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All Journal International Journal of Evaluation and Research in Education (IJERE) Cakrawala Pendidikan Bahasa, Sastra, Pembelajaran Jurnal Bahasa dan Sastra Transformasi: Jurnal Pengabdian Masyarakat Jurnal Gramatika Journal of English and Education Indonesian Language Education and Literature ISLLAC : Journal of Intensive Studies on Language, Literature, Art, and Culture RETORIKA: Jurnal Bahasa, Sastra, dan Pengajarannya BASINDO : jurnal kajian bahasa, sastra Indonesia, dan pembelajarannya IJoLE: International Journal of Language Education Eklektik : Jurnal Pendidikan Ekonomi dan Kewirausahaan Jurnal Kajian Bahasa, Sastra dan Pengajaran (KIBASP) Pendas : Jurnah Ilmiah Pendidikan Dasar ETNOLINGUAL Curricula : Journal of Teaching and Learning Komposisi: Jurnal Pendidikan Bahasa, Sastra, dan Seni EDUKATIF : JURNAL ILMU PENDIDIKAN GERVASI: Jurnal Pengabdian kepada Masyarakat Metalingua: Jurnal Penelitian Bahasa SALINGKA Jurnal Review Pendidikan dan Pengajaran (JRPP) IJECA (International Journal of Education and Curriculum Application) Rangkiang: Jurnal Pengabdian Pada Masyarakat Kelasa : Kelebat masalah bahasa dan sastra Buletin Pengembangan Perangkat Pembelajaran Jurnal Edukasi Khatulistiwa : Pembelajaran Bahasa dan Sastra Indonesia Kode : Jurnal Bahasa Pena: Jurnal Pendidikan Bahasa dan Sastra Jurnal Gramatika: Jurnal Penelitian Pendidikan Bahasa dan Sastra Indonesia JASL - Journal of Applied Studies in Language Jurnal Gramaswara: Jurnal Pengabdian kepada Masyarakat Alinea: Jurnal Bahasa, Sastra, dan Pengajaran Indonesian Research Journal on Education Metamorfosis: Jurnal Bahasa Sastra Indonesia dan Pengajarannya RANGKIANG: Jurnal Pengabdian Pada Masyarakat BAHASTRA Jurnal Pembelajaran Bahasa dan Sastra Journal of Social and Scientific Education Journal of Computer-based Instructional Media Jurnal Pengabdian Masyarakat Mandira Cendikia (JPKM-MC) Belajar Bahasa : Jurnal Ilmiah Program Studi Pendidikan Bahasa dan Sastra Indonesia Deiksis: Jurnal Pendidikan Bahasa dan Sastra Indonesia Majalah Ilmiah Bahasa dan Sastra
Dina Ramadhanti
Universitas PGRI Sumatera Barat
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The Role of Reflective Journaling in Creative Writing Learning Ramadhanti, Dina
Journal of Social and Scientific Education Vol. 1 No. 1 (2024): Journal of Social and Scientific Education
Publisher : South Sulawesi Education Development

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/josse.v1i1.26

Abstract

This research aims to describe the role of reflective journals in learning creative writing. By using a qualitative approach, information was obtained about student responses about the use of reflective journals in creative writing learning. Sixteen students were randomly selected to share their experiences using reflective journals. The research results show that students can creatively produce creative writing as a form of freedom of imagination and thinking creatively. In creative writing, the process starting from finding ideas, collecting written material, and evaluating needs to be the main consideration rather than the final product because good products are produced through a complex writing process. Reflective journals in this case help students monitor and control their freedom of thought.
Pengaruh Penggunaan Model Pembelajaran Discovery Learning Berbantuan Media Audio Visual terhadap Keterampilan Menulis Teks Biografi Siswa Fase E Nabila, Fira; Ramadhanti, Dina; Mana, Lira Hayu Afdetis
Jurnal KIBASP (Kajian Bahasa, Sastra dan Pengajaran) Vol 8 No 1 (2024): Jurnal KIBASP (Kajian Bahasa, Sastra dan Pengajaran)
Publisher : Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31539/kibasp.v8i1.12314

Abstract

Penelitian ini bertujuan untuk mendeskripsikan pengaruh penggunaan model pembelajaran discovery learning berbantuan media audio visual terhadap keterampilan menulis teks biografi siswa Fase E SMAN1 2X11 Enam Lingkung. Metode penelitian ini adalah metode eksperimen dengan rancangan penelitian one grup pretest-postest. Hasil analisis data dalam penelitian ini menunjukkan secara umum bahwa rata-rata keterampilan menulis teks biografi sebelum menggunakan model pembelajaran discovery learning berbantuan media audio visual memperoleh rata-rata 59,15 dengan kualifikasi cukup berada pada rentangan 56-65% sedangkan keterampilan menulis teks biografi sesudah menggunakan model pembelajaran discovery learning berbantuan media audio visual memperoleh rata-rata 78,43 dengan kualifikasi baik berada pada rentangan 76%-85%. Model discovery learning terbukti berpengaruh terhadap keterampilan menulis teks biografi siswa yang dari awal kesulitan menyajikan reorientasi dengan serangkaian pembelajaran yang digunakan termotivasi untuk menemukan dan mengumpulkan tentang data-data tokoh. Kata Kunci : Audio Visual, Discovery Learning, Keterampilan Menulis, Teks Biografi
Pengaruh Penggunaan Model Discovery Learning terhadap Keterampilan Menulis Teks Eksposisi Yenti, Nilfa; Ramadhanti, Dina; Laila, Aruna
Jurnal Pembelajaran Bahasa dan Sastra Vol. 1 No. 1 (2022): Januari 2022
Publisher : Raja Zulkarnain Education Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55909/jpbs.v1i1.16

Abstract

Penelitian ini bertujuan untuk mengetahui pengaruh model discovey learning terhadap keterampilan menulis teks eksposisi siswa kelas VIII SMP Negeri 2 Lembah Gumanti, Sumatera Barat. Penelitian menggunakan metode quasi-eksperimen. Rancangan yang dipilih adalah one group pretest-posttest design. Subjek penelitian adalah 30 siswa SMP Negeri 2 Lembah Gumanti, Sumatera Barat. Instrumen penelitian terdiri atas tes unjuk kerja keterampilan menulis teks eksposisi, LKPD keterampilan menulis teks eksposisi melalui model dicovery learning, dan RPP terkait. Prosedur penelitian adalah pelaksanaan pretes keterampilan menulis teks eksposisi sebelum perlakuan, pelaksanaan pembelajaran keterampilan menulis teks eksposisi melalui mode discovery learning, dan postes keterampilan menulis teks eksposisi. Untuk mengetahui pengaruh model disecovey learning dalam pembelajaran dianalisis menggunakan prosedur statistik inferensial yakni uji t sampel berpasangan secara manual tetapi divalidasi secara SPSS. Hal ini dilakukan karena semua uji asumsi yakni uji nomalitas dan uji homogenitas terpenuhi. Hasil pengujian ditemukan bahwa nilai t = 5,621. Nilai t tabel pada tingkat kepercayaan 0,95 dan derajad kebebasan 29 sebesar 1,699. Dengan demikian, t = 5,621 > t0,95(29) = 1,699 sehingga Ho ditolak. Kesimpulannya, model discovery learning berpengaruh terhadap keterampilan menulis teks eksposisi siswa kelas VIII SMP Negeri 2 Lembah Gumanti, Kabupaten Solok, Sumatera Barat.
Keefektifan Model Pembelajaran Demonstrasi Bisu terhadap Keterampilan Menulis Teks Prosedur Aldifron, Aldifron; Ramadhanti, Dina; Laila, Aruna
Jurnal Pembelajaran Bahasa dan Sastra Vol. 1 No. 1 (2022): Januari 2022
Publisher : Raja Zulkarnain Education Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55909/jpbs.v1i1.17

Abstract

Penelitian ini bertujuan untuk mengetahui efektivitas model pembelajaran demonstrasi bisu terhadap keterampilan menulis teks prosedur. Penelitian menggunakan metode quasi-eksperimen. Rancangan yang dipilih adalah one group pretest-posttest design. Subjek penelitian adalah 38 siswa kelas XI SMA Negeri 16 Padang. Instrumen penelitian terdiri atas tes unjuk kerja keterampilan menulis teks prosedur, LKPD keterampilan menulis teks prosedur melalui model demonstrasi bisu, dan RPP terkait. Prosedur penelitian adalah pelaksanaan pretes keterampilan menulis teks prosedur sebelum perlakuan, pelaksanaan pembelajaran keterampilan menulis teks prosedur melalui model demonstrasi bisu, dan postes keterampilan menulis teks prosedur. Untuk mengetahui efektivitas model demonstrasi bisu dalam pembelajaran keterampilan menulis teks prosedur dianalisis menggunakan prosedur statistik inferensial parametrik yakni uji t sampel berpasangan secara manual tetapi divalidasi melalui SPSS. Hal ini dilakukan karena semua uji asumsi yakni uji nomalitas dan uji homogenitas terpenuhi. Uji t satu sampel untuk data pretes 0,114 pada sig. 0,910 sehingga sig. 0,910 > 0,05 maka Ho diterima. Dengan demikian, perkiraan mean pretes maksimal 11 (52,38%) terhadap hasil pretes 11,03 (52,51%) ternyata benar berkategori rendah. Uji t satu sampel untuk data postes sebesar -1,734 pada sig. 0,091 sehingga sig. 0,091 < 0,05 maka Ho diterima. Dengan demikian, perkiraan mean pretes maksimal 16,5 (78,57%) terhadap hasil postes 16,47 (78,38%) ternyata benar yang berkategori tinggi. Uji t sampel berpasangan = 46,381. Nilai ini berada pada sig. 0.00 < nilai alpha 0,05. Dengan demikian, Ho ditolak. Kesimpulannya, model demonstrasi bisu efektif terhadap pembelajaran keterampilan menulis teks prosedur siswa kelas XI SMA Negeri 16 Padang.
TEXTBOOK WRITING WORKSHOP: STRATEGIES AND CHALLENGES IN COMPILING QUALITY TEXTBOOKS Ramadhanti, Dina
RANGKIANG: Jurnal Pengabdian Pada Masyarakat Vol 6, No 2 (2024)
Publisher : Universitas PGRI Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22202/rangkiang.2024.v6i2.9069

Abstract

Writing textbooks needs to be done by lecturers to improve the quality of teaching in the classroom. Lecturers can compile textbooks according to student learning needs and according to the learning plan that has been prepared together with the team of lecturers teaching the course. In the context of compiling the textbooks, lecturers still experience obstacles including the completeness of the structure and suitability with the learning plan, reference sources that are still not up to date, textbooks that are not market-oriented, and not oriented to the latest developments in science and technology. After the material delivery session was carried out, it was continued with a question and answer session. From the material delivery session, a strategy for writing textbooks was obtained, namely starting from planning, compiling chapters per chapter/unit, and evaluation/review. Based on the questions and answers conducted with participants, information was obtained about the challenges in writing textbooks. The challenges faced are related to the number of pages of textbooks, plagiarism checks in writing textbooks, revision of textbooks, preparation of textbooks based on RPS, suitability of courses with research and community service carried out, costs of publishing books, factors in writing textbooks, writing textbook titles, lecturers in writing textbooks, criteria for textbooks that are in accordance with market tastes, ways for local textbooks to become national books, the potential for translated books to become textbooks, and how to present textbooks using formulas for exact courses. 
E-Modul Pembelajaran Menulis Esai Berbasis Problem Based Learning untuk Perguruan Tinggi Yanda, Diyan Permata; Ramadhanti, Dina
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.
Penggunaan Media Pembelajaran dalam Pembelajaran Bahasa Indonesia di Sekolah Menengah Atas: Apa Kata Siswa? Hidayatullah, Al Abil; Ramadhanti, Dina; Helda, Trisna
Journal of Social and Scientific Education Vol. 2 No. 1 (2025): Journal of Social and Scientific Education
Publisher : South Sulawesi Education Development

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/josse.v2i1.302

Abstract

Penelitian ini merupakan sebuah studi pendahuluan untuk mengetahui pandangan awal siswa tentang penggunaan media dalam pembelajaran bahasa Indonesia di SMAN 15 Padang. Dengan menggunakan pendekatan kualitatif, dilakukan analisis mendalam terhadap pandangan siswa tentang penggunaan media pembelajaran yang meliputi lima aspek, yaitu: pengalaman belajar menggunakan media pembelajaran, preferensi media pembelajaran, akses penggunaan media pembelajaran, efektivitas pembelajaran, dan keterlibatan dan interaktivitas. Sebanyak 15 orang mahasiswa dipilih secara purposive untuk dijadikan subjek penelitian atau informan penelitian. Pengumpulan data dilakukan dengan metode wawancara dan analisis data dilakukan dengan cara analisis deskriptif. Analisis data menunjukkan hasil berikut ini. Pertama, dari segi pengalaman belajar menggunakan media pembelajaran, siswa merasa guru masih belum menggunakan sarana pembelajaran secara maksimal. Siswa masih kesulitan belajar karena pembelajaran  dilaksanakan belum bervariasi karena guru menggunakan buku teks pelajaran dan sesekali menggunakan infokus untuk membantu menyampaikan materi pembelajaran. Kedua, dari segi preferensi media pembelajaran, siswa merasa nyaman menggunakan media pembelajaran yang bervariasi karena dapat membantu mereka meningkatkan motivasi belajar. Ketiga, dari segi akses penggunaan media pembelajaran, siswa mengikuti pembelajaran menggunakan media yang digunakan guru di kelas. Mereka biasanya mengakses informasi menggunakan ponsel di luar sekolah karena ponsel hanya boleh digunakan di luar sekolah. Keempat, efektivitas pembelajaran, siswa merasa pembelajaran terasa menyenangkan jika guru menggunakan media pembelajaran yang menarik dan efektif. Kelima, keterlibatan dan interaktivitas, siswa merasa pemberian kuis dan simulasi sangat menarik. Sebagian siswa merasa lebih senang belajar secara mandiri dan sebagian lagi menyukai pembelajaran dengan adanya bimbingan langsung dari guru. Dengan demikian, guru perlu merencanakan media pembelajaran yang tepat dan bervariasi, serta sesuai dengan kebutuhan belajar siswa sehingga tujuan pembelajaran dapat tercapai.
Pembelajaran Sintaksis Menggunakan Metode Sinkronus dan Asinkronus: Manakah Yang Lebih Baik? Ramadhanti, Dina; Yanda, Diyan Permata
Komposisi: Jurnal Pendidikan Bahasa, Sastra, dan Seni Vol 26, No 1 (2025)
Publisher : Fakultas Bahasa dan Seni UNP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/komposisi.v26i1.132495

Abstract

Syntax is one of the courses taken by students either in the form of online learning using e-learning or face-to-face in the classroom. In online learning using e-learning, syntax is taught using asynchronous and synchronous methods. This study aims to explain which online learning method is more appropriate to use in learning syntax. This research method uses an experimental design. A total of 80 students received syntax learning with the asynchronous method in the first half of the semester and the synchronous method in the second half of the semester. The results of the study showed three things, namely: the average learning outcome with the asynchronous method was 52.79, the average learning outcome with the synchronous method was 63.34, and the results of statistical tests showed that there was a significant difference between learning outcomes using the asynchronous and synchronous methods. The synchronous method is better than the asynchronous method because online learning is carried out directly using the zoom meeting virtual room. Lecturers and students interact directly in the virtual room so that students have the same understanding in understanding and applying the concepts of Syntax learning, both in oral and written communication. Although learning can be carried out, the average student grades still need to be improved. Lecturers need to improve the quality of learning. Meanwhile, students need to improve their motivation, reading interest, and be able to adapt to various forms of learning in various situations
The Role of Reflective Journal in Explanatory Text Writing Ramadhanti, Dina; Yanda, Diyan Permata
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.
Microteaching Practice and Educational Field Experiences: The Impact on the Professional Performance of Prospective Teachers Ramadhanti, Dina; Yanda, Diyan Permata
IJECA (International Journal of Education and Curriculum Application) Vol 8, No 1 (2025): April
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/ijeca.v8i1.29139

Abstract

Microteaching practices and educational field experiences have long been part of the professional training of teachers. Both are requirements that must be taken by prospective teachers to become skilled and professional teachers. This study aims to describe the effect of microteaching practices and educational field experiences on the professionalism of prospective teachers. A quantitative approach with the correlational method was used to analyze the data obtained from 178 teacher candidates who took part in the practice of microteaching and carried out 6 months of educational field experience. The instrument used to collect data is a questionnaire. The results of the data analysis show that the microteaching practice and educational field experiences affect the professionalism of prospective teachers. However, educational field experiences have a more dominant influence than the practice of microteaching. Educational field experience directly shapes the character of prospective teachers to become professional educators because they are faced with real experience in the field. Meanwhile, the practice of microteaching occurs in a limited space so the teaching experience gained by prospective teachers is also limited. More effective management of microteaching practices needs to be a concern because through microteaching prospective teachers theoretically and practically gain knowledge about basic teaching skills and skills in compiling learning tools. The knowledge gained during the practice of microteaching is used by prospective teachers while carrying out educational field experiences.
Co-Authors Abdul Malik Abdurahman . Abdurahman,, Noviani Saputri, Erizal Gani, Afdetis Mana, Lira Hayu Aldifron Aldifron Aldifron, Aldifron Alfino, Yananda Anggun Gusti Pratama Ariesta, Nisha Aryu Arumaisya, Syifana Aruna Laila Aruna Laila ASRI WAHYUNI SARI Dhea Mutia Putri Dian Lestari Dirona Surya Diyan Permata Yanda Elka Dola Safitri Emil Yenti Endang Lestari Fabio Testy Ariance Loren Faiza Rini Fariq, M Febrina Riska Putri Fransisca, Febri Gani, Rifchan Ghazali, A Syukur Harry Andheska Heni Rahma Gini Hidayatullah, Al Abil Indriani Nisja Indriani Nisja Irfani Basri Ista Maharsi KARTINI Laspida Harti Legi Elfitra Lira Hayu Afdetis Mana Lita, Mutiara M. Bayu Firmansyah, M. Bayu Mahmuddah, Liya Nur Mannivannan Murugesan Miftakhul Huda Miftakhul Huda Muakibatul Hasanah Muhajirah Idman Muhajirah Idman Muhsyanur Muhsyanur Muhsyanur Muhsyanur Nabila, Fira Nilfa Yenti Nisa Nofriadi, Rizki Nurdi Layli Oktayarni, Rila Permata Yanda, Diyan Perpisa Lili Putri, Messy Septina Putri, Rahma Aulia Putri, Siska Destiani Rafitri, Suci Rahayu Fitri Rahmi, Afrini Ramadhani, Putri Ramadhani Raula Syah Desra Reza Putri Ririn, Marta Ririn Putri Ririndasari Rumalean, Iwan Rusli, Sri Mulyani Samsiarni Sari, Rani Novita Sartika Ningsih Satini, Ria Silvia Lestari Silvia Marni Sri Imelwaty Sri Mulyani Rusli Sri Nopembril Rozanti Suci Pitaloka Syukrina Rahmawati Tatalia, Ricci Gemarni Tessa Dwi Leoni Titik Harsiati Trisna Helda Yenti, Emil Yenti, Nilfa Yulia Pebriani Zaitun Zaitun Zulkifli Zulkifli