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Indriyani, Novi
Universitas Musamus
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Video-Supported Problem-Based Learning for Deepening Science Concepts and Nurturing Environmental Care Ni Nyoman Rediani; Pande Made Dharma Sanjaya; Novi Indriyani; Rezky Uspayanti; Dian Agustina Purwanto Wakerkwa
Journal of Education Technology Vol. 9 No. 4 (2025): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jet.v9i4.107270

Abstract

Many prospective teacher education students still feel anxious or lack confidence when participating in science learning. This condition negatively affects their level of conceptual understanding as well as the development of their social attitudes. This study aims to analyze the impact of video-assisted Problem-Based Learning (PBL) on students’ science conceptual understanding and environmental awareness. In this study, data were collected using test and questionnaire methods. The research subjects consisted of 88 students. The test method was used to measure students’ conceptual understanding, while environmental attitudes were assessed using a questionnaire instrument. Data analysis was conducted using descriptive and inferential statistical approaches. The results indicate that there was an improvement in students’ science conceptual understanding and environmental attitudes after participating in video-assisted PBL learning. Furthermore, there were significant differences in science conceptual understanding and environmental attitudes between students who were taught using video-assisted PBL and those who were not. The difference in science conceptual understanding between the two groups reached 9.34, with the experimental group obtaining a higher mean score. In addition, there was a difference of 5.13 in environmental attitudes, with the experimental group demonstrating higher mean scores compared to the control group. Therefore, it can be concluded that the implementation of video-assisted PBL is effective in enhancing prospective teacher education students’ science conceptual understanding while simultaneously fostering environmental awareness.
Bridging Indigenous Knowledge and Global English: A Contextual Curriculum Model for Meaningful Learning Novi Indriyani; Rezky Uspayanti; Dian Agustina Purwanto Wakerkwa
Journal of Education Reseach and Evaluation Vol 10 No 1 (2026): February
Publisher : LPPM Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jere.v10i1.106066

Abstract

Nationally standardized English teaching materials in Indonesia often fail to reflect regional linguistic, cultural, and ecological diversity, causing English learning to feel disconnected from students’ lived realities. This study aimed to develop and validate a contextual English curriculum model for senior high schools that integrates indigenous knowledge, multilingual practices, and students’ everyday experiences while remaining aligned with national standards and the Merdeka Curriculum. A research and development design combined with a convergent mixed-methods approach was employed, involving 10 English teachers, 50 students, and 3 expert validators from multiple schools. Data were collected through questionnaires, semi-structured interviews, and expert validation sheets, and analyzed using descriptive statistics, thematic analysis, and Content Validity Index (CVI) procedures. The needs analysis revealed strong demand from teachers and students for culturally grounded materials that foreground local environments and multilingual classroom realities. Based on these findings, a six-unit curriculum was designed incorporating indigenous narratives, community-based themes, and flexible use of local languages to support English learning. Expert validation produced item-level CVI scores ranging from 0.80 to 1.00 and a scale-level average of 0.89, indicating high content validity and cultural appropriateness. The findings demonstrate that culturally and linguistically responsive curriculum design is both feasible and educationally valuable for indigenous and multilingual contexts. The model offers practical guidance for contextualizing English instruction and contributes to broader efforts to promote inclusive and locally grounded language education.
Revitalisasi Permainan Rakyat Suku Malind sebagai Strategi Penguatan Karakter Profil Pelajar Pancasila di SD Perbatasan Papua Selatan–Papua Nugini Novi Indriyani; Bernadetha Rizki Kaize; Syahfitriani Br Ginting
AKSELERASI: Jurnal Pengabdian Masyarakat Vol 4 No 1 (2026): AKSELERASI: Jurnal Pengabdian Masyarakat
Publisher : PT. Akselerasi Karya Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70210/ajpm.v4i1.215

Abstract

Krisis karakter pada peserta didik, seperti melemahnya sikap gotong royong, kemandirian, dan kepedulian terhadap budaya lokal, menjadi tantangan tersendiri bagi sekolah-sekolah di wilayah perbatasan Papua Selatan. Kegiatan Pengabdian kepada Masyarakat ini bertujuan meningkatkan kemampuan guru dalam mengintegrasikan permainan rakyat Suku Malind ke dalam pembelajaran sebagai media internalisasi nilai-nilai karakter Profil Pelajar Pancasila di SD YPPK St. Fransiskus Xaverius Yanggandur, Distrik Sota, Kabupaten Merauke. Program melibatkan 20 guru yang didampingi untuk mengintegrasikan permainan rakyat Nenek Napet dan Tutulena ke dalam pembelajaran di kelas. Pendekatan yang digunakan bersifat deskriptif kualitatif dengan instrumen lembar observasi karakter yang dikembangkan berdasarkan enam dimensi Profil Pelajar Pancasila, yaitu beriman-bertakwa dan berakhlak mulia, berkebinekaan global, bergotong royong, mandiri, bernalar kritis, dan kreatif. Data dikumpulkan melalui observasi langsung, dokumentasi, dan refleksi guru selama pendampingan implementasi pembelajaran berbasis permainan rakyat. Hasil kegiatan menunjukkan bahwa aktivitas bermain permainan rakyat Suku Malind memunculkan secara nyata nilai gotong royong dan bernalar kritis melalui permainan Nenek Napet, serta nilai kemandirian dan kreativitas melalui permainan Tutulena. Nilai berkebinekaan global dan akhlak mulia tampak dari sikap menghormati aturan adat dan kebanggaan terhadap warisan budaya. Guru juga melaporkan tumbuhnya kesadaran baru bahwa permainan rakyat bukan sekadar hiburan, melainkan media efektif untuk penguatan karakter yang selaras dengan semangat Kurikulum Merdeka. Kegiatan ini merekomendasikan agar revitalisasi permainan rakyat dijadikan tema tetap dalam Projek Penguatan Profil Pelajar Pancasila (P5) di sekolah-sekolah wilayah perbatasan sebagai strategi penguatan karakter berbasis kearifan lokal.
Pemberdayaan Masyarakat Suku Dani di Merauke melalui Pelatihan Pemasaran Digital untuk Produk Pertanian Lokal Dian Agustina Purwanto Wakerkwa; Novi Indriyani
Jurnal Pengabdian UNDIKMA Vol. 7 No. 1 (2026): February
Publisher : LPPM Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jpu.v7i1.18016

Abstract

This community service program aims to enhance the understanding and skills of the Dani indigenous community in Merauke Regency in utilizing social media as a marketing tool for local agricultural products. The program was implemented through training activities involving 10 female participants (mama-mama) who work as agricultural produce traders. The digital marketing training was conducted in four stages: observation, preparation, training, and evaluation. To measure the effectiveness of the program, participants were administered pre-test and post-test assessments. The evaluation results show an increase in participants’ average scores from 65 in the pre-test to 78 in the post-test, indicating a significant improvement in their understanding of digital marketing concepts. This training not only provided technical knowledge but also contributed to community economic empowerment through enhanced digital literacy. The findings demonstrate that practice-based and contextual training is effective in strengthening the capacity of local communities to respond to the challenges of the digital economy.
MAKING MEANING THROUGH TEACHER TALK: LEXICAL RELATIONS IN VOCABULARY INSTRUCTION IN AN ESP SPEAKING CLASSROOM Novi Indriyani; Dian Agustina Purwanto Wakerkwa
Acceleration: Multidisciplinary Research Journal Vol. 4 No. 2 (2026): Acceleration: Multidisciplinary Research Journal
Publisher : PT Akselerasi Karya Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70210/amrj.v4i2.214

Abstract

Vocabulary mastery remains one of the most persistent challenges for EFL learners, particularly when closely related words carry different meanings across registers, a problem that intensifies in register-dense professional genres. This qualitative study aims to identify the types of lexical relations used by an English for Specific Purposes (ESP) speaking teacher while clarifying vocabulary for her students, and to describe the discourse strategies accompanying those clarifications. A case study design was employed, with the ESP teacher and her speaking class of undergraduate Law students preparing curriculum vitae (CV) and job-interview materials as the research subject. Data were collected through a 100-minute non-participant classroom observation, video recording, and a semi-structured interview, then analyzed using qualitative descriptive analysis. Consistent with this aim, the results show that the teacher's talk fully realized seven of the eight categories of lexical relations proposed by Yule (2020), namely synonymy, antonymy, hyponymy, prototype effects, polysemy, metonymy, and collocation, while the eighth category, homophones and homonyms, was only partially represented through two instances of homonymy, with no instances of homophones identified in the data. These relations were embedded within a recurring routine of elicitation, code-switching, contrastive restatement, and exemplification. These findings imply that a single, register-dense ESP topic can be strategically leveraged to teach a wide range of lexical relations. It is concluded that explicit, context-sensitive vocabulary clarification supports learners' precision of meaning in specialized professional communication.
Co-Authors Agustinus Gereda Bernadetha Rizki Kaize Dian Agustina Purwanto Wakerkwa Dian Agustina Purwanto Wakerkwa Dian Agustina Purwanto Wakerkwa Dian Agustina Purwanto Wakerkwa Dian Agustina Purwanto Wakerkwa Dian Agustina Purwanto Wakerkwa Diana Purwanto DWI HASTUTI Marni Bawawa Narahawarin, Margaretha Febriany Ni Nyoman Rediani, Pande Made Dharma Sanjaya Pertiwi, Sri Ananda Rawuh Yuda Yuwana Rezky Uspayanti Rezky Uspayanti Santy Monika Seli Marlina Radja Leba Syahfitriani Br Ginting Uspayanti, Rezky Wakerkwa, Dian Agustina Purwanto