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All Journal IJoLE: International Journal of Language Education GERAM (GERAKAN AKTIF MENULIS) Ideguru: Jurnal Karya Ilmiah Guru Sajak: Jurnal Penelitian dan Pengabdian Sastra, Bahasa, dan Pendidikan
Shafina, Vira
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Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Persepsi Siswa terhadap Pembelajaran Bahasa Indonesia Berdiferensiasi pada Kurikulum Merdeka di SMAN 11 Pekanbaru Shafina, Vira; Mukhlis, Muhammad
Ideguru: Jurnal Karya Ilmiah Guru Vol 10 No 1 (2025): Edisi Januari 2025
Publisher : Dinas Pendidikan, Pemuda dan Olahraga Daerah Istimewa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51169/ideguru.v10i1.1088

Abstract

The aim of this research is to evaluate students' views on specific teaching methods and also the positive influence of teachers in learning Indonesian adapted to the Merdeka Curriculum at SMAN 11 Pekanbaru, Riau Province. This research uses a survey method as a qualitative approach. The instrument used was a questionnaire distributed to students. The research sample consisted of 59 class X students of SMA Negeri 11 in Pekanbaru, Riau Province. Data collected through questionnaires were analyzed descriptively. The research results stated that 76% of students agreed that the teacher had provided direction and guidance in carrying out assignments. Specific strategies in differentiated learning more often use differences in the learning process, and these findings show that students are in line with the view that differentiated Indonesian language learning provides positive benefits to students' cognitive abilities.
Pelatihan Penyusunan Modul Ajar Berdiferensiasi bagi Forum MGMP Bahasa Indonesia Kabupaten Kampar Mukhlis, Muhammad; Yuliawan, Tri; Piliang, Wilda Srihastuty Handayani; Sukenti, Desi; Shafina, Vira; Arni Natalina Br Siburian, Desi
Sajak: Jurnal Penelitian dan Pengabdian Sastra, Bahasa, dan Pendidikan Vol. 4 No. 1 (2025): Februari 2025
Publisher : UIR Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25299/s.v4i1.21200

Abstract

Community Service Program aims to enhance the competence of Indonesian language teachers in designing differentiated teaching modules in Kampar Regency. The training employed a participatory approach through discussions, hands-on practice, and the use of technology in module development. Evaluation results indicate that 99% of participants were satisfied with the program, and their understanding of differentiated learning improved. The aspect of diverse information sources received the highest score, while variation in instruction and alternative assignments still need improvement. This program also promotes sustainability through mentoring and collaboration with MGMP. With these positive outcomes, it is expected that teachers will continue developing innovative and adaptive teaching modules to improve the quality of Indonesian language learning.
Dyslexic Students’ Profiles in Vocational Schools: Characteristics and Strategies Mukhlis, Muhammad; Sohnui, Suhailee; Asnawi, Asnawi; Yuliawan, Tri; Shafina, Vira; Siburian, Desi Arni Natalina Br
International Journal of Language Education Vol. 9, No. 4, 2025
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijole.v9i4.82166

Abstract

Inclusive education aims to provide equal learning access for all students, including those with special needs such as dyslexia. This study explores the characteristics of students at risk of dyslexia in Vocational High Schools (SMK) and the learning strategies that can be implemented to improve their reading skills. Using a descriptive qualitative approach, data was collected from 11 Indonesian language teachers at public vocational schools in Pekanbaru through questionnaires and Focus Group Discussions (FGD). The findings indicate that dyslexic students face difficulties in letter recognition, reading fluency, and text comprehension, which impact their self-confidence and motivation to learn. The learning strategies currently applied in schools have not been fully adapted to the needs of dyslexic students, relying heavily on text-based methods without incorporating multisensory approaches or adaptive technology. Furthermore, the assessment methods still follow conventional formats, making it difficult for dyslexic students to demonstrate their understanding optimally. Therefore, more adaptive learning approaches are needed, such as multisensory methods, explicit phonics instruction, and the integration of assistive technology to enhance the literacy skills of dyslexic students. These findings are expected to serve as a foundation for developing more inclusive educational policies and improving teachers' competencies in supporting students with special needs in vocational school environments.
Pengembangan Modul Ajar Bahasa Indonesia Siswa Disleksia Kelas X di Sekolah Inklusi Sohnui, Suhailee; Mukhlis, Muhammad; Asnawi, Asnawi; Yuliawan, Tri; Alber, Alber; Shafina, Vira
GERAM (Gerakan Aktif Menulis) Vol. 13 No. 2 (2025): GERAM (Gerakan Aktif Menulis)
Publisher : Program Studi Pendidikan Bahasa dan Sastra Indonesia FKIP Universitas Islam Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25299/geram.2025.25167

Abstract

This research is motivated by the lack of Indonesian language teaching modules specifically designed for students with dyslexia in inclusive schools. The study aims to design an effective teaching module that aligns with the learning characteristics of dyslexic students. It employs the ADDIE development model, which consists of five stages: analysis, design, development, implementation, and evaluation. However, this research was limited to the first three stages analysis, design, and development. The analysis stage involved identifying the needs and challenges faced by dyslexic students through interviews and observations. The design stage focused on creating the module based on analysis results and a review of effective learning methods. In the development stage, learning content was created using a multisensory approach and educational technology integration. The resulting module was developed by adapting the materials, methods, and media to be simpler, more interactive, and supportive of multisensory learning styles. Expert validation produced an Aiken’s V score of 0.85, indicating high validity and confirming that the module is suitable for use. This teaching module is considered effective in supporting inclusive education and serves as an innovative alternative to improve literacy skills among dyslexic students.
Co-Authors Alber, Alber Arni Natalina Br Siburian, Desi Asnawi Asnawi Mukhlis, Muhammad Piliang, Wilda Srihastuty Handayani Siburian, Desi Arni Natalina Br Sohnui, Suhailee Sukenti, Desi Yuliawan, Tri