declared reliable. Thus, as many as 40 questionnaire items can be used to measure of students' metacognition growth in writing.
Efektivitas Keterlibatan Santri Dalam Organisasi Santri Warasatul Ambiya (OSWA) Terhadap Pembentukan Karakter di Pondok Pesantren Tarbiyah Islamiyah At-Taqwa Canduang Novita, Salsa Dia; Monia, Fenny Ayu; Rahman, Yulia; Yanda, Diyan Permata
Education Achievement: Journal of Science and Research Volume 5 Issue 3 November 2024
Publisher : Pusdikra-Publishing.com

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51178/jsr.v5i3.2176

Abstract

Penelitian ini dilatarbelakangi oleh permasalahan kurangnya karakter disiplin santri di Pondok Pesantren Tarbiyah Islamiyah At-Taqwa Canduang, seperti sikap tidak bertanggung jawab, kasus pencurian, dan perilaku mengejek antar siswa. Tujuan penelitian ini adalah untuk mengetahui efektivitas keterlibatan santri dalam Organisasi Santri Warasatul Ambiya` (OSWA) terhadap pembentukan karakter religius. Penelitian menggunakan metode kuantitatif korelasional dengan populasi 63 santri, yang diambil sebagai sampel penuh (sampling jenuh). Pengumpulan data dilakukan melalui angket dan dokumentasi. Analisis data melibatkan uji normalitas, linearitas, hipotesis, uji t, dan determinasi menggunakan SPSS 22. Hasil uji t menunjukkan Thitung 2,932 > Ttabel 1,671 dengan nilai signifikansi 0,000 < 0,05, sehingga H0 ditolak dan Ha diterima. Kesimpulannya, keterlibatan dalam OSWA efektif dalam pembentukan karakter religius santri.
Pengaruh Model Pembelajaran Kooperatif Tipe Think Pair Share (TPS) Terhadap Hasil Belajar Ski Peserta Didik Kelas VIII MTS Ashhabul Yamin Lasi Tuo Kecamatan Candung Kabupaten Agam Husna Zain, Miftahul; Permata Yanda, Diyan; Mustafa, Mustafa; Yulia Rahmi, Siska
Innovative: Journal Of Social Science Research Vol. 4 No. 3 (2024): Innovative: Journal Of Social Science Research
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/innovative.v4i3.11384

Abstract

Penelitian ini dilatarbelakangi oleh hasil belajar siswa yang buruk serta kurangnya antusiasme dan aktivitas dalam mengekspresikan pikiran mereka.. Tujuan dari penelitian ini ialah untuk mengetahui apakah terdapat pengaruh penerapan model pembelajaran kooperatif tipe Think Pair Share terhadap hasil belajar Sejarah Kebudayaan Islam kelas VIII MTsS Ashhabul Yamin Lasi Tuo. Jenis penelitian ini adalah penelitian lapangan dengan metode kuasi eksperimen dan pengolahan datanya bersifat kuantitatif. Populasinya adalah seluruh peserta didik kelas VIII MTsS Ashhabul Yamin Lasi Tuo tahun pelajaran 2023-2024. Teknik pengambilan sampel (sampling) dilakukan secara random atau Simple Random Sampling dengan kelas VIII.7 sebagai kelas control dan kelas VIII.6 sebagai kelas eksperimen. Instrumen yang digunakan yaitu post-test dalam bentuk lima butir soal uraian. Analisis post-test yang diperoleh bahwa kedua kelas sampel berdistribusi normal dan homogen. Statistik yang digunakan untuk pengujian hipotesis adalah uji-t indpendent. Hasil uji hipotesis dengan bantuan SPSS 29.0 for Windows, pada α = 0,05 didapatkan nilai signifikan 0,002 dan nilai tersebut < 0,05. Selain itu, thitung > ttabel (3,299 > 1,267). Hal ini menunjukkan bahwa H0 ditolak dan H1 diterima. Dengan demikian, terdapat pengaruh penggunaan model pembelajaran kooperatif tipe Think Pair Share (TPS) terhadap hasil belajar Sejarah Kebudayaan Islam kelas VIII MTsS Ashhabul Yamin Lasi Tuo.
Metacognitive strategies in teaching essay writing: Repeated measures in the creative writing classroom Ramadhanti, Dina; Yanda, Diyan Permata
Journal of Applied Studies in Language Vol. 9 No. 2 (2025): Journal of Applied Studies in Language
Publisher : Politeknik Negeri Bali

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31940/jasl.v9i2.124-133

Abstract

Metacognitive strategies are language learning strategies used to improve self-monitoring and self-regulation skills. Using a purposive sampling technique, 79 students in a creative writing class were selected to participate. Data collection was carried out repeatedly, and the data were analyzed using repeated measurement tests. During essay writing learning, students were guided to develop metacognitive skills, starting from planning, monitoring, and evaluating writing. The results of the study showed that metacognitive strategies influenced the development of metacognitive skills. Students were accustomed to writing in the stages of planning writing, monitoring the strategies used, and evaluating the writing results. When completing their writing, they were guided to use a reflection journal as a self-reflection tool. Measurements were carried out five times. In the first week, students began to be introduced to metacognitive strategies with a focus on awareness of the thinking process, especially in planning the content of the writing; in the second week, students showed significant improvement when they were able to organize ideas more coherently and relevantly to the topic; In week 3, students demonstrated maturity in developing arguments, enriching descriptions, and improving paragraph cohesion and coherence, resulting in a significant increase in their creative essay writing scores. However, in weeks 4 and 5, students' abilities slowed down, with no statistically significant differences. This stagnation was caused by the learning plateau and ceiling effect, the short duration of treatment, inaccurate assessment instruments, and student motivation and boredom. Nevertheless, metacognitive strategies are recommended for use in essay writing learning.
The Uniqueness of STAD and CIRC Models in Poetry Learning (Keunikan Model STAD dan CIRC dalam Pembelajaran Puisi) Diyan Permata Yanda; Dina Ramadhanti
Indonesian Language Education and Literature Vol. 6 No. 2 (2021)
Publisher : Jurusan Tadris Bahasa Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/ileal.v6i2.6154

Abstract

The purpose of this study is to describe the uniqueness of the Student Team Achievement Division (STAD) and Cooperative Integrated Reading and Composition (CIRC) models in terms of poetry learning. This is a quantitative study that uses a pure experimental method. The randomized posttest in the control group was used as the experimental design. With the average similarity test, the study sample was chosen randomly, class of Experiment I and Experiment II. The STAD model was used to teach poetry to experimental class I, and the CIRC model was used to teach poetry to experimental class II. Both learning models can be employed in poetry learning, according to the findings, because they improve poetry understanding skills, social skills in terms of interpreting poetry content, and the process and ultimate outcomes of poetry learning. Both types have their own distinct characteristics that make them suited for poetry instruction. The STAD model differs from others in that it creates opportunities for students to collaborate in groups, take responsibility, and high abilities. The CIRC model is unique in that it divides students into groups according to their level of reading interest, collaborate and encourage one another.Penelitian ini bertujuan untuk mendeskripsikan keunikan Model STAD (Student Team Achievement Division) dan CIRC (Cooperative Integrated Reading and Composition) dalam pembelajaran puisi.  Jenis penelitian ini adalah kuantitatif dengan metode eksperimen murni. Desain eksperimen yang digunakan adalah the randomized posttest only control group design. Sampel penelitian dipilih secara random dengan uji kesamaan rata-rata, yakni kelas Eksperimen I dan Eksperimen II. Kelas eksperimen I menerima pengajaran puisi dengan model STAD dan kelas eksperimen II menerima pengajaran puisi dengan model CIRC. Hasil penelitian menunjukkan bahwa kedua model pembelajaran dapat digunakan dalam pembelajaran puisi karena memberi dampak pada peningkatan keterampilan memahami puisi, peningkatan kemampuan sosial dalam hal memaknai isi puisi, dan peningkatan proses dan hasil belajar puisi secara keseluruhan. Keunikan model STAD adalah pemberian reward yang memberikan dorongan kepada mahasiswa untuk berkolaborasi kelompok, bertanggung, dan pendampingan agar kemampuan kelompok merata. Keunikan model CIRC adalah pembagian kelompok yang didasarkan pada tinggi rendahnya minat baca mahasiswa, bekerja sama, dan saling memotivasi.
Students’ literary literacy across cognitive processes in reading A.A. Navis’ short story Robohnya Surau Kami Dina Ramadhanti; Diyan Permata Yanda; Arta Losena Br Sinaga
GHANCARAN: Jurnal Pendidikan Bahasa dan Sastra Indonesia Vol. 8 No. 1 (2026): In Progress
Publisher : Tadris Bahasa Indonesia, Fakultas Tarbiyah, Institut Agama Islam Negeri Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/ghancaran.v8i1.24284

Abstract

Students' ability to interpret implicit meanings, symbolism, and social criticism in literary texts remains limited, despite these competencies being fundamental to literary literacy and higher-order reading comprehension. Existing studies have predominantly assessed general reading proficiency, with relatively little attention to the cognitive processes underlying literary reading. This study aims to examine students' literary reading abilities based on cognitive processes and identify their levels of literary literacy through their responses to A.A. Navis's short story Robohnya Surau Kami. The study is grounded in the cognitive reading process framework and Kintsch's Construction–Integration Model, which conceptualizes reading comprehension as the dynamic construction of meaning through interactions among textual information, prior knowledge, and inferential reasoning. Employing a quantitative descriptive design, the study involved 31 Indonesian senior high school students who completed a multiple-choice literary literacy test measuring six cognitive processes: searching for information, understanding, analyzing, inferring, synthesizing, and evaluating. Descriptive statistical analysis revealed an overall mean score of 67.08, indicating a moderate level of literary reading ability. Students demonstrated the strongest performance in synthesizing and evaluating but showed the weakest performance in inferential reasoning, highlighting difficulties in constructing implicit meanings. Literary literacy levels ranged from basic comprehension to advanced evaluative reading, with most students clustered at the understanding and analytical levels. These findings suggest that literary literacy develops through non-linear cognitive processes shaped by the semantic complexity and interpretive demands of literary texts, underscoring the need for explicit instructional support to strengthen students' inferential and interpretive reading skills.
The Role of Reflective Journal in Explanatory Text Writing Dina Ramadhanti; Diyan Permata Yanda
IJECA (International Journal of Education and Curriculum Application) Vol 7, No 2 (2024): August
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/ijeca.v7i2.23511

Abstract

Reflective journals are used as self-reflection tool to improve the quality of learning. Students can record their learning process through reflective journals so that they can find out their strengths and weaknesses while studying and are able to choose the right strategy to improve their learning, especially in learning to write explanatory texts. This study aims to describe the role of reflective journals in monitoring the writing process of explanatory text. This type of research is quantitative research using correlational methods. A total of 63 students were randomly selected to work on writing tasks which were monitored using reflective journals. Their responses indicated that reflective journals influenced their motivation, self-confidence, and improved learning. They feel the value and comfort of using a reflective journal while completing writing assignments. This result is directly proportional to the statistical test performed. By using the product-moment correlation test, it shows that the relationship between the reflective journal variable and the ability to write explanatory text is significant and very strong based on the correlation value, namely: 0.828. The use of reflective journals affects the ability to write explanatory texts by 68.6% and the remaining 31.4% is influenced by other variables. These results indicate that reflective journals play a very important role in monitoring the writing process. The role of reflective journals in writing, namely: as a means of self-reflection, a guide as well as a means of recording writing experiences; as a tool to cultivate metacognition and cover up weaknesses in writing; as a tool to increase awareness about cognition, tasks, and self in writing; as a guideline for using the right strategy in writing because they know their strengths and weaknesses in writing; as a tool to organize learning in an effort to complete writing assignments; and as a tool that forms a habit of writing, starting from planning, setting goals, and proper strategies for completing tasks.
Co-Authors Abdurahman . Alimir A Arta Losena Br Sinaga Dina Ramadhanti Dina Ramadhanti Emil Yenti Fenny Ayu Monia Finda Fadilla Ghazali, A Syukur Husna Zain, Miftahul Indah Permata Sari Irfani Basri Jasmienti Jasmienti Khairuddin - Lira Hayu Afdetis Mana M Arif M. Bayu Firmansyah, M. Bayu M. ISNANDO TAMRIN Miftakhul Huda Miftakhul Huda Muakibatul Hasanah Muhsyanur Muhsyanur Nihal Bouabida Novita, Salsa Dia Putri Dian Afrinda Rahman, Yulia Ricci Gemarni Tatalia Riri Trinanda Rizki Nofriadi Sahrul Gunawan Titik Harsiati Yenti, Emil Yulia Rahman Yulia Rahmi, Siska