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All Journal Jurnal Ilmiah Pendidikan Fisika JOURNAL OF SCIENCE AND SOCIAL RESEARCH YASIN: Jurnal Pendidikan dan Sosial Budaya Pustaka: Jurnal Bahasa dan Pendidikan Jurnal Motivasi Pendidikan dan Bahasa
Atmazaki Atmazaki
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Humanities Computer Science & IT Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Physics Social Sciences Other

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Pengaruh Metode Discovery Learning Berbantuan Media Infografik Terhadap Keterampilan Menulis Teks Prosedur Siswa Kelas VII SMP Negeri 2 Kota Pariaman Nurul Hany; Atmazaki Atmazaki
PUSTAKA: Jurnal Bahasa dan Pendidikan Vol. 3 No. 2 (2023): April : Jurnal Bahasa dan Pendidikan
Publisher : BADAN PENERBIT STIEPARI PRESS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56910/pustaka.v3i2.462

Abstract

Artikel ini ditulis untuk menjelaskan pengaruh metode pembelajaran discovery learning berbantuan infografik pada keterampilan menulis teks prosedur siswa kelas VII SMP Negeri 2 Pariaman. Data penelitian ini adalah skor hasil tes menulis teks prosedur tanpa menggunakan metode discovery learning berbantuan infografik dan dengan menggunakan metode discovery learning berbantuan infografik pada siswa kelas VII SMP Negeri 2 Pariaman. Berdasarkan hasil penelitian, dapat disimpulkan tiga poin sebagai berikut. Pertama, keterampilan menulis teks prosedur siswa kelas VII SMP Negeri 2 Pariaman tanpa menggunakan metode discovery learning berbantuan infografik berada pada kualifikasi "Lebih dari Cukup" (LdC). Kedua, keterampilan menulis teks prosedur siswa kelas VII SMP Negeri 2 Pariaman menggunakan metode discovery learning berbantuan infografik berada pada kualifikasi "Baik" (B). Ketiga, berdasarkan hasil uji-t, hipotesis alternatif (H1) diterima pada tingkat signifikansi 95% dan derajat kebebasan (dk) = n1 + n2 - 2 untuk thitung > ttabel (0,671 > 0,182). Dengan kata lain, keterampilan menulis teks prosedur siswa kelas VII SMP Negeri 2 Pariaman menggunakan metode pembelajaran discovery learning berbantuan infografik lebih baik daripada tanpa menggunakan metode pembelajaran discovery learning melalui infografis.
Pengaruh Model Pembelajaran Kooperatif Tipe Jigsaw Terhadap Keterampilan Menulis Teks Resensi Siswa Kelas XI MAN 2 Kota Padang Nurul Fitri; Atmazaki Atmazaki
Jurnal Motivasi Pendidikan dan Bahasa Vol. 1 No. 2 (2023): Juni : Jurnal Motivasi Pendidikan dan Bahasa
Publisher : Lembaga Pengembangan Kinerja Dosen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59581/jmpb-widyakarya.v1i2.245

Abstract

This study aims to describe the effect of using the jigsaw cooperative learning model on the writing skills of review texts of class XI MAN 2 Padang City students. This type of research is quantitative with experimental methods. The research design used was The Posttest Only Control Group Design. The study population was class XI MAN 2 Padang City using a purposive sampling technique for sampling. The selected sample consists of two classes, namely the experimental class and the control class. The data in this study were scores of students' review text writing skills in class XI MAN 2 Padang City using the jigsaw cooperative learning model and conventional learning models. The research instrument is a performance test. Based on the results of data management, it shows that the average value of students using the jigsaw cooperative learning model is 85.42 while the average value of students using the conventional method is 73.50. The results of the hypothesis test show that tcount > ttable (6.09 > 1.68). Thus, it shows that the jigsaw type cooperative learning model is better than using conventional methods.
Validity of Assessment Instruments for Evaluating the Feasibility of Developing an Integrated STEM Inquiry Model in 21st-Century Education Isnaini Isnaini; Atmazaki Atmazaki; Yuni Ahda; Suci Fajrina
Jurnal Ilmiah Pendidikan Fisika Vol 9, No 2 (2025): JUNE 2025
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jipf.v9i2.15396

Abstract

The validity of assessment instruments is a crucial element in educational research, particularly in evaluating the success of a learning model. In developing an integrated STEM inquiry learning model, it is necessary first to validate the assessment instruments to ensure they can effectively measure the desired learning outcomes, including both academic knowledge and the 21st-century skills developed by students. This study evaluates the validity of the instruments used to assess the feasibility of the integrated STEM inquiry model, which includes the model book, teacher's book, student's book, and a 21st-century skills assessment instrument. The instruments were validated through expert judgment involving three validators: an educational expert in evaluation, a STEM curriculum developer, and a language and communication practitioner. The instruments were assessed using a five-point Likert scale, and the data were analyzed using descriptive statistics to determine content, construct, and criterion validity. The results show that the 21st-century skills instrument scored 0.89, the model book scored 0.84, the student book scored 0.87, and the teacher book scored 0.86, all falling into the very high validity category. These findings indicate that the instruments are appropriate and reliable for measuring both academic competencies and essential 21st-century skills such as problem-solving, creativity, and collaboration. The study concludes that employing valid assessment instruments is essential for the effective implementation of the integrated STEM inquiry model and for ensuring its success in fostering the holistic development of students. The findings also highlight the importance of instrument validation in educational settings to ensure that learning models achieve their intended outcomes and prepare students for future challenges.
NEGOSIASI DAN KOLABORASI IDE SEBAGAI STRATEGI PENYUSNAN KERANGKA BERPIKIR BERBASIS PROJEK DALAM MENULIS CERPEN Rina Hayati Maulidiah; Atmazaki Atmazaki; Yenni Hayati
JOURNAL OF SCIENCE AND SOCIAL RESEARCH Vol. 7 No. 4 (2024): November 2024
Publisher : Smart Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54314/jssr.v7i4.5283

Abstract

Abstract: This study aims to describe the negotiation and collaboration strategies of ideas in developing project-based frameworks as an effort to improve creativity and short story writing skills. The research method used is a descriptive qualitative approach with the Project-Based Learning (PjBL) model. The research subjects consisted of language education students taking the Fictional Prose Appreciation course. Data collection techniques were carried out through observation of the learning process, interviews, and document analysis of short story framework results. The results of the study indicate that negotiation of ideas plays an important role in building understanding among group members regarding the storyline, characters, and themes, while collaboration of ideas allows the integration of various perspectives to enrich the short story content. The implementation of these two strategies has been shown to increase engagement, shared responsibility, and more original work results. Thus, negotiation and collaboration of ideas can be used as effective strategies in developing project-based writing skills, especially short story writingKeywords: Negotiation, Collaboration, Thinking Framework, Project-Based Learning, Short Story Writing Abstrak: Penelitian ini bertujuan untuk mendeskripsikan strategi negosiasi dan kolaborasi ide dalam penyusunan kerangka berpikir berbasis projek sebagai upaya meningkatkan kreativitas dan keterampilan menulis cerpen. Metode penelitian yang digunakan adalah pendekatan kualitatif deskriptif dengan model Project-Based Learning (PjBL). Subjek penelitian terdiri atas mahasiswa program studi pendidikan bahasa yang mengikuti mata kuliah Apresiasi Prosa Fiksi. Teknik pengumpulan data dilakukan melalui observasi proses pembelajaran, wawancara, dan analisis dokumen hasil kerangka cerpen. Hasil penelitian menunjukkan bahwa negosiasi ide berperan penting dalam membangun kesepahaman antaranggota kelompok mengenai alur cerita, karakter, dan tema, sementara kolaborasi ide memungkinkan penggabungan berbagai perspektif untuk memperkaya konten cerpen. Penerapan kedua strategi ini terbukti meningkatkan keterlibatan, tanggung jawab bersama, dan hasil karya yang lebih orisinal. Dengan demikian, negosiasi dan kolaborasi ide dapat dijadikan strategi efektif dalam pengembangan kemampuan menulis berbasis projek khususnya menulis cerpen.Kata Kunci: Negosiasi, Kolaborasi, Kerangka Berpikir, Pembelajaran Berbasis Projek, Menulis Cerpen
Pengaruh Model Discovery Learning terhadap Keterampilan Menulis Teks Laporan Hasil Observasi Agustia Maharani Putri; Atmazaki Atmazaki
YASIN Vol 3 No 3 (2023): YASIN: Jurnal Pendidikan dan Sosial Budaya
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/yasin.v3i3.1144

Abstract

The fundamental background of this study is that researchers want to pilot the use of discovery learning models, whether discovery learning models can be an effective alternative in closing the weaknesses of models that have been used before or vice versa. This study was conducted with the aim of determining the effect of the discovery learning model on the text writing skills of observation reports of grade VII students of SMP Negeri 24 Padang. Thisstudy researchers used experimental research methods to reveal cause-and-effect relationships with hypotheses. This research uses a research design or design in the form of one group pretest-posttest design. The population in this study is grade VII students of SMP Negeri 24 Padang who are registered for 2022-2023 which amounts to 254. Based on data analysis and previous discussions, several results can be presented. First, the skill of writing the text of the observation report of grade VII students of SMP Negeri 24 Padang before using the discovery learning model obtained a number of 66.38 with a classification of "More than Enough". Second, the skill of writing the text of the observation report of grade VII students of SMP Negeri 24 Padang after using the discovery learning model obtained an average score of 87.99 with a classification of "Very Good". Third, there is a significant influence in the use of the discovery learning model on the ability to write text reports of observations of grade VII students of SMP Negeri 24 Padang. This is evidenced by the increase in the average score of writing the text of student observation reports before and after using the discovery learning model. Based on the results of the t-test, it was concluded that there was a significant influence in the use of the discovery learning model on the skill of writing the text of the observation report of grade VII students of SMP Negeri 24 Padang, because the significance value of the ≤ from the t-test table. Thus, accepted and rejected. So, there is a significant influence on the use of the discovery learning model in learning to write text reports of observations of grade VII students of SMP Negeri 24 Padang.
MENEPIS PRADUGA KESULITAN MENGIDENTIFIKASI UNSUR-UNSUR CERPEN BERBASIS PROYEK BERBANTU APLIKASI WORDWALL Rina Hayati Maulidiah; Atmazaki Atmazaki; Yenni Hayati
JOURNAL OF SCIENCE AND SOCIAL RESEARCH Vol. 6 No. 3 (2023): October 2023
Publisher : Smart Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54314/jssr.v6i3.5279

Abstract

Abstract: Literature learning, particularly in recognizing the elements of short stories, is often considered difficult by students. This explanation arises because the learning is still theoretical and does not provide space for real learning experiences. Project-based learning assisted by a wordwall application is an innovative alternative in Indonesian language learning to foster critical and creative thinking skills through real projects. This study aims to describe the effectiveness of identifying short story elements based on a project assisted by a wordwall application. The research method used is descriptive qualitative with data collection techniques through observation, distributing questionnaires, interviews, and documentation during the learning process. The results of the study indicate that identifying short story elements based on a project assisted by a wordwall application improves students' understanding of short story elements, such as theme, characters, plot, setting, and moral. In addition, students become more active, creative, and collaborative in learning activities. Thus, identifying short story elements based on a project assisted by a wordwall application is effective in overcoming the presumption of difficulty in learning short story elements.Keywords: Project-Based Learning, Identification of Short Story Elements, Wordwall Application  Abstrak: Pembelajaran sastra, khususnya dalam mengenal unsur-unsur cerpen, sering dianggap sulit oleh peserta didik. Penjelasan tersebut muncul karena pembelajaran masih bersifat teoritis dan kurang memberi ruang bagi pengalaman belajar yang nyata. Pembelajaran berbasis proyek berbantuan aplikasi wordwall menjadi alternatif inovatif dalam pembelajaran Bahasa Indonesia untuk menumbuhkan kemampuan berpikir kritis dan kreatif melalui proyek nyata. Penelitian ini bertujuan untuk mendeskripsikan efektivitas mengidentifikasi elemen-elemen cerpen berdasarkan proyek berbantuan aplikasi wordwall. Metode penelitian yang digunakan adalah deskriptif kualitatif dengan teknik pengumpulan data melalui observasi, penyebarab angket, wawancara, dan dokumentasi selama proses pembelajaran. Hasil penelitian menunjukkan bahwa mengidentifikasi unsur-unsur cerpen berbasis proyek berbantuan aplikasi wordwall meningkatkan pemahaman siswa terhadap unsur-unsur cerpen, seperti tema, tokoh, alur, latar, dan amanat. Selain itu, peserta didik menjadi lebih aktif, kreatif, dan kolaboratif dalam kegiatan pembelajaran. Dengan demikian, mengidentifikasi elemen-elemen cerpen berbasis proyek berbantuan aplikasi wordwall efektif digunakan untuk mengatasi praduga kesulitan dalam pembelajaran elemen-elemen cerpen.Kata Kunci: Pembelajaran Berbasis Proyek, Identifikasi unsur cerpen, Aplikasi wordwall
PENERAPAN LITERASI MEMBACA KARYA SASTRA TERHADAP KEMAMPUAN BERPIKIR KRITIS MAHASISWA DALAM MENENTUKAN TOPIK CERPEN Rina Hayati Maulidah; Atmazaki Atmazaki; Yenni Hayati
JOURNAL OF SCIENCE AND SOCIAL RESEARCH Vol. 5 No. 3 (2022): October 2022
Publisher : Smart Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54314/jssr.v5i3.5282

Abstract

Abstract: This study aims to analyze the effectiveness of applying literary reading literacy to improve students’ critical thinking skills in determining short story writing topics. The research employed a quasi- experimental approach using a Pretest–Posttest Control Group Design. The sample consisted of 56 sixth- semester students of the Indonesian Language and Literature Education program, divided into experimental and control groups. The experimental group received a four-week treatment consisting of structured literary reading activities, critical discussions, and reflective assignments. Research instruments included a critical thinking test, short story topic assessment rubric, and student perception questionnaire. The results indicated a significant improvement in the experimental group (M_pre = 58.4; M_post = 74.1; p < 0.001; Cohen’s d = 1.38), while the control group showed no significant change. The findings suggest that systematically integrating literary reading literacy enhances students’ analytical, evaluative, and reflective thinking abilities in developing original and relevant short story topics. The study recommends incorporating structured literary literacy activities into creative writing courses to foster critical, creative, and humanistic learners.Keywords: reading literacy, literary works, critical thinking, short story writing, literature learningAbstrak: Abstrak Penelitian ini bertujuan untuk menganalisis efektivitas penerapan literasi membaca karya sastra terhadap peningkatan kemampuan berpikir kritis mahasiswa dalam menentukan topik penulisan cerpen. Pendekatan penelitian yang digunakan adalah kuasi-eksperimental dengan desain Pretest–Posttest Control Group. Sampel terdiri atas 56 mahasiswa semester VI program studi Pendidikan Bahasa dan Sastra yang dibagi menjadi dua kelompok: eksperimen dan kontrol. Kelompok eksperimen menerima perlakuan berupa pembelajaran literasi membaca karya sastra dengan strategi pembacaan terstruktur, diskusi kritis, dan tugas reflektif selama empat minggu. Instrumen penelitian meliputi tes kemampuan berpikir kritis, rubrik penilaian topik cerpen, serta kuesioner persepsi mahasiswa. Hasil analisis menunjukkan peningkatan signifikan pada kelompok eksperimen (M_pre = 58,4; M_post = 74,1; p < 0,001; Cohen’s d = 1,38), sedangkan kelompok kontrol tidak menunjukkan perbedaan berarti. Temuan ini menunjukkan bahwa integrasi literasi membaca karya sastra secara sistematis dapat meningkatkan kemampuan berpikir analitis, evaluatif, dan reflektif mahasiswa dalam menentukan topik cerpen yang orisinal dan relevan. Penelitian ini merekomendasikan penguatan praktik literasi sastra dalam mata kuliah menulis kreatif untuk membangun mahasiswa yang kritis, kreatif, dan berwawasan humanistik.Kata Kunci: literasi membaca, cerpen, berpikir kritis, menentukan topik.
Co-Authors Agustia Maharani Putri Isnaini Isnaini Nurul Fitri Nurul Hany Rina Hayati Maulidah Rina Hayati Maulidiah SUCI FAJRINA Yenni Hayati Yuni Ahda