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Penerapan Model Pembelajaran Berbasis Pengalaman untuk Meningkatkan Kemampuan Menulis Paragraf Deskripsi pada Siswa Kelas IV SD Tarakanita Tangerang Rifaatussalwa Hayati; Ignatius Joko Dewanto; Pramisidi Winanto Saputra
JURNAL PENDIDIKAN DAN SAINS Vol 1 No 1 (2021): Manajemen Pembelajaran
Publisher : Universitas Tangerang Raya

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Tujuan penelitian ini adalah mendeskripsikan peningkatan kemampuan menulis paragraf deskripsi denganmengimplementasi model pembelajaran experiential learning, memaparkan langkah-langkah pembelajaran yang tepatmelalui penerapan model pembelajaran experiential learning, dan mengidentifikasikan respons siswa terhadappenerapan model pembelajaran experiential learning dalam pembelajaran menulis paragraf deskripsi. Penelitianmenggunakan rancangan penelitian tindakan kelas (PTK).Subjek penelitian guru dan siswa yang ada di kelas bahasaIndonesia, Hasil penelitian ini menunjukkan bahwa (1) Penerapan model pembelajaran experiential learning dapatmeningkatkan keterampilan menulis paragraf deskripsi siswa kelas IV SD Tarakanita. Data refleksi awal menunjukkanbahwa nilai rata-rata kelas adalah 68 (cukup), kemudian menjadi 72,7 (cukup) pada siklus I dan meningkat menjadi82,1(baik) pada siklus II. (2) Implementasi pembelajaran experiential learning memilih beberapa langkah dengantujuan untuk meningkatkan kemampuan menulis paragraf deskripsi, dan (3) Keaktifan siswa dalam memberikantanggapan sangat positif terhadap penerapan model pembelajaran experiential learning dalam pembelajaran menulisparagraf deskripsi. Penelitian selanjutnya dapat dilakukan dengan subjek dan objek data yang berbeda agar dapatmeyakinkan hasil penelitian yang dilakukan, dan dapat disumbangkan bagi guru untuk bahan kajian dan peningkatanmutu pendidikan.

PENINGKATAN KEMAMPUAN PEMEBELAJARAN MENULIS PARAGRAF ARGUMENTASI MENGGUNAKAN METODE SAINTIFIK (Di Kelas X SMK Negeri 9 Kabupaten Tangerang) Rifaatussalwa Hayati; Zakiyatul Mardiyah
JURNAL PENDIDIKAN DAN SAINS Vol 1 No 2 (2022): Pendidikan dan Bahan Ajar
Publisher : Universitas Tangerang Raya

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The purpose of this study was to describe the process of learning to write argumentative essays, to describe the improvement of argumentative essay writing skills, and to describe changes in the behavior of students in class X-Ak2 SMK N 9 Tangerang Regency. The research in this research is classroom action research using the Krutt Lewin method. Learning is developed by selecting and using lesson plans, media, methods, and evaluations to improve school quality. The results of this study indicate an increase in argumentative essay writing skills in the initial condition test, the first cycle test, and the second cycle test. In the pre-cycle test, students obtained an average score of 68.1, while in the first cycle, the student's test results reached an average of 70.8. Based on this, there was an increase of 2.7 or 3.96%, namely from 68.1 in the initial condition to 70.8 in the first cycle. In the second cycle, the average value achieved was 81.67 and was included in the good category. , so that there was an increase of 10.87 or 15.35%, from 70.8 in the first cycle to 81.67 in the second cycle. The results of the second cycle test, showed that from 30 students, 20 students were declared complete and 10 students had not completed because they had not reached the KKM score of 75. The percentage of completeness reached 66.67%, this indicates that the target of student completion is more than 50% of students. finished. So this proves the success of researchers in research writing argumentative essays using the scientific method.

Catatan Kehadiran Dosen Melalui Management System FO AO Rifaatussalwa Hayati; Devi Puspita Sari; Gilang Kartika Hanum
CICES (Cyberpreneurship Innovative and Creative Exact and Social Science) Vol 10 No 1 (2024): CICES
Publisher : UNIVERSITAS RAHARJA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33050/cices.v10i1.3021

Recording the lecturer's attendance at each lecture is a routine that the lecturer must carry out at the start of the lecture. This is proof that a lecturer has carried out his teaching duties and is a determinant in several other matters such as remuneration and lecturer discipline in carrying out lectures. FO AO (Front Office Attendance Online) is one of the management systems implemented by Raharja University, designed with the aim of improving the quality of service information for admin lecturers, heads of study programs and leaders and making it easier for receptionists to operate the system in accordance with the SOP implemented by management. There have been many applications created in previous research regarding lecturer attendance records, including using Android and QR codes. This research was built with a different view using data collection methods and SWOT as a system analyst. The FO AO design implemented uses an analyst system, design system, constructions and testing implementation system. The results of testing that have been carried out show that the FO AO management system in this research can make it easier for officers to provide attendance services to lecturers as a record of their attendance at Raharja University and produce real-time digital information with good data validation

Quality Analysis of PDCA-Based Edupreneurship in 21st-Century Higher Education Rifaatussalwa Hayati; Diding Nurdin; Eka Prihatin; Cepi Triatna
AL-ISHLAH: Jurnal Pendidikan Vol 16, No 1 (2024): AL-ISHLAH: JURNAL PENDIDIKAN
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v16i1.4171

The objective of this qualitative descriptive study is to evaluate the effectiveness of the PDCA (Plan, Do, Check, Act) cycle in enhancing the quality of entrepreneurship education, or "edupreneurship," within universities, with a focus on Tangerang Raya University. This research engaged key stakeholders from the university, including the Vice-Rector for Academic and Student Affairs, deans and vice deans of the Faculty of Economics, Business and Humanities, the Faculty of Teacher Training and Education, and the Faculty of Engineering, as well as coordinators of study programs and students participating in edupreneurship initiatives. The findings indicate that the PDCA cycle significantly contributes to the improvement of edupreneurship quality and achievements at Tangerang Raya University. By facilitating the identification of weaknesses, the PDCA cycle enables continuous enhancements in the entrepreneurial education process. Despite its effectiveness, the implementation of the PDCA cycle in edupreneur programs encounters several challenges. These include constraints such as limited resources (budgets, teaching staff, and facilities), implementation hurdles, varying levels of engagement among members, shifting priorities, challenges in identifying opportunities, time limitations, difficulties in impact assessment, collaboration challenges, member turnover, and environmental uncertainties.This study underscores the PDCA cycle's potential in fostering edupreneurship within universities. However, it also highlights the necessity for addressing the aforementioned obstacles to fully leverage the PDCA cycle's capabilities in enhancing the quality of edupreneurship education. Addressing these challenges is essential for the sustained success and effectiveness of edupreneur programs driven by the PDCA quality management cycle.

Digital Narratives and Student Identity: A Phenomenological Study of Generation Alpha in Education Hayati, Rifaatussalwa; Murtado, Dodo
Journal of Pedagogi Vol. 2 No. 3 (2025): Journal of Pedagogi - June
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/4mp9yd65

The dominance of digital technology in the lives of Generation Alpha has created fundamental changes in the way self-identity is formed, understood, and expressed. Since an early age, this generation has grown up in a digital environment filled with algorithms, social media, and online culture that is both interactive and performative. The digital narratives they consume and produce not only shape their self-representation, but also influence their cognitive, affective, and social structures. This study aims to examine in depth how digital narratives play a role in the process of identity formation of Generation Alpha students, especially in the context of education. Using a qualitative approach with a phenomenological method, this study involved junior high school students who actively use digital media as key participants. Data were collected through in-depth interviews, participant observation, and digital documentation, then analyzed using Moustakas' (1994) framework. The results of the study show that student identities develop fluidly, temporarily, and are often curated to meet social expectations in online spaces, which are not always in line with the norms of educational institutions. These findings highlight the need for adaptive, reflective, and empathetic pedagogical transformation, as well as the importance of critical digital literacy in guiding students to build authentic, healthy, and empowered identities amidst the complex challenges of the digital world

Enhancing Lecturer Performance through Strategic Leadership and Work Motivation Rifaatussalwa Hayati; Johar Permana; Djam’an Satori; Nur Aedi; S Supiani
Pedagogia: Jurnal Ilmiah Pendidikan Vol. 17 No. 1 (2025)
Publisher : FKIP UNIVERSITAS PAKUAN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55215/pedagogia.v17i1.35

This research aims to analyze the influence of strategic leadership and work motivation on the performance of lecturers at private universities in Southeast Sulawesi. The research approach uses quantitative methods with descriptive and analytical designs. Data was collected through a survey of 1,067 lecturers and university leaders, then analyzed using statistical methods to identify the relationship between the variables studied. The data analysis technique was carried out using the Structural Equation Modeling (SEM) method assisted by AMOS software. This research uses a sampling technique based on the Slovin formula. The main instrument of this research is a structured questionnaire designed to measure research variables using the semantic differential scale. The research results show that strategic leadership has a significant influence on lecturer performance, both directly and through increasing work motivation. Effective strategic leadership is able to create a supportive work environment, increase work morale, and encourage lecturers to behave innovatively. Work motivation was found as a mediating variable that strengthens the relationship between strategic leadership and lecturer performance. This research provides a theoretical contribution to the development of literature related to strategies for improving lecturer performance in the higher education context, by highlighting the importance of the role of strategic leadership in encouraging lecturer performance. From a practical perspective, these findings offer strategic recommendations for university administrators to integrate strategic leadership and work motivation development programs as part of a strategy to improve lecturer performance.

Code Switching and Code Mixing in Workplace Communication: Implications for Educational Management and Professional Development Saputro, Pramisdi Winanto; Trikandi, Sonya; Sintasari, Diardana Prima; Ina; Hayati , Rifaatussalwa; Fauzi, Aziz
Journal of Educational Management Research Vol. 5 No. 2 (2026)
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jemr.v5i2.1887

This study aims to describe the forms of code switching and code mixing that occur in workplace communication and to examine their implications from an educational management perspective. A descriptive qualitative approach was employed using observation, listening, audio recording, and documentation techniques. The data consisted of five selected speech events, which revealed two instances of code switching (internal and external) and three instances of code mixing in the form of words, phrases, and clauses. The dominant languages used were Indonesian, Sundanese, Javanese, and English. The findings indicate that code switching and code mixing are influenced by conversational context, speakers’ cultural backgrounds, habitual language use, the presence of a third participant, and the formality of workplace situations. Beyond their linguistic function, these phenomena reflect social interaction patterns, cultural identity, and communication effectiveness in multilingual professional settings. From an educational management perspective, the results highlight the importance of managing language use in workplace learning, communication training, and professional development programs to support effective collaboration and inclusive learning environments.

Digital Narratives and Student Identity: A Phenomenological Study of Generation Alpha in Education Hayati, Rifaatussalwa; Murtado, Dodo
Journal of Pedagogi Vol. 2 No. 3 (2025): Journal of Pedagogi - June
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/4mp9yd65

The dominance of digital technology in the lives of Generation Alpha has created fundamental changes in the way self-identity is formed, understood, and expressed. Since an early age, this generation has grown up in a digital environment filled with algorithms, social media, and online culture that is both interactive and performative. The digital narratives they consume and produce not only shape their self-representation, but also influence their cognitive, affective, and social structures. This study aims to examine in depth how digital narratives play a role in the process of identity formation of Generation Alpha students, especially in the context of education. Using a qualitative approach with a phenomenological method, this study involved junior high school students who actively use digital media as key participants. Data were collected through in-depth interviews, participant observation, and digital documentation, then analyzed using Moustakas' (1994) framework. The results of the study show that student identities develop fluidly, temporarily, and are often curated to meet social expectations in online spaces, which are not always in line with the norms of educational institutions. These findings highlight the need for adaptive, reflective, and empathetic pedagogical transformation, as well as the importance of critical digital literacy in guiding students to build authentic, healthy, and empowered identities amidst the complex challenges of the digital world

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