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All Journal JURNAL EDUCATION AND DEVELOPMENT Computer Science (CO-SCIENCE) Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Jurnal KALANDRA Etanic : Journal Of English Language Teaching And Applied Linguistics
Yulia Rizki Ramadhani
Universitas Graha Nusantara
Agriculture, Biological Sciences & Forestry Arts Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media

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Peningkatan Kemampuan Literasi Bahasa Inggris melalui Metode Bercerita Indonesian Folk Tales bagi Siswa Sekolah Dasar Yuswin Harputra; Yulia Rizki Ramadhani; Bismar Sibuea
KALANDRA Jurnal Pengabdian Kepada Masyarakat Vol 1 No 2 (2022): Maret
Publisher : Yayasan Kajian Riset Dan Pengembangan Radisi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55266/jurnalkalandra.v1i2.134

Abstract

Tujuan dari pelaksanaan Pengabdian kepada Masyarakat ini adalah memberikan peningkatan keterampilan berbahasa Inggris dengan metode bercerita Indonesian Folk Tales bagi Siswa Sekolah Dasar Negeri No. 200405 Padangsidimpuan sehingga siswa dapat terampil bahasa Inggris dengan kemampuan bercerita. Metode yang digunakan dalam kegiatan ini adalah penyampaian materi dan storytelling perform. Evaluasi dilaksanakan sebelum, selama, dan setelah kegiatan pengabdian berlangsung dengan bentuk observasi. Hasil yang diharapkan dari pengabdian ini adalah meningkatnya keterampilan berbahasa Inggris bagi siswa, yaitu mampu memahami teks Bahasa inggris dan mampu bercerita Indonesian Folk Tales dalam bahasa Inggris
Kemampuan Membaca Kritis dalam Kurikulum Pendidikan di Turki dan Indonesia: Sebuah Analisis Perbandingan Yulia Rizki Ramadhani; Azwar Ananda; Nurhizrah Gistituati; Rusdinal Rusdinal; Yuswin Harputra
JURNAL EDUCATION AND DEVELOPMENT Vol 12 No 1 (2024): Vol 12 No 1 Januari 2024
Publisher : Institut Pendidikan Tapanuli Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37081/ed.v12i1.5311

Abstract

This study compares the Turkish and Indonesian education curricula regarding critical reading skills. Critical reading is important for understanding and evaluating texts critically, rationally, and reflectively. In this study, data was collected from both countries to compare their critical reading skills using the comparative descriptive method. The Turkish Language Curriculum (TLCC) has a teaching hierarchy that allows for gradually developing reading skills according to grade level. The focus is on higher-order thinking skills such as classifying, interpreting, critiquing, and evaluating texts. TLCC teaches reading strategies, identifying main ideas, and evaluating media texts. In Indonesia, the Merdeka Curriculum emphasizes critical and creative thinking in reading learning. The approach is student-centered and actively engages students in the learning process. It also focuses on developing creativity, scientific reasoning, reflection, and applying Pancasila values. In conclusion, TLCC provides a gradual teaching structure and focuses on higher-order thinking skills, while the Merdeka Curriculum in Indonesia encourages critical and creative thinking in broader learning. It is recommended to improve student feedback, use diverse reading materials, and integrate concrete steps in developing reading skills with critical and creative thinking.
Enhancing Creative Agency in Poetry Translation: Integrating Project-Based Learning and Digital Mediation Elissa Evawani Tambunan; Yusra Fadillah; Elissa Evawani Tambunan; Yusra Fadillah; Yulia Rizki Ramadhani
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 6 No. 4 (2026)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065.v6.i4.2026.3

Abstract

Translation courses in EFL higher education often prioritize linguistic accuracy over creative expression, limiting students' agency and digital skills in poetry translation. This study aims to develop and evaluate a Project-Based Learning (PjBL) model integrated with digital media to enhance creativity among sixth-semester English Education students. Using a quasi-experimental mixed-methods design with 22 participants, pre- and post-intervention performance-based creativity tests assessed fluency, originality, flexibility, and elaboration; observation checklists tracked collaboration and engagement; and semi-structured interviews captured student perceptions. Quantitative data underwent paired-sample t-test analysis, while qualitative data received thematic analysis. Results revealed significant creativity gains (mean score rising from 60.9 to 79.2, p < 0.05), with originality improving most prominently; observations confirmed high digital tool use and teamwork; interviews highlighted boosted motivation and confidence. Integrating PjBL and digital media proves effective for fostering creative agency, digital literacy, and higher-order thinking in EFL translation pedagogy.
Beyond Compliance: Washback Dynamics of Embedded Assessment Practices in Flipped Learning Environments Among EFL Undergraduates Tinur Rahmawati Harahap; Yulia Rizki Ramadhani; Tinur Rahmawati Harahap; Yulia Rizki Ramadhani; Rosni Harahap
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 6 No. 10 (2026)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065.v6.i10.2026.12

Abstract

Flipped learning has transformed higher education through frequent embedded assessment; however, limited research has examined its washback effects on students’ learning behavior. This study investigated positive and negative washback perceptions among undergraduate students in a flipped English as a Foreign Language (EFL) program and introduced the concept of a high-density washback environment (HDWE). A sequential explanatory mixed-methods design was employed. Quantitative data were collected from 60 undergraduate students at a public university in North Sumatra, Indonesia, using a validated 14-item Washback Perception Questionnaire and analyzed through descriptive statistics, paired-samples t-tests, and PLS-SEM confirmatory composite analysis. Qualitative data were obtained through semi-structured interviews and one focus group discussion involving six participants and analyzed using Reflexive Thematic Analysis. Positive washback was perceived at a high level and significantly exceeded moderate negative washback. Three qualitative themes emerged: self-regulated learning through pre-class assessment, cumulative assessment burden, and strategic compliance as ambivalent washback. The findings indicate that flipped learning assessment generally promotes positive learning behavior, although some responses reflect peer-mediated surface preparation rather than deep independent learning. The study proposes ambivalent washback as a distinct theoretical category and highlights assessment scheduling and instructional transparency as key factors influencing washback quality.
Pemberdayaan Guru Dalam Mengembangkan Pembelajaran Bahasa Inggris Berbasis Indonesian Folk Tales Untuk Penguatan Literasi Siswa SMP Yulia Rizki Ramadhani; Yuswin Harputra; Elissa Evawani Tambunan
KALANDRA Jurnal Pengabdian Kepada Masyarakat Vol 5 No 4 (2026): Juli
Publisher : Yayasan Kajian Riset Dan Pengembangan Radisi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55266/kalandra.v5i4.678

Abstract

Kegiatan pengabdian kepada masyarakat ini dilatarbelakangi oleh keterbatasan kemampuan guru Bahasa Inggris di SMP Negeri 4 Angkola Timur dalam mengembangkan bahan ajar yang kontekstual dan mampu menumbuhkan minat baca serta literasi siswa. Padahal, cerita rakyat Indonesia (Indonesian folk tales) memiliki potensi besar sebagai sumber materi pembelajaran Bahasa Inggris yang dekat dengan budaya siswa sekaligus efektif untuk penguatan literasi. Tim dosen Universitas Graha Nusantara (UGN) menyelenggarakan kegiatan pemberdayaan bagi 13 guru SMP Negeri 4 Angkola Timur melalui pelatihan dan pendampingan pengembangan pembelajaran Bahasa Inggris berbasis Indonesian folk tales. Metode pelaksanaan berupa pelatihan, diskusi, dan pendampingan penyusunan bahan ajar, meliputi pemilihan dan adaptasi cerita rakyat, pengembangan media pembelajaran, teknik storytelling dan reading aloud, integrasi empat keterampilan berbahasa, serta penyusunan asesmen literasi berbasis cerita rakyat. Hasil kegiatan menunjukkan peningkatan pemahaman dan keterampilan guru dalam merancang pembelajaran Bahasa Inggris yang inovatif dan kontekstual, serta komitmen guru untuk menerapkan bahan ajar berbasis folk tales di kelas guna mendukung penguatan literasi siswa SMP Negeri 4 Angkola Timur.
Design and Development of IdentifiKu: A Web-Based Diagnostic Model for Differentiated Learning Muhammad Noor Hasan Siregar; Yulia Rizki Ramadhani; Yusra Fadhillah; Yoviansyah Rizki Pratama
Computer Science (CO-SCIENCE) Vol. 6 No. 1 (2026): January 2026
Publisher : LPPM Universitas Bina Sarana Informatika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31294/co-science.v6i1.9762

Abstract

This study aims to develop and evaluate IdentifiKu, a web-based diagnostic assessment platform designed to support differentiated learning within the Kurikulum Merdeka framework in Indonesia. Specifically, the research seeks to bridge the gap in existing assessment platforms that predominantly focus on cognitive dimensions by integrating cognitive and non-cognitive domains—learning styles, personality traits, and multiple intelligences—into a unified scoring model. The platform was developed using a Design and Development Research (DDR) approach combined with the Waterfall Software Development Life Cycle (SDLC), encompassing requirements analysis, system design, implementation, testing, and deployment. The architecture adopts a three-tier client–server model, with a Laravel-based application layer and a MySQL database optimized to the third normal form. Performance evaluation involved functional testing and user feedback from twelve teachers across diverse subject areas. Quantitative results indicated that the system met or exceeded all operational benchmarks, including an average page load time of 2.4 seconds, 99.8% uptime, 100% scoring accuracy, and a System Usability Scale (SUS) score of 85.3. Teachers reported that the platform’s comprehensive learner profiles facilitated targeted instructional strategies, improved student engagement, and streamlined assessment processes. This research contributes a scalable, pedagogically aligned model for integrating multidimensional diagnostics into differentiated learning practices, which may be adapted to other educational contexts to enhance data-driven instruction.
The Relationship Between Reading Interest And Reading Literacy In Indonesian Folk Tales-Based English Learning Yuswin Harputra; Yulia Rizki Ramadhani
ETANIC Journal Of English Language Teaching And Applied Linguistics Vol 4 No 2 (2026)
Publisher : Yayasan Kajian Riset dan Pengembangan RADISI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55266/journaletanic.v4i2.679

Abstract

Reading interest is an important affective factor influencing students' reading literacy, yet evidence in Indonesian EFL contexts using local culture-based materials remains limited. This study examined students' reading interest, English reading literacy, and the relationship between the two following Indonesian Folk Tales-based English learning. A quantitative correlational design was employed with 30 eighth-grade students of SMP Negeri 4 Angkola Timur selected through total sampling. Data were collected using a 22-item Reading Interest Questionnaire and a 35-item English Reading Literacy Test. Descriptive statistics, the Shapiro–Wilk normality test, and Pearson Product-Moment correlation were used for data analysis. The findings showed that students' reading interest was at a moderate-to-high level (M = 72.79%), while their English reading literacy was at a moderate level (M = 68.74%). Both variables were normally distributed (p > .05). Pearson correlation analysis revealed a significant moderate positive relationship between reading interest and English reading literacy (r = 0.497, p = 0.005), indicating that students with higher reading interest tended to achieve better reading literacy. These findings suggest that Indonesian Folk Tales-based learning can foster reading interest and support English reading literacy development. The study highlights the value of culturally relevant reading materials in promoting EFL literacy in Indonesian junior high schools.
Co-Authors Azwar Ananda Bismar Sibuea Elissa Evawani Tambunan Muhammad Noor Hasan Siregar Nurhizrah Gistituati Ramadhani, Yulia Rizki Rosni Harahap Rusdinal Rusdinal Tinur Rahmawati Harahap Tinur Rahmawati Harahap Yoviansyah Rizki Pratama Yusra Fadhillah Yusra Fadillah Yusra Fadillah Yuswin Harputra