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All Journal Jurnal Al Bayan: Jurnal Jurusan Pendidikan Bahasa Arab Journal of Innovation and Research in Primary Education Jurnal Wicara Desa
Armini, Armini
Unknown Affiliation
Agriculture, Biological Sciences & Forestry Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Mathematics Public Health Social Sciences Other

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SOSIALISASI PENGENDALIAN HAMA DAN PENYAKIT TANAMAN CABAI DI DESA KWANG RUNDUN KABUPATEN LOMBOK TIMUR Aufa Harman, Carlen; Armini, Armini; Januardo, Bryan; Ainun, Muh; Handayani, Ayudina; Nadia, Nadia; Aditya Prayoga, Muhammad; Nadiva Alivia, Baiq; Aini, Qurrotul; Anggun Nadila, Fuji; Wahyu Wiriasto, Giri
Jurnal Wicara Vol 3 No 1 (2025): Jurnal Wicara Desa
Publisher : Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/wicara.v3i1.6763

Abstract

Chilli is one of the most widely cultivated crops in the NTB region, including in Kwang Rundun Village, East Lombok Regency. Farmers' understanding of pest and disease control is needed to improve the quality, quantity and production of chilli. The socialisation of pest and disease control in chilli plants is a form of student contribution in introducing and providing an understanding of pest and disease control in chilli plants. The method of activities carried out in community service has three stages, namely the observation stage, the discussion stage, and the socialisation stage. The farmers gained a thorough understanding of chilli cultivation starting from the seed selection process, how to control pests and diseases to the harvest process. It is hoped that socialisation activities can be held again with different types of cultivated plants because farmers in Kwang Rundun Village do not only cultivate chilli plants.
Audiolingual Method in Arabic Learning Ritonga, Mahyudin; Armini, Armini; Julhadi, Julhadi; Rambe, Muslim Hasonangan; Jaffar, Mohammad Najib
Jurnal Al Bayan : Jurnal Jurusan Pendidikan Bahasa Arab Vol 15 No 1 (2023): Jurnal Al Bayan: Jurnal Jurusan Pendidikan Bahasa Arab
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/albayan.v15i1.15449

Abstract

Learning methods have an important position in achieving learning objectives. One of the reasons for the slow achievement of the goals that have been set is the inaccuracy in choosing the method. The Audiolingual method as applied by Arabic learning practitioners has been able to improve the quality of Arabic learning processes and outcomes. Therefore, this article explains, reveals, and analyzes in depth the Audiolingual method in theory and practice. The research was conducted with a qualitative approach. Research data were collected from library sources relevant to the research theme. The research data were analyzed in terms of content analysis by comparing various opinions of experts, the researcher concludes by determining the position among the existing opinions.  The result of the research is the Audiolingual method, which is a language learning method that emphasizes understanding what is listened to. This method emerged based on the behaviorism approach. In practice, the Audiolingual method is equipped with exercises on sentence patterns that aim to improve student's communication skills. The findings can be further developed by further researchers by examining the use of the Audiolingual method in various educational institutions through action, development, or research in the form of evaluation.
Enhancing Early Reading Skills in Students with Intellectual Disabilities: The Effectiveness of Contextual Learning-Based Interactive Animation Media Armini, Armini; Purwanta, Edi
Journal of Innovation and Research in Primary Education Vol. 4 No. 3 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v4i3.1909

Abstract

Students with intellectual disabilities face significant challenges in early reading acquisition, requiring specialized instructional approaches that address their unique learning needs. This study investigated the effectiveness of contextual learning-based interactive animation media in improving early reading skills among first-grade students with intellectual disabilities. A quasi-experimental design was employed with three first-grade students with intellectual disabilities at SD Negeri 004 Sangkulirang, Indonesia. Participants completed pretest and posttest assessments measuring five reading components: letter pronunciation, syllable formation, word construction, simple word reading, and short sentence reading (maximum score: 80 points). A contextual learning-based interactive animation intervention was implemented, featuring familiar daily life contexts and interactive elements. Student experiences were assessed through questionnaires using 5-point Likert scales. Data analysis included descriptive statistics and prerequisite assumption testing. All participants demonstrated substantial and consistent improvements, achieving identical 25-point gains between pretest and posttest measurements. Mean scores increased from 40.0 to 65.0 points, representing a 62.5% improvement in overall reading performance. Student questionnaire responses indicated high satisfaction with interactive elements (mean: 12.0), content relevance to daily life (mean: 11.3), and visual/audio appeal (mean: 11.0). Statistical prerequisite tests confirmed data normality and homogeneity assumptions. The uniform improvement pattern demonstrates that contextual learning-based interactive animation media effectively addresses reading acquisition challenges in students with intellectual disabilities. The intervention's success stems from its integration of familiar contextual content, multi-modal presentation, and interactive engagement that prevents cognitive overload while facilitating meaningful knowledge construction. These findings extend constructivist learning theory and multimedia learning principles to inclusive education contexts, providing a replicable framework for developing educational technologies for students with learning differences.
Co-Authors Aditya Prayoga, Muhammad Ainun, Muh Anggun Nadila, Fuji Aufa Harman, Carlen Edi Purwanta Giri Wahyu Wiriasto Handayani, Ayudina Jaffar, Mohammad Najib Januardo, Bryan Julhadi, Julhadi Mahyudin Ritonga Nadia Nadia Nadiva Alivia, Baiq Qurrotul Aini Rambe, Muslim Hasonangan