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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 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 Cetta: Jurnal Ilmu Pendidikan 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) Ghancaran: Jurnal Pendidikan Bahasa dan Sastra Indonesia 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 INTEGRATIF: Jurnal Pengabdian Kepada Masyarakat Jurnal Pembelajaran Bahasa dan Sastra Journal of Social and Scientific Education Jurnal Pengabdian Masyarakat Mandira Cendikia (JPKM-MC) Belajar Bahasa : Jurnal Ilmiah Program Studi Pendidikan Bahasa dan Sastra Indonesia Journal of Educational Studies Deiksis: Jurnal Pendidikan Bahasa dan Sastra Indonesia Majalah Ilmiah Bahasa dan Sastra Indonesian Language Education and Literature
Dina Ramadhanti
Universitas PGRI Sumatera Barat
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Measuring Online Learning Strategies During The Covid-19 Pandemic: Instrument Validity and Reliability Yanda, Diyan Permata; Ramadhanti, Dina
BAHASTRA Vol. 42 No. 1 (2022): BAHASTRA
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26555/bs.v42i1.69

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.
Validitas Media Pembelajaran Interaktif pada Materi Mengevaluasi Informasi dalam Teks Negosiasi untuk Siswa SMA Hidayatullah, Al Abil; Ramadhanti, Dina
Pena : Jurnal Pendidikan Bahasa dan Sastra Vol. 16 No. 1 (2026): Pena: Jurnal Pendidikan Bahasa dan Sastra
Publisher : Program Studi Pendidikan Bahasa dan Sastra Fakultas Keguruan dan Ilmu Pendidikan Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/pena.v16i1.53278

Abstract

This study aims to test the validity of interactive learning media on material evaluating information in negotiation texts for high school students. Using a descriptive quantitative approach, the media developed based on needs analysis was assessed by three media experts and three subject matter experts through a questionnaire instrument. The results of the analysis show that the media obtained a very high validity score, with a percentage of 83.33% from media experts (covering aspects of design, interactivity, and accessibility) and 87.67% from subject matter experts (covering aspects of content suitability, presentation, and language). These findings confirm that the interactive media is feasible and valid for implementation in teaching negotiation texts at the high school level.
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’ CREATIVITY IN WRITING SHORT STORIES VIEWED FROM SHORT STORY WRITING TECHNIQUES Rayhan Nur Azizah; Dina Ramadhanti; Rahayu Fitri
ETNOLINGUAL Vol. 10 No. 1 (2026): ETNOLINGUAL
Publisher : Department of Master of Linguistic, Universitas Airlangga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20473/etno.v10i1.74794

Abstract

This study aims to describe the short story writing creativity of Grade XI Phase F students at SMAN 1 Salimpaung based on established short story writing techniques. The analysis focuses on six key aspects: opening the story, character development, plot construction, setting development, point of view, and story closure (Adapted from (Kosasih, 2008); (Aminudin., 2009); (Afrinda & Ramadhanti, 2018); (Ramadhanti & Yanda, 2022)). A qualitative descriptive method was employed, utilizing content analysis to examine data in the form of sentences and paragraphs extracted from students' written short stories. Data were collected through documentation analysis. The study was conducted during the first semester of the 2024/2025 academic year, involving students of Grade XI Phase F as research subjects. The findings reveal that the majority of students demonstrated a satisfactory level of creativity in applying short story writing techniques. Students were able to craft engaging story openings, develop characters through dynamic and vivid dramatization, and construct coherent plots from exposition to conflict resolution. Settings were described in rich sensory detail and aligned with the emotional states of the characters. The point of view was generally consistent and predominantly employed a third-person observer perspective. Story closures were notably effective in delivering emotional impact and leaving a lasting impression on the readers.
Pengembangan Media Flashcard Digital Berbasis Augmented Reality dalam Pembelajaran Bahasa Indonesia Kelas IV Sekolah Dasar Nonik Eva Harijati; Adlia Alfi Riani; Dina Ramadhanti
Cetta: Jurnal Ilmu Pendidikan Vol 9 No 3 (2026)
Publisher : Jayapangus Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37329/cetta.v9i3.5546

Abstract

This study aimed to develop an Augmented Reality  (AR)-based digital flashcard medium that is valid, practical, and effective in supporting digital literacy in Indonesian language learning for fourth-grade students at SD IBBS Tulungagung. The study employed a Research and Development (R&D) approach using the ADDIE model, which consists of analysis, design, development, implementation, and evaluation stages. The participants included media experts, material experts, fourth-grade teachers, and 18 fourth-grade students. Data were collected through validation questionnaires, practicality questionnaires, and digital literacy Pretest–Posttest assessments. Data were analyzed using descriptive quantitative techniques through percentage scores and N-Gain  analysis. The results showed that the developed medium achieved a validity score of 89.75% and a practicality score of 89.75%, both categorized as very feasible and very practical, respectively. Furthermore, the effectiveness test yielded an N-Gain  score of 0.65, indicating a moderate level of effectiveness in improving students’ digital literacy. Therefore, the AR-based digital flashcard medium is suitable for use as an interactive learning medium in Indonesian language instruction and can support the enhancement of digital literacy among elementary school students.
Penguatan Kompetensi Reflektif Mahasiswa PPG melalui Focus Group Discussion pada Praktik Pembelajaran Terbimbing Dina Ramadhanti; Defril Syafrin; Wiranti Gusman
INTEGRATIF: Jurnal Pengabdian Kepada Masyarakat Vol 4 No 1 (2026): INTEGRATIF: Jurnal Pengabdian Kepada Masyarakat
Publisher : Kilau Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.60041/integratif.v4i1.499

Abstract

Reflective competence is one of the important skills that must be possessed by Professional Teacher Education (PPG) students to improve the quality of teaching practice. However, student reflection on learning practice still tends to be descriptive and does not demonstrate in-depth self-evaluation skills. This community service activity aims to strengthen PPG students' reflective competence through Focus Group Discussions (FGDs) on guided learning practices. The activity was carried out with five PPG students majoring in Indonesian Language at SMP Negeri 7 Padang during three cycles of guided learning practices. The methods used included reflection mentoring, FGD implementation, providing feedback by the supervising lecturer and mentor teacher, and ongoing reflection in each cycle. Data obtained from reflection worksheets from Cycles 1, 2, and 3 were analyzed descriptively. The results of the activity showed an increase in the quality of student reflection, especially in the aspects of learning analysis, identification of obstacles, self-evaluation, and follow-up planning. In the first and second cycles, student reflections were still predominantly descriptive, while in the third cycle students were able to conduct more analytical and critical reflections on the learning practices implemented. Thus, FGDs proved effective in strengthening PPG students' reflective competence and can be used as a mentoring strategy in guided learning practices.
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.
Implementasi Pembelajaran Daring Di SMA Negeri 1 Batang Kapas Pada Mata Pelajaran Bahasa Indonesia Febri Fransisca; Dina Ramadhanti; Ria Satini
Alinea: Jurnal Bahasa, Sastra dan Pengajaran Vol. 2 No. 2 (2022): Alinea: Jurnal Bahasa, Sastra, dan Pengajaran
Publisher : Bale Literasi: Lembaga Riset, Pelatihan & Edukasi, Sosial, Publikasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/alinea.v2i2.223

Abstract

Pembelajaran daring mulai dilaksanakan pada tahun 2020. Penelitian ini bertujuan untuk mendeskripsikan hal-hal berikut. Pertama, untuk mendeskripsikan metode pembelajaran daring di SMA Negeri 1 Batang Kapas? Kedua, untuk mendeskripsikan penguasaan materi pembelajaran daring di SMA Negeri 1 Batang Kapas? Ketiga, untuk mendeskripsikan manfaat pembelajaran daring di SMA Negeri 1 Batang Kapas. Jenis penelitian ini adalah penelitian kualitatif dengan menggunakan metode deskriptif. Data dalam penelitian ini diperoleh dari hasil angket. Sumber data dalam penelitian ini yaitu 180 orang siswa SMA Negeri 1 Batang Kapas kelas XI. Instrument penelitian menggunakan angket. Data dianalisis dengan menentukan kategori penilaian jawaban data, menentukan persentase data, pengklasifikasian data dan memberikan penafsiran data berdasarkan teori. Hasil penelitian adalah sebagai berikut. Pertama, metode pembelajaran daring di SMA Negeri 1 Batang Kapas pada mata pelajaran Bahasa Indonesia menggunakan metode asinkronik. Metode asinkronik dapat dikategorikan baik sesuai hasil angket. Kedua, penguasaan materi pembelajaran daring tingkat kualifikasi sudah dikategorikan baik. Ketiga, manfaat pembelajaran daring yaitu: pembelajaran bisa berlangsung dimana dan kapan saja, waktu dan tempat pembelajaran lebih fleksibel, pembelajaran variatif, aktif, kreatif dan mandiri, dan lebih banyak waktu bersama keluarga. Dengan demikian, pelaksanaan pembelajaran daring terlaksana dengan baik di SMA Negeri 1 Batang Kapas. Bahkan, guru dapat merencanakan dan melaksanakan pembelajaran secara blended atau blended learning.
Kontribusi Minat Baca Terhadap Keterampilan Menulis Teks Eksplanasi Siswa Kelas XI SMA Negeri 12 Padang Mutiara Lita; Dina Ramadhanti; Samsiarni
Alinea: Jurnal Bahasa, Sastra dan Pengajaran Vol. 2 No. 2 (2022): Alinea: Jurnal Bahasa, Sastra, dan Pengajaran
Publisher : Bale Literasi: Lembaga Riset, Pelatihan & Edukasi, Sosial, Publikasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/alinea.v2i2.226

Abstract

Minat baca menjadi salah satu faktor yang memengaruhi keterampilan menulis teks eksplanasi. Minat baca berhubungan bagaimana seseorang memperhatikan frekuensi dan kuantitas membaca serta kualitas sumber bacaan. Dengan menggunakan pendekatan kuantitatif dan metode korelasional, penelitian ini bertujuan untuk menjelaskan minat baca siswa serta seberapa besar pengaruh minat baca tersebut terhadap keterampilan menulis teks eksplanasi. Hasil penelitian menunjukkan bahwa minat baca siswa tergolong baik dengan persentase 64.74%. Nilai rata-rata keterampilan menulis teks eksplanasi sebesar 74.67. Setelah dilakukan analisis regresi dinyatakan bahwa pengaruh minat baca terhadap keterampilan menulis teks eksplanasi tidak terlalu signifikan. Minat baca berpengaruh negatif terhadap keterampilan menulis teks eksplanasi. Minat baca hanya berpengaruh 2.6% saja sedangkan 97.4% dipengaruhi oleh prediktor lain di luar variabel yang diteliti. Hasil ini menunjukkan pengaruh yang negatif. Pengaruh negatif ini bermakna bahwa tinggi rendahnya minat baca siswa dilihat dari frekuensi dan kuantitas membaca dan kuantitas sumber bacaan ternyata tidak mempengaruhi keterampilan menulis teks eksplanasi yang ditinjau dari struktur dan kaidah kebahasaan.
Pengaruh Penggunaan Model Open Ended Problem Terhadap Keterampilan Menulis Teks Eksplanasi Siswa Kelas XI SMA Negeri 9 Padang Dhea Mutia Putri; Dina Ramadhanti; Afrini Rahmi
Alinea: Jurnal Bahasa, Sastra dan Pengajaran Vol. 3 No. 1 (2023): Alinea: Jurnal Bahasa, Sastra, dan Pengajaran
Publisher : Bale Literasi: Lembaga Riset, Pelatihan & Edukasi, Sosial, Publikasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/alinea.v3i1.411

Abstract

enelitian ini betujuan untuk mendeksripsikan keterampilan menulis teks eksplanasi sebelum dan sesuadah menggunakan model Open Ended Problem siswa kelas XI SMAN 9 Padang. Jenis penelitian ini adalah penelitian kuantitatif dengan menggunakan model eksperimen. Desain penelitian ini adalah one group pretest-postest desain. Populasi penelitian ini adalah seluruh siswa kelas SMAN 9 Padang. Sampel dalam penelitian ini adalah siswa kelas XI SMAN 9 Padang berjumlah 31 orang. Data dalam penelitian ini adalah skor keterampilan menulis teks eksplanasi sebelum dan sesuadah menggunakan model Open Ended Problem siswa kelas XI SMAN 9 Padang. Hasil penelitian ini dapat disimpulkan sebagai berikut ini. Pertama, tingkat keterampilan menulis teks Eksplanasi siswa kelas XI SMA N 9 Padang sebelum menggunakan model Open Ended Problem memperoleh nilai rata-rata 57,85 dengan klasifikasi 56-65% yaitu Cukup (C). Kedua, tingkat keterampilan menulis teks Eksplanasi siswa kelas XI SMA N 9 Padang sesudah menggunakan model Open Ended Problem memperoleh nilai rata-rata 73,76 dengan klasifikasi 66-75% yaitu Lebih dari Cukup (LdC). Ketiga, berdasarkan hasil uji-t disimpulkan bahwa terdapat pengaruh penggunaan model Open Ended Problem terhadap keterampilan menulis teks Eksplanasi siswa kelas XI SMA N 9 Padang karena 7,88>1,66 Jadi, dapat disimpulkan bahwa keterampilan menulis teks Eksplanasi siswa kelas XI SMA N 9 Padang sesudah menggunakan model Open Ended Problem lebih baik dibandingkan dengan sebelum menggunakan model Open Ended Problem. Penggunaan model Open ended problem terbukti dapat mempengaruhi kemampuan menulis teks eksplanasi siswa, hal ini terlihat dari antusias siswa selama mengikuti proses pembelajaran dengan menggunakan model sehingga berpengaruh terhadap keterampilan siswa dalam menulis teks eksplanasi.
Co-Authors Abdul Malik Abdurahman . Adlia Alfi Riani Afdetis Mana, Lira Hayu Afrini Rahmi Al Abil Hidayatullah Aldifron Aldifron Aldifron, Aldifron Alfino, Yananda Anggun Gusti Pratama Ariesta, Nisha Aryu Arta Losena Br Sinaga Arumaisya, Syifana Aruna Laila Aruna Laila ASRI WAHYUNI SARI Defril Syafrin Dhea Mutia Putri Dhea Mutia Putri Dian Lestari Dirona Surya Diyan Permata Yanda Elka Dola Safitri Emil Yenti Endang Lestari Fabio Testy Ariance Loren Fariq, M Febri Fransisca Febrina Riska Putri Fransisca, Febri Gani, Rifchan Ghazali, A Syukur Harry Andheska Heni Rahma Gini Heni Rahma Gini Hidayatullah, Al Abil Indriani Nisja Indriani Nisja Irfani Basri Ista Maharsi KARTINI Laspida Harti Laspida Harti Legi Elfitra Lira Hayu Afdetis Mana Lita, Mutiara M. Bayu Firmansyah, M. Bayu Mahmuddah, Liya Nur Mannivannan Murugesan Marta Ririn Putri Ririn Miftakhul Huda Miftakhul Huda Muakibatul Hasanah Muhajirah Idman Muhajirah Idman Muhsyanur Muhsyanur Muhsyanur Muhsyanur Mutiara Lita Nabila, Fira Nilfa Yenti Nisa Nonik Eva Harijati Nurdi Layli Nurul Haniza Samsudin Oktayarni, Rila Perpisa Lili Putri Ramadhani Ramadhani Putri, Messy Septina Putri, Rahma Aulia Putri, Siska Destiani Rafitri, Suci Rahayu Fitri Rahayu Fitri Rahayu Fitri Rahmi, Afrini Ramadhani, Putri Ramadhani Raula Syah Desra Rayhan Nur Azizah Reza Putri Ria Satini Ririn, Marta Ririn Putri Ririndasari Ririndasari Rizki Nofriadi Rumalean, Iwan Rusli, Sri Mulyani Samsiarni Samsiarni Sari, Rani Novita Sartika Ningsih Satini, Ria Silvia Lestari Silvia Marni Sri Imelwaty Sri Mulyani Rusli Sri Nopembril Rozanti Suci Pitaloka Suci Pitaloka Syukrina Rahmawati Tatalia, Ricci Gemarni Tessa Dwi Leoni Titik Harsiati Trisna Helda Wiranti Gusman Yananda Alfino Yenti, Emil Yenti, Nilfa Yulia Pebriani Yulia Pebriani Zaitun Zaitun