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All Journal Jurnal Review Pendidikan dan Pengajaran (JRPP) Al Khidma: Jurnal Pengabdian Masyarakat AKSIOMA : Jurnal Sains Ekonomi dan Edukasi JLE: Journal of Literate of English Education Study Program
Sari, Khoiriya
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Religion Humanities Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Other

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Pengembangan Peserta Didik Dan Kurikulum PAI di Sekolah Umum Daulai, Afrahul Fadhila; Situmorang, Jauharah Jilan; Afifah, Nabila Yun; Sari, Khoiriya; Hizbullah, Gilang; Zulkarnain, Zulkarnain
Al Khidma: Jurnal Pengabdian Masyarakat Al Khidma Vol. 2 No. 2 Juli 2022
Publisher : Sekolah Tinggi Ilmu Al-Qur'an (STIQ) Amuntai Kalimantan Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35931/ak.v2i2.1288

Abstract

Undang-undang Pendidikan Nasional, terdapat 4 pasal dan 10 ayat yang berbicara tentang kurikulum, yaitu: Pasal 36 ayat 3, yaitu: kurikulum disusun sesuai dengan jenjang pendidikan dalam kerangka Negara Kesatuan Republik Indonesia dengan memperhatikan: Meningkatkan Iman dan Kesalehan; Meningkatnya Akhlak Mulia; Peningkatan Potensi, Kecerdasan, dan Minat Siswa; Keanekaragaman Potensi Daerah dan Lingkungan; Dan tuntutan Pembangunan Daerah Nasional; Tuntutan tempat kerja; Perkembangan Ilmu Pengetahuan, Teknologi, dan Seni; Agama; Dinamika Perkembangan Global; Dan Persatuan Bangsa dan Nilai Kebangsaan. Pendidikan Nasional berfungsi untuk mengembangkan kemampuan dan pembentukan watak serta peradaban bangsa yang bermartabat dalam rangka mencerdaskan kehidupan bangsa, ditujukan untuk berkembangnya potensi peserta didik agar menjadi manusia yang beriman dan bertakwa kepada Tuhan Yang Maha Esa, berakhlak mulia, sehat, berilmu, terampil, kreatif, mandiri dan menjadi warga negara yang demokratis serta bertanggung jawab, salah satunya melalui Pendidikan Agama Islam.
Stimuler Application for Speaking Class: Senior High School Students’ Experiences Sari, Khoiriya; Rahman, Benni Ichsanda
JLE: Journal of Literate of English Education Study Program Vol 6 No 1 (2025): Volume 6 Number 1 July 2025
Publisher : Universitas Islam Ahmad Dahlan (UIAD)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47435/jle.v6i1.4051

Abstract

This study investigates the experiences and opinions of senior high school students who use the Stimuler application to enhance their English-speaking abilities. Digital resources such as Stimuler provide dynamic and captivating methods for practicing speaking as technology continues to influence language acquisition. The study focuses on the way in which students believe the app improves their motivation, confidence, and fluency. 26 North Sumatra senior high school students who have used the Stimuler app in their speaking classes are the subjects of this qualitative case study. Thematic analysis was used to examine the data that was gathered through questionnaires, semi-structured interviews, and classroom observations. The results prove that most students thought the Stimuler app helped them feel less anxious and enjoy speaking practice. Students' participation increased as a result of the application gamification features and real-time feedback, which enhanced their speaking abilities Nonetheless, certain obstacles were noted, including problems with internet access and comprehension of specific app functionalities. These results are consistent with Krashen's Affective Filter Hypothesis, which stresses the value of a low-anxiety learning environment, and Vygotsky's Constructivist Theory, which emphasizes the role of interactive tools in language learning. This study shows that the Stimuler application is a useful resource for improving students' speaking abilities, despite certain drawbacks. Enhancements like offline access and more lucid instructional guidance The findings suggest improvements such as offline access and clearer instructional support to enhance the app’s effectiveness. Future studies could examine the app's long-term effects on speaking ability as well as its use in various educational settings.
DAMPAK KEKERASAN VERBAL GURU TERAHDAP MOTIVASI BELAJAR SISWA : STUDI KASUS DI SEKOLAH MENNENGAH PERTAMA Napitupulu, Maya Farhanna; Susanti, Eka; Yasmin, Feby Annisa; Wani, Anis Syafa; Sambas, Ela Carmelia Mukti; Natasya, Azzahra; Hasanah, Nur; Julaika, Siti; Gani, Liyundzira Fikroh; Rahmadhani, Putri Rizki; Sari, Khoiriya; Situmorang, Jauharah Jilan; Khairani, Rizki Putri Yunisa; Srg, Durrah Mawaddah
Jurnal Review Pendidikan dan Pengajaran Vol. 7 No. 3 (2024): Volume 7 No 3 Tahun 2024
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jrpp.v7i3.29404

Abstract

Kekerasan verbal guru terhadap siswa telah menjadi perhatian utama dalam konteks pendidikan, karena dapat memiliki dampak yang merugikan terhadap motivasi belajar siswa. Penelitian ini bertujuan untuk menyelidiki dampak kekerasan verbal guru terhadap motivasi belajar siswa di sekolah menengah pertama, serta untuk mengeksplorasi faktor-faktor penengah yang memoderasi hubungan tersebut. Metode penelitian yang digunakan adalah studi kasus dengan pendekatan kualitatif. Data dikumpulkan melalui kuesioner motivasi belajar, wawancara dengan siswa dan guru, serta observasi di kelas. Hasil analisis data menunjukkan bahwa siswa yang menjadi korban kekerasan verbal cenderung mengalami penurunan motivasi belajar, minat terhadap pelajaran, dan kepercayaan diri dalam konteks akademis. Faktor-faktor penengah seperti dukungan sosial dan kualitas hubungan guru-siswa juga memainkan peran dalam mengurangi dampak negatif kekerasan verbal. Kesimpulannya, temuan ini menekankan pentingnya tindakan preventif dan intervensi yang efektif untuk mencegah dan mengatasi kekerasan verbal di sekolah, serta pentingnya menciptakan lingkungan belajar yang mendukung dan memotivasi bagi perkembangan siswa.
Exploring Student Awareness of Sentence Construction: The Role of Misplaced Words and Phrases in One-Clause Sentences Julaika, Siti; Hasanah, Nur; Aswatdi, Hazhar; Sari, Khoiriya; Gani, Liyundzira Fikroh; Ismahani, Siti
AKSIOMA : Jurnal Sains Ekonomi dan Edukasi Vol. 2 No. 1 (2025): AKSIOMA : Jurnal Sains, Ekonomi dan Edukasi
Publisher : Lembaga Pendidikan dan Penelitian Manggala Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62335/mj5bjg98

Abstract

This research explores students' awareness of sentence construction, focusing on the role of misplaced words and phrases in one-clause sentences. This issue poses a significant challenge for English as a Foreign Language (EFL) learners, especially in Indonesia, where these errors often obscure meaning and hinder effective communication. This study uses a descriptive qualitative approach to understand how students realize common sentence construction errors, such as dangling and ambiguous modifiers. Through semi-structured interviews and classroom observations, it was found that mother tongue interference and inadequate teaching methods contribute to students' difficulties in accurate sentence construction. The findings suggest the need for a more focused teaching approach to improve students' understanding of correct sentence structure and to help them identify and correct errors independently.
Co-Authors Afifah, Nabila Yun Aswatdi, Hazhar Benni Ichsanda Rahman Hz Daulai, Afrahul Fadhila Eka Susanti Gani, Liyundzira Fikroh Hizbullah, Gilang Ismahani, Siti Julaika, Siti Khairani, Rizki Putri Yunisa Napitupulu, Maya Farhanna Natasya, Azzahra Nur Hasanah Rahmadhani, Putri Rizki Sambas, Ela Carmelia Mukti situmorang, Jauharah Jilan Srg, Durrah Mawaddah Wani, Anis Syafa Yasmin, Feby Annisa Zulkarnain Zulkarnain