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All Journal Jurnal Pendidikan Indonesia Dinamika Jurnal Pendidikan Dasar Al Qodiri : Jurnal Pendidikan, Sosial dan Keagamaan Metodik Didaktik RETORIKA: Jurnal Bahasa, Sastra, dan Pengajarannya Syntax Literate: Jurnal Ilmiah Indonesia al-Afkar, Journal For Islamic Studies Pendas : Jurnah Ilmiah Pendidikan Dasar Diglosia: Jurnal Kajian Bahasa, Sastra, dan Pengajarannya Al-Madrasah: Jurnal Ilmiah Pendidikan Madrasah Ibtidaiyah Cakrawala Dini : Jurnal Pendidikan Anak Usia Dini JURNAL PENDIDIKAN TAMBUSAI Jurnal Basicedu AT-TA`DIB JURNAL INOVASI PENDIDIKAN DAN PEMBELAJARAN SEKOLAH DASAR DIKEMAS (Jurnal Pengabdian Kepada Masyarakat) COLLASE (Creative of Learning Students Elementary Education) Jurnal Review Pendidikan dan Pengajaran (JRPP) Jurnal Membaca Bahasa dan Sastra Indonesia AS-SABIQUN: Jurnal Pendidikan Islam Anak Usia Dini Didaktik : Jurnal Ilmiah PGSD STKIP Subang JagoMIPA: Jurnal Pendidikan Matematika dan IPA Sivitas : Jurnal Pengabdian dan Pemberdayaan Masyarakat Jurnal Kolaboratif Sains Bulletin of Pedagogical Research Indonesian Journal of Community Services in Engineering & Education (IJOCSEE) Edukasia: Jurnal Pendidikan dan Pembelajaran Jurnal Basicedu Alinea: Jurnal Bahasa, Sastra, dan Pengajaran Literasi: Jurnal Pendidikan Guru Indonesia Journal of Artificial Intelligence and Digital Business Jurnal Informasi Pengabdian Masyarakat Jurnal Bima: Pusat Publikasi Ilmu Pendidikan Bahasa dan Sastra GEMBIRA (Pengabdian Kepada Masyarakat) jabdimasunipem Jurnal Citra Pendidikan
Indah Nurmahanani
Universitas Pendidikan Indonesia
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Pegaruh Model Pembelajaran Picture And Picture Terhadap Kemampuan Menulis Teks Narasi Di Sekolah Dasar Desta Tiara Rahmawan; Indah Nurmahanani; Acep Ruswan
Al Qodiri : Jurnal Pendidikan, Sosial dan Keagamaan Vol. 21 No. 2 (2023): Al Qodiri : Jurnal Pendidikan, Sosial dan Keagamaan
Publisher : Lembaga Penelitian, Pengabdian kepada Masyarakat dan Publikasi Ilmiah (LP3M) Institut Agama Islam (IAI) Al-Qodiri Jember, Jawa Timur Indonesia bekerjasama dengan Kopertais Wilayah 4 Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53515/qodiri.2023.21.2.862-876

Abstract

It is still low in narrative text, because writing the text of the student narrative is still difficult to select raw words when writing an idea, there are still words repeated, and intersentences are less continuous. The study aims to find out, (1) the ability to write a narrative text on elementary school students before applying a picture and picture learning model. (2) the ability to write a narrative text for elementary school students after applying the debriefing model of picture and picture. (3) the influence of the picture and picture learning model on the ability to write narrative text in elementary school students. This kind of research is an experiment with preexperiment type one group predisposed posttest type. The population in this study represents the entire v class as many as 14 students in one of the primary schools in purwakarta. Sampling retrieval uses an impressive sampling technique which is that all v-grade students number 14. The data gathered in the study is from pretest and student posttes. The data obtained has been analyzed using a few tests that are, product moment prerequisite test, product moment coordinated, simple linear regression, hypothesis and n-gain. Studies have shown that the ability to write narration texts before and after treatment by applying a picture and picture model has improved. Based on the results of studies, it could be said that the ability to write the text of the student narrative increases after treatment. Thus, in this study it is conclusive, (1) the students' ability to write a narrative text before applying the picture and picture learning model at an average of 66 falls under considerable skill. (2) students' ability to write a narrative text after applying the picture and picture learning model with an average value of 78 falls into the skilled category. (3) there is the influence of the learning model picture and picture on the ability to write the text of the student narrative. Keyword: Picture and Picture Learning Model, Narrative Text Writing Skill
Kemampuan Menulis Karangan Deskripsi Menggunakan Powerpoint Pada Siswa Kelas V Sekolah Dasar Dea Aldina Lestari; Indah Nurmahanani; Acep Ruswan
Al Qodiri : Jurnal Pendidikan, Sosial dan Keagamaan Vol. 21 No. 2 (2023): Al Qodiri : Jurnal Pendidikan, Sosial dan Keagamaan
Publisher : Lembaga Penelitian, Pengabdian kepada Masyarakat dan Publikasi Ilmiah (LP3M) Institut Agama Islam (IAI) Al-Qodiri Jember, Jawa Timur Indonesia bekerjasama dengan Kopertais Wilayah 4 Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53515/qodiri.2023.21.2.877-892

Abstract

This research is motivated by the low ability to write descriptive essays shown by many students who have difficulty in finding and pouring ideas or ideas into writing, writing is less precise including the use of Indonesian language, spelling capital letters, dot punctuation, comma punctuation and others. This study aims to find out: 1) improve the ability to write description essays using powerpoint; 2) find out the factors that affect the ability to write description essays; 3) find out the solution to overcome the ability to write description essays using powerpoint. The type of research used is qualitative description research. The sample of this study was fifth grade students in one of the elementary schools in Subang Regency totaling 15 students. based on the results of the study, the conclusions were obtained: 1) the test results of the ability to write descriptive essays using powerpoint fall into the sufficient category; 2) Factors that affect the ability to write descriptive essays are internal factors and external factors 3) Solutions or efforts that can be made to overcome these obstacles can be done by teachers and parents, starting from providing encouragement or motivation to students and appreciating every little thing that is done, communicating good things. Keywords : Writing Skill ; Description essay ; Powerpoint
Pengaruh Language Experience Approach (LEA) Berbantuan Media Gambar Berseri Terhadap Kemampuan Menulis Karangan Narasi Siswa Kelas IV Anti Damayanti Kosasih; Indah Nurmahanani; Sofyan Iskandar
Al Qodiri : Jurnal Pendidikan, Sosial dan Keagamaan Vol. 21 No. 2 (2023): Al Qodiri : Jurnal Pendidikan, Sosial dan Keagamaan
Publisher : Lembaga Penelitian, Pengabdian kepada Masyarakat dan Publikasi Ilmiah (LP3M) Institut Agama Islam (IAI) Al-Qodiri Jember, Jawa Timur Indonesia bekerjasama dengan Kopertais Wilayah 4 Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53515/qodiri.2023.21.2.893-902

Abstract

This research is based on students who have difficulty writing narratives. The purpose of this study is to determine students' ability to write narratives before using the language experience approach assisted by serial image media; students' ability to write narratives after using the language experience approach assisted by serial image media; and the effect of the language experience approach assisted by serial image media on students' ability to write narratives. The research sample was 4th grade elementary school students in Karawang, and the type of research used was a quasi experiment that was not comparable to the control group. The type of research used in this study is a quasi-experimental non-equivalent control group design, with the sample of this study being 4th grade elementary school students in Karawang. Based on the results of the study, it can be concluded: 1) the average score on the pretest of the experimental class and the control class is low, and there is no difference in the average score; 2) after applying the language experience approach assisted by serialized picture media, there is a difference in the posttest results of the experimental class and the control class. Then there was an increase in posttest scores in the experimental class. This can be seen from the results of descriptive analysis and inferential analysis, but the average value is still categorized as low; 3) There is a significant effect on students' narrative essay writing ability after applying the language experience approach assisted by serialized picture media. Keywords : Writing skill; Language Experience Approach; Series Pictue; Narrative.
Pengaruh Model Pembelajaran Talking Stick Terhadap Kemampuan Berbicara Narasi Siswa Sekolah Dasar Alsina Raisa Dzakira Robbaniah; Sofyan Iskandar; Indah Nurmahanani
Al Qodiri : Jurnal Pendidikan, Sosial dan Keagamaan Vol. 21 No. 2 (2023): Al Qodiri : Jurnal Pendidikan, Sosial dan Keagamaan
Publisher : Lembaga Penelitian, Pengabdian kepada Masyarakat dan Publikasi Ilmiah (LP3M) Institut Agama Islam (IAI) Al-Qodiri Jember, Jawa Timur Indonesia bekerjasama dengan Kopertais Wilayah 4 Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53515/qodiri.2023.21.2.903-914

Abstract

Virtually every human being born has the potential to speak. language is the most important means of communication in human life. Talking can is defined as a means expressing (one's thoughts, thoughts, heart) to people another by using spoken language so that the point can be understood other. The study is carried out with a view to seeing just how far the impact will go the talking stick learning model to the ability to speak a student narrative to a student a class of V. the kind of research used by researchers was experimentation with using the design of one group preposttest. The subject of this study is student grade V elementary school. The sample that was examined was a total of 38 V grade students basic. Data collection in this study is done by oral testing by telling stories and an interview. Then it was analyzed using prescript-posttest analysis, and the value n - Gain. Research results show that, average value pretest or moment Before treatment is 58.68 and the average posttest or after granted treatment of 83.29. From the data analysis that's been done With linear regression by 70% and n-gain tests in the medium category. Key words: Indonesian learning, Narrative ability, Model talking stick
Analisis Literasi Multimodal Buku Cerita Anak Bergambar Sebagai Upaya Pemilihan Bahan Ajar Membaca Permulaan Siswa Sekolah Dasar Indah Nurmahanani
EDUKASIA: Jurnal Pendidikan dan Pembelajaran Vol. 4 No. 1 (2023): Edukasia: Jurnal Pendidikan dan Pembelajaran
Publisher : LP. Ma'arif Janggan Magetan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62775/edukasia.v4i1.298

Abstract

Illustrated children's story books are a construction of the world, a perspective that is the result of processing and reading by the creator of the book on other texts he consumes. Picture story books are a medium to offer a view of how the world should be seen and understood. In relation to picture story books, children who are the readers of the stories conveyed in this book will very likely have views of the world around them as views offered by picture story books. Therefore, children and parents should be equipped with the ability to read critically the message conveyed by this picture story book. They must have abilities that allow them not only to be able to critically read narrative texts but also understand how to read pictures, as a mode that appears with verbal texts in storybooks. Multimodal literacy is defined as the knowledge and skills that children must possess, especially, in critically reading verbal texts and especially visual texts. Through this multimodal literacy analysis, it is hoped that we can interpret the messages conveyed by picture story books for elementary school students
The Education Character in Boarding Schools: Implementing Civic Learning to Develop Student Responsibility Jennyta Caturiasari; Tiara Yogiarni; Indah Nurmahanani
Bulletin of Pedagogical Research Vol. 5 No. 1 (2025): Bulletin of Pedagogical Research
Publisher : CV. Creative Tugu Pena

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51278/bpr.v5i1.1852

Abstract

This study aims to examine the implementation of Civic Education (Pendidikan Kewarganegaraan or PKn) within the cultural environment of a boarding school to enhance students’ character development, particularly in terms of responsibility and discipline. Employing a qualitative approach with a case study method, the research focuses on a single boarding school as the primary subject. Data were collected through observations, in-depth interviews with teachers, students, and the principal, as well as document analysis. The findings reveal that Civic Education is not only delivered theoretically in the classroom but is also integrated into students’ daily lives through consistent habituation, school regulations, and exemplary behavior demonstrated by all members of the school community. The boarding school environment, which emphasizes discipline and independence, provides ample space for the internalization of character values, especially responsibility and discipline. These results indicate that a contextual approach to Civic Learning, embedded within a strong school culture, effectively reinforces character formation. Thus, the contextualized implementation of Civic Education in the cultural environment of a boarding school
Pengaruh Model Game Based Learning Berbantuan Game Edukasi Scratch dalam Meningkatkan Pemahaman Kosakata Bahasa Inggris Syavaqilah, Widia; Nurmahanani, Indah; Tiara Antik Sari, Nadia
AS-SABIQUN Vol 7 No 4 (2025): JULI
Publisher : Pendidikan Islam Anak Usia Dini STIT Palapa Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36088/assabiqun.v7i4.5766

Abstract

Vocabulary comprehension is a crucial component in mastering the English language; however, many elementary school students continue to struggle with acquiring basic vocabulary, including topics such as kinds of vehicles. This study aims to determine the effect and improvement of students’ English vocabulary comprehension through the implementation of a Game Based Learning model assisted by the educational game Wheels & Words, developed on the Scratch platform. A pre-experimental method with a one-group pretest-posttest design was used, involving 33 fourth-grade students at SDN 3 Nagrikaler as subjects. Instruments included a pretest, posttest, and observation sheet. The results showed an increase in the average score from 57.81 on the pretest to 79.75 on the posttest. A paired sample t-test indicated a significant difference between pretest and posttest scores, while simple linear regression analysis revealed that 54.4% of the improvement in vocabulary comprehension was influenced by the implementation of the Game Based Learning model assisted by Wheels & Words. The N-Gain analysis showed a gain of 55.56%, categorized as a moderate level of improvement. These findings demonstrate that the use of educational game-based digital media can serve as an effective alternative for enhancing English vocabulary comprehension among elementary students. The study’s implications highlight opportunities for further development of interactive digital media tailored to students’ characteristics and learning needs in foreign language education.
Pelatihan Critical Literacy Guna Meningkatkan Kualitas Pembelajaran Bahasa Inggris tingkat Sekolah Dasar Sari, Nadia Tiara Antik; Wulan, Neneng Sri; Nurmahanani, Indah; Nurrohmat, Titin; Althamiranda, Alfira; Anugrah, Yuwan Fijar
Sivitas : Jurnal Pengabdian dan Pemberdayaan Masyarakat Vol. 5 No. 2 (2025): Jurnal SIVITAS : Jurnal Pengabdian dan Pemberdayaan Masyarakat
Publisher : Muttaqien Publishing Pusat Penelitian dan Pengabdian kepada Masyarakat STAI DR. KH.EZ. Muttaqien Purwakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52593/svs.05.2.06

Abstract

Critical Literacy is an educational approach that encourages individuals, especially children, to analyze and question texts and their contexts. This method is vital for helping children critically assess information and avoid misinformation in today’s digital age. This community service project aims to raise awareness about the importance of critical literacy among elementary school students through an interactive webinar involving teachers and students. Preliminary results indicate an increase in both teacher and student engagement, fostering critical thinking skills from an early age. This initiative positively impacts students’ critical literacy abilities, equipping them to tackle future informational challenges effectively.
Impact of Integration of Self-Regulated Learning (SRL) and Phonic Approcah in Flipped Classroom Model on Reading Literacy Skills, Reading Strategies, and Reading Motivation Nurmahanani, Indah
Jurnal Pendidikan Indonesia Vol 14 No 2 (2025): June
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpi-undiksha.v14i2.92415

Abstract

A lack of practical strategies and appropriate media are obstacles for students to master early reading literacy skills and increase their reading interest. The purpose of this study was to investigate the integration of self-regulated learning and phonics approaches in the flipped classroom approach. The method used in this study was a quasi-experimental study involving 351 elementary school students from several schools. Participants were divided into three groups: Experiment 1 (SRL instruction-based teaching and phonics approach in the flipped classroom model), Experiment 2 (SRL instruction-based teaching in the flipped classroom model), and the control group (traditional teacher-centred teaching). The data analysis employed in this study included descriptive statistics and analysis of variance (ANOVA). The results showed that the integration of phonics approaches and self-regulated learning (SRL) instruction-based teaching in the flipped classroom model was able to improve reading literacy skills (vocabulary and text comprehension), the use of reading strategies, and psychological factors that support the development of reading skills such as self-efficacy, reading motivation and student autonomy. However, among all these principles, the principle of phonics and the SRL approach to teaching that has the most significant influence on reading ability and psychological factors of reading ability development is student autonomy. This study suggests that combining SRL instruction-based teaching with a phonics approach in the flipped classroom model can be an effective alternative for teachers to enhance students' language skills, including reading literacy.
The Influence of the Application of the Cooperative Integrated Reading and Composition (CIRC) Model Assisted by Digital Comic Media on Students' Understanding Reading Abilities Fasha Putri Audina; Yayan Nurbayan; Indah Nurmahanani
al-Afkar, Journal For Islamic Studies Vol. 8 No. 3 (2025)
Publisher : Perkumpulan Dosen Fakultas Agama Islam Indramayu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/afkarjournal.v8i3.1507

Abstract

Reading comprehension is a process of acquiring meaning that actively involves the knowledge and experience that the reader already has and is connected to the content of the reading. Good reading comprehension is very important to achieve reading goals. Low interest in reading is the background to this research. Low reading levels have an impact on students' difficulties in understanding reading. This research aims to determine students' reading comprehension abilities before and after implementing the cooperative integrated reading and composition model assisted by digital comic media as well as the influence of the cooperative integrated reading and composition model assisted by digital comic media on students' reading comprehension abilities. This research uses quantitative research methods with pre-experimental research type one group pretest and posttest. The sample used in this research was class V students in SDN 1 Nagrikaler Purwakarta Regency, totaling 24 students. Based on the research results, it can be concluded that the average score of the pretest results for students' reading comprehension abilities before being given digital action is 66,8 and the average score for students' reading comprehension ability after being given the action is 80. This shows an increase in students’ reading comprehension ability before and after implementing the cooperative integrated reading and composition model assisted by digital comic media. Apart from that, there is an influence of the cooperative integrated reading and composition model assisted by digital comic media on students' reading comprehension abilities.
Co-Authors Acep Ruswan Acep Ruswan Acep Ruswan Adrias Adya Pramudya Dwi Permata Radianty Afrilia Afrilia Ahmad, Alifia Nur Azizah Habibillah Aida Nurasyipha Aldavia Thursina Alfat, Virlee Isfalana Alfiana Nurussama Alsina Raisa Dzakira Robbaniah Althamiranda, Alfira Alvin Muhammad Fauzi Andita Pratiwi Andoyo Sastromiharjo Anggia, Yosi Anggita Okthaviani Anggun Nur Andiany Anisa Putri Mulyaningsih Anti Damayanti Kosasih Apriliyani, Annisa Aulia Fitri Syahidah cantika sri agustin Carissa Noverina Chairin Zahra Alkautsari Chintia Ananda Gusti Cintia Marsela D. Wahyudin, D. Dea Aldina Lestari Debi Septiani Dede Wahyudin Desi Karunia Cibro Desta Tiara Rahmawan Dewi Nur Mauliddiah Dian Christine Easter Simanjuntak Eko Rubiyanto Enes Oryza Sativa Erna Suwangsih Erta Alvani Fasha Putri Audina Febby Deca Lestari Febriana, Natasya Ferdiansyach, Achmad Fitri Nur Fa'izah Fitri Rahmida Ghessiani, Luthfiannisa Hafiziani Eka Putri, Hafiziani Eka Hijri Khoerunnisa Hisny Fajrussalam Jennyta caturiasari Kamiliya Nailah Fitri Khosyi Anindya Chotimah Laila Puspita Lala Amelia Laras Ayu Syahrani Liana Wahyuningsih Liya Lisnawati Mayanti, Iis Meilisa Meyra An Najmi Miana Syifa Mifta Aulia Fitriyani Mila Marliana Moza Prameswari Ramadhani Muhammad Alfigo Mulyani , Srie Munir Munir Munir Munir, Munir Nabila Wanda Yusela Nabila Zahratun Nisa Nabilah, Khairun Nadia Haeriska Nadia Sari Nadia Tiara Antik Sari Nadia Tiara Antik Sari Nadia Tsamrotu Tazkiyah Nahrowi Adjie Nala Kania Nenden Permas Hikmatunisa Neneng Sri Wulan Neneng Sriwulan Nia Rosniati Ninda Washilatul Hasanah Ninis Andini Wafa Tufahati Nur Azhar, Muthia Nurbaiti Syifa Widaningsih Nurbaiti, Nisrina Nurdiansyah Nuroh, Rofatan Nurrohmat, Titin Nurul Deviyanti Nyimas Amelia Andri Oksanti, Mila Primanita Sholihah Rosmana Primanita Sholihah Rosmana Putri, Basya Amaral Tidya Rachmi Amalia Syafia Syams Rahman, Elsa Amelia Rajasa, Gilang Rayhansyach Genevieve Kurniawan Renata Dwi Iswanti Rita Nuraeni Robin, Shavega Julia Roka, Rania Rosmana, Primanita Sholihah Rufaidah Mutiah Ruswan, Acep Sahrany Nurmalasari Salsa Rutanti Salsabilla, Maghfira Sari, Nadia Tiara Antik Setianingsih, Desti shela permata Sherina Herdiana Putri Sholihah Rosmana, Primanita Sholihah Rosmana, Primanitas Siti Aisyah Sofyan Iskandar, Sofyan Solihin, Agisni Maulina Syavaqilah, Widia Syifaul Fuada Tazqiyah Rimba Mazid Nugraha Tiara Antik Sari, Nadia Tiara Yogiarni Tiara Yogiarni Ulhaq, Sintia Wangsa, Aisyah Nina Widia Triyana Wina Mustikaati Yayan M.A Nurbayan Yuni Widianingsih Yuwan Fijar Anugrah Zuraida Juniar Nastiti