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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
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Earth & Planetary Sciences Economics, Econometrics & Finance Education Electrical & Electronics Engineering Energy Engineering Environmental Science Health Professions Immunology & microbiology Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Mechanical Engineering Medicine & Pharmacology Neuroscience Physics Public Health Social Sciences Veterinary Other

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Upaya Guru Dalam Meningkatkan Kemampuam Baca Al-Qur’an Siswa Melalui Program Matrikulasi di SD IT Madani 2 Kota Payakumbuh Finda Fadilla; M. Isnando Tamrin; Alimir A; Diyan Permata Yanda
Madani: Jurnal Ilmiah Multidisiplin Vol 2, No 12 (2025): Januari
Publisher : Penerbit Yayasan Daarul Huda Kruengmane

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Abstract

This research aims to find out how teachers make efforts to improve students’ Al-Qur’an reading skills through the matriculation program at SD IT Madani 2 Payakumbuh City. This study used qualitative research methods. The informants in this research were teachers at SD IT Madani 2, Payakumbuh City as key informants and supporting informants, namely students at SD IT Madani 2, Payakumbuh City. The data collection techniques used are observation, interviews and documentation. The data analysis used by the Milles and Uberman models is data reduction, data presentation and drawing conclusions. The data validity technique uses data triangulation. Based on the results of research conducted at SD IT Madani 2, Payakumbuh City, it can be concluded that efforts have been made by teachers to improve students’ Al-Qur’an reading skills through the matriculation program at SD IT Madani 2, Payakumbuh City. There have been efforts made, including teachers teaching the Qur’an. These include teachers teaching the Qur’an, first emphasizing the correct pronunciation of the letters called makhrijul letters, teachers teaching recitation material up to the level of reading proficiency, teachers teaching students to read the Qur'an according to the rules of science. tajwid, guiding students to be fluent in reading the Al-Qur’an, motivating students to be enthusiastic in reading the Al-Qur’an and also providing rewards to students who are able to read the Al-Qur’an well and correctly according to the rules of science recitation.
Students’ metacognition growth in reading: the effectiveness of flipped metacognitive strategy Dina Ramadhanti; Diyan Permata Yanda; Rizki Nofriadi
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 1: February 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i1.26824

Abstract

Metacognitive functions as a means to regulate cognitive abilities, such as reading. The greater a person’s awareness of their metacognitive processes during reading, the more effectively they will comprehend the material. This research aims to assess the effectiveness of a flipped metacognitive strategy (FMS) as a learning approach that incorporates metacognitive skills with a focus on technology in education. A random selection method was employed to choose 28 participants for the study. The findings indicated a notable difference in the average scores of students’ metacognitive awareness before and after the implementation of the FMS. Specifically, metacognitive awareness in reading improved from a score of 56.42, categorized as “good enough”, to 80.79, classified as “very good”. The effectiveness assessment revealed that the N-Gain percent value for students’ metacognitive awareness stands at 54.81%, placing it in the less effective category. Therefore, the FMS can be utilized to enhance metacognitive awareness in reading. Nonetheless, this strategy requires ongoing implementation to be optimally effective in tracking the advancement of students’ metacognitive awareness, particularly in reading. As long as learning strategies are in place, educators must elevate the quality of instructional materials and pay greater attention to the learning needs of students. To enhance reading comprehension, teachers should foster students’ metacognitive awareness, which encompasses understanding various reading strategies, recognizing problem-solving techniques during reading, and being aware of the factors that contribute to reading comprehension.
E-Modul Pembelajaran Menulis Esai Berbasis Problem Based Learning untuk Perguruan Tinggi Diyan Permata Yanda; Dina Ramadhanti
Belajar Bahasa: Jurnal Ilmiah Program Studi Pendidikan Bahasa dan Sastra Indonesia Vol 9 No 2 (2024): Belajar Bahasa: Jurnal Ilmiah Program Studi Pendidikan Bahasa dan Sastra Indonesi
Publisher : Universitas Muhammadiyah Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32528/bb.v9i2.2936

Abstract

This article aims to describe the learning product in the form of an e-module for learning to write essays based on problem-based learning. This e-module was prepared with the hope of being able to answer the needs of learning to write essays, that learning to write requires teaching materials that are appropriate to student's learning needs and to foster students' independence in writing essays. With problem-based learning, students are expected to be able to write essays based on problems that are close to their daily environment. This research is development research with a 4D model, namely: definition, design, development, and distribution. After validation, evaluation, and revision, this e-module was declared valid, practical, and effective. This learning e-module is declared suitable for learning to write essays. By using problem-based learning, students can write based on problems, conduct investigations, develop and present problems in an essay, and evaluate solutions to problems presented in an essay.
Measuring Online Learning Strategies During The Covid-19 Pandemic: Instrument Validity and Reliability Diyan Permata Yanda; Dina Ramadhanti
BAHASTRA Vol. 42 No. 1 (2022): BAHASTRA
Publisher : Universitas Ahmad Dahlan

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Abstract

This study aims to describe the validity and reliability of the learning strategy questionnaire instrument used during the Covid-19 pandemic. By using a quantitative approach, measurement of the learning strategy questionnaire was developed based on six language learning strategies, namely: cognitive strategies, memory strategies, compensation strategies, metacognitive strategies, affective strategies, and social strategies. A total of 17 students were randomly selected to be the test subjects of the learning strategy instrument. By using SPSS 23, the bivariate product moment correlate test was used to determine the validity of the questionnaire items and Cronbach's Alpha test to determine the reliability of the questionnaire. The results showed that as many as 124 questionnaire items were tested on respondents, it was found that 92 questionnaire items were declared valid and overall the questionnaire items were declared reliable or consistent. Thus, as many as 92 items of this learning strategy questionnaire statement can be used to measure the types of language learning strategies used by students, both for online learning and face-to-face learning.
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