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All Journal Pendidikan Bahasa dan Sastra Indonesia Jurnal Bahasa dan Sastra Pendidikan Bahasa Indonesia Al Ishlah Jurnal Pendidikan KREDO : Jurnal Ilmiah Bahasa dan Sastra Dinamisia: Jurnal Pengabdian Kepada Masyarakat Pendas : Jurnah Ilmiah Pendidikan Dasar JURNAL PENDIDIKAN TAMBUSAI Ensiklopedia of Journal Pena Literasi Jurnal Sastra Indonesia Jurnal Bahasa Indonesia bagi Penutur Asing (JBIPA) Jurnal Pendidikan dan Konseling JESS (Journal of Education on Social Science) Didaktika: Jurnal Pemikiran Pendidikan Jurnal Pendidikan Metafora: Jurnal Pembelajaran Bahasa Dan Sastra Jurnal Disastri: Pendidikan Bahasa dan Sastra Indonesia AKSARA: Jurnal Bahasa dan Sastra Jurnal Riset Rumpun Ilmu Bahasa (JURRIBAH) AHKAM : Jurnal Hukum Islam dan Humaniora Innovative: Journal Of Social Science Research Indonesian Journal of Advanced Research (IJAR) Simpati: Jurnal Penelitian Pendidikan dan Bahasa INTERNATIONAL JOURNAL OF LANGUAGE PEDAGOGY Jurnal Motivasi Pendidikan dan Bahasa Dharma Acariya Nusantara: Jurnal Pendidikan, Bahasa dan Budaya Journal of Education Language and Innovation PAEDAGOGIE Glosains: Jurnal Sains Global Indonesia Pedagogy Review
Nursaid
Universitas Negeri Padang
Arts Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Public Health Social Sciences Other

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PENERAPAN MODEL PROBLEM BASED LEARNING (PBL) BERBANTUAN MEDIA AUDIOVISUAL DALAM PEMBELAJARAN KETERAMPILAN MENYIMAK PEMAHAMAN TEKS EKSPLANASI DI KELAS IX SMP NEGERI 7 PADANG Aspani, Claudya; Nursaid*, Nursaid; Indriyani, Vivi; Nofrahadi, Nofrahadi
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 2, Juni 2026 Release
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.46566

Abstract

This study aims to describe the implementation of the Problem Based Learning (PBL) model assisted by audiovisual media in teaching listening comprehension of explanation texts for ninth-grade students at SMP Negeri 7 Padang. The research employed a qualitative descriptive method to explore the stages of planning, implementation, and evaluation of the learning process. Data were collected through observation, interviews, documentation, and field notes. The findings reveal that the learning planning was relatively systematic, including the preparation of teaching modules, audiovisual media, and learning activities based on PBL syntax. The implementation stage showed that students were actively engaged in problem-solving activities through listening to explanation texts presented via audiovisual media. However, some limitations were found, particularly in the lack of detailed assessment rubrics and incomplete learning documents. In the evaluation stage, both process and outcome assessments indicated improved student engagement and better comprehension of explanation texts. Overall, the integration of PBL and audiovisual media contributed positively to supporting students’ listening comprehension, critical thinking, and active participation in learning.
Kontribusi Keterampilan Membaca Pemahaman terhadap Keterampilan Menulis Teks Deskripsi Siswa Kelas VII SMP Negeri 47 Padang Aisyah Noverani; Nursaid Nursaid; Afnita Afnita; Yulianti Rasyid
AHKAM Vol 5 No 2 (2026): JUNI
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/ahkam.v5i2.10089

Abstract

Reading comprehension skills play an important role in supporting students’ ability to write descriptive texts because writing activities require mastery of information, vocabulary, structure, and language accuracy. This study aims to describe descriptive text reading comprehension skills, describe descriptive text writing skills, and analyze the contribution of reading comprehension skills to descriptive text writing skills among seventh-grade students at SMP Negeri 47 Padang. This study used a quantitative approach with a descriptive method and correlational design. The study population consisted of 202 seventh-grade students in the 2024/2025 academic year, while the sample consisted of 42 students selected through proportional random sampling. Data were collected through an objective test to measure reading comprehension skills and a performance test to measure descriptive text writing skills. The data were analyzed using descriptive statistics, product-moment correlation, and the coefficient of determination. The results showed that reading comprehension skills were in the Good qualification category with an average score of 77.24, whereas descriptive text writing skills were in the More Than Adequate qualification category with an average score of 68.27. Reading comprehension skills contributed 58.22% to descriptive text writing skills. Thus, strengthening reading comprehension skills is an important aspect of descriptive text writing instruction because it contributes to improving students’ ability to understand, organize, and express information in writing.
Developing TPS- and PAKEM-Based Teaching Materials for Junior High School Students' Fairy Tale Listening Skills Nursaid Nursaid; Ridha Hasnul Ulya
KREDO : Jurnal Ilmiah Bahasa dan Sastra Vol. 10 No. 1 (2026): JURNAL KREDO VOL 10 NO 1 TAHUN 2026
Publisher : Universitas Muria Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24176/kredo.v10i1.17646

Abstract

This study aims to develop and evaluate teaching materials for listening skills in fairy tale texts that integrate the Think-Pair-Share (TPS) model and the PAKEM (Active, Creative, Effective, and Enjoyable Learning) approach to bridge the pedagogical gap in junior high schools. The research method uses an ADDIE-based research and development (R&D) model, involving 128 students and 12 Indonesian language teachers in Padang City as participants. Data were collected through test instruments, observations, and expert validation, then analyzed using a mixed-methods design with concurrent triangulation. The results show that the developed materials have very high validity (M > 97%), reliable instruments, and context-specific effectiveness (tcalc = 4.70 > tcrit = 1.70). The practicality of the materials also reached a high level with a PAKEM score of 84.36%, although the active learning aspect still requires optimization. It is concluded that the holistic synthesis of TPS and PAKEM produces a valid, effective, and practical listening instructional product in the tested classroom context. The implications of this research emphasize the urgency of providing "ready-to-use" materials as a pedagogical bridge for teachers, as well as the need for ongoing scaffolding to transform listening from a passive activity into an enjoyable, student-centered, socio-cognitive event.
The Effect of an Audio-Visual Media-Assisted Problem-Based Learning Model and Learning Motivation on the News Writing Skills of Seventh-Grade Students at SMPN 2 Sijunjung Sevri Ivo; Abdurahman; Nursaid; Tressyalina
Indonesian Journal of Advanced Research Vol. 5 No. 7 (2026): July 2026
Publisher : PT FORMOSA CENDEKIA GLOBAL

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55927/ijar.v5i7.16832

Abstract

The ability to write news texts is one of the essential competencies that junior high school students must master in Indonesian language learning. However, many students still experience difficulties in developing news elements, organizing news structures, and applying appropriate language conventions. This study aimed to examine the effect of Problem-Based Learning (PBL) assisted by audio-visual media and learning motivation on students’ news-writing skills. The research employed a quasi-experimental method using a nonequivalent control group design. The participants were seventh-grade students of SMP Negeri 2 Sijunjung, consisting of an experimental class taught through PBL assisted by audio-visual media and a control class taught using conventional instruction. Data were collected through news-writing performance tests and learning motivation questionnaires. The data were analyzed using independent sample t-tests and two-way ANOVA. The findings revealed that students who learned through PBL assisted by audio-visual media achieved better news-writing skills than those who received conventional instruction. Students with high learning motivation demonstrated higher achievement than students with low motivation. Furthermore, a significant interaction was found between the learning model and learning motivation in influencing students’ news-writing skills. These findings suggest that integrating PBL with audio-visual media can serve as an effective instructional strategy for improving students’ news-writing skills, particularly when supported by strong learning motivation.
AR Module Development for Reading Comprehension: An Ethno-Meaningful Learning Needs Analysis Atika Zikri; Afnita Afnita; Syahrul Ramadhan; Nursaid Nursaid
Glosains: Jurnal Sains Global Indonesia Vol. 7 No. 3 (2026): Glosains: Jurnal Sains Global Indonesia
Publisher : Sekolah Tinggi Agama Islam Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59784/glosains.v7i3.789

Abstract

Background: Indonesian students’ reading comprehension proficiency remains a critical challenge, as evidenced by Indonesia’s ranking of 71st among 81 participating countries and economies in PISA 2022, with a reading score of 359, substantially below the OECD average. Objective: This study presents a needs analysis as the foundational phase in developing an interactive augmented reality (AR) module based on Ethno-Meaningful Learning to improve senior high school students’ reading comprehension of observation report texts. Methods: Using a descriptive qualitative approach, data were collected through questionnaires, interviews, and document analysis involving nine Indonesian language teachers and 34 students at SMA Pembangunan Padang. Results: The results reveal significant gaps between current learning conditions and ideal learning requirements: (1) 88.9% of teachers still rely on conventional, text-based instruction; (2) 82.5% of students find reading lessons unmotivating; (3) 94.1% of students have never experienced AR-based learning; and (4) 100% of teachers confirmed the absence of interactive digital modules integrating local Minangkabau culture. A gap analysis across five dimensions (methods, media, content, technology, and literacy) confirms the urgent need for an innovative, culturally grounded, and technology-enabled learning solution. Conclusion: These findings substantiate the need to develop an interactive AR-based module that integrates Ethno-Meaningful Learning principles to enhance students’ literal, inferential, and critical comprehension of observation report texts. This study contributes a culturally grounded and empirically validated framework for developing AR-based reading modules, thereby advancing the integration of ethnopedagogy and educational technology into Indonesian language instruction.
Developing A Dialogic Digital Reading Learning Environment For Indonesian Literacy: Evidence From Annotation, Discussion, and Comprehension Traces Nursaid Nursaid; Mohamad Hafrison; Muhammad Ismail Nasution; Bima Mhd Ghaluh
Pedagogy Review Vol 5, No 3 (2026): Pedagogy Review
Publisher : Institute of Multidisciplinary Research and Community Service

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61436/pedrev/v5i3.pp301-317

Abstract

Digital reading environments make students' reading processes more visible because they capture annotations, discussion posts, comprehension attempts, and activity logs. However, these traces are often reduced to participation totals rather than used to inform the design of reading pedagogy. This study developed and evaluated a dialogic digital reading learning environment for Indonesian literacy. Using a design-based mixed-methods approach, 100 undergraduate students engaged with genre-based Indonesian texts over six weeks through interactive annotation, threaded discussion, audio support, and comprehension practice. The dataset comprised 1,842 annotations, 1,126 discussion comments, pretest and posttest reading comprehension scores, platform activity logs, and 20 follow-up interviews. The learning environment was organized around five dialogic engagement dimensions: text-grounded noticing, inferential linking, evaluative stance, dialogic uptake, and metacognitive reflection.  Coding showed strong interrater reliability (Cohen's kappa = .86). Reading comprehension increased from pretest (M = 69.84, SD = 9.18) to posttest (M = 83.72, SD = 7.64), t(99) = 15.99, p .001, with a repeated-measures effect size of dz = 1.60. Dialogic uptake and inferential linking were the strongest predictors of comprehension gain, and the regression model explained 65% of the variance. Interview findings indicated that annotations helped students locate textual difficulty, discussion threads supported peer-mediated interpretation, and comprehension tasks prompted students to return to the text rather than respond superficially. The study offers a pedagogical model for designing Indonesian digital reading environments as social, reflective, and evidence-informed learning spaces. Keywords: Digital reading, Dialogic engagement, Learning environment, Social annotation; Indonesian literacy.
Co-Authors . Ermanto Abdurahman . Afnita Afnita Ahmed, Fareed Hussein Aisyah Noverani Amelia Juanda Andria Catri Tamsin Andriani, Dini Anggi Trinanda Harahap Annisa Nurul Rahma Annisa Nurul Rahma Arini, Hilda Arma Putri, Delsy Aspani, Claudya Atika Zikri Atmazaki Atmazaki Ayu Gustia Ningsih Azahri, Putri Salsabila Bima Mhd Ghaluh Caprita, Putri Siltya Chintia Chintia, Chintia Claudhea Detrial Enjelina Claudhea Enjelina Detrial Desriana, Nana Detrial, Claudhea Enjelina Deviani, Elsa Dewi Anggraini Eliza Daniati Ellya Ratna Elvianto, Suci Emidar Emidar Ena Noveria Eni Yunita, Erima Erina Novita Erizal Gani Ermawati Arief Febriyan, Reyvany Finasti, Anugrah Anggun Fitra, Zahratul Guci, Ira Gulo, Rika Zuwita Hafrison, Mohammad Hafrison, Mohammad Hakim, Arif Hartendi, Bayu Hartini Julianti, Seri Intan Permatasari Irfani Basri Kartika, Bella Khairun Nisa Kharomah, Wahidiana Siti Kurniawan Kurniawan Laksono Trisnantoro Liana Diastiti Lisa Silvia Sari Lutfiana Mayang Sumarti Makrina, Tatyana Antolyevna Marisa, Winda Marlini Marzni Mohamed Mokhtar Maya Rianti Melani Zuhrotul Jannah Melza Marta Mohd. Hafrison Muhammad Ismail Nasution Muhammad Rizki Mustika, Delfitria Mutia, Puput Nasri Mega Nelly Afrianti Nensi Briliana Putri Ngusman Ngusman Nofrahadi, Nofrahadi Novita, Erina Novita, Yossy Sri Nurhayati Nurhayati Nurul Suryani Nurul Suryani Oktavia, Afni Ondia Vortixa Purwitasari, Tiara Putri Azizah, Aulia Rahma, Affifatul Rahma, Annisa Nurul Rahman, Aida Fitri Rahmayani, Rizka Dwi Rahmi, Dwi Indah Gusti Rahmiyyatul Husna Ramadansyah Ramadansyah Ramadhan, Fauzi Ramadhani, Gusma Suci Ramizal, Angela Rangga Tina R.Q. Rezia Delfiza Febriani Ridanta, Silvia Ridha Hasnul Ulya Rifera Listianda Rika Yulianda Salihin Salihin Salmeliani, Rina Sari, Wike Perdana Setiawati, Fenny Wulandari Sevri Ivo Silvia Aprilisma Sinta Yulianti Siska Suriyani Sufi Rizalda Suhaili, Samsudin Suryani, Nurul Syafitri, Rosa Andria Syafrina, Dewi Syahrul R, Syahrul Syahrul R. Tanjung, Jaka Ernasdi Tia Putriana Tika Andriani Titiek Fujita Yusandra Tressyalina Tressyalina Utami, Vebby Novedra Vebby Novedra Utami Vebby Novedra Utami Vivi Indriyani Wati, Seprina Witty Fadhila Wulan, Wulan Yasnur Asri Yodeska, Yolla Karchia Yoelia Agustin Yulia Kartika Yulianti Rasyid Zulfikarni Zulfikarni