Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
P-Index
This Author published in this journals
All Journal Journal of English Language and Education Journal of Educational Sciences
Yenita, Resi
Unknown Affiliation
Religion Humanities Education Languange, Linguistic, Communication & Media Library & Information Science Other

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Application of Synergetic Teaching Type Cooperative Learning Model to Improve Students' Reading Comprehension Ability Marleni, Lusi; Yenita, Resi; Novita, Rusma; Perwita, Santi Indah; Simanjuntak, Sapta Lamsihar; Ningsih, Sisca; Solihin, Solihin; Andayani, Sri; Syafrianengsih, Syafrianengsih; Harianti, Tuti; Leoni, Yalen; Hasibuan, Yusnah
Journal of English Language and Education Vol 9, No 4 (2024)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v9i4.1083

Abstract

This study aims to improve the reading comprehension ability of grade IV students of State Elementary School 007 Rimbo Panjang through the application of a Synergetic Teaching type cooperative learning model. This model provides students with the opportunity to learn collaboratively by comparing their understanding of the same material. The research method used is Classroom Action Research (PTK) with two cycles, where each cycle consists of planning, action, observation, and reflection. Data was collected through observation, learning outcome tests, and interviews. The results showed that before the implementation of the Synergetic Teaching model, students' reading comprehension ability was relatively low with an average of 65.3%. After the first cycle, there was an increase to 73.3% (medium category). In the second cycle, the average score increased significantly to 86.1% (high category). In addition, observations show that student activity and engagement in learning also increase. The conclusion of this study is that the Synergetic Teaching type cooperative learning model is effective in improving students' reading comprehension skills. Therefore, it is recommended that teachers apply this model in learning to read and understand and adapt it to other subjects to improve student learning outcomes
Principal Leadership in the Development of Professional Learning Communities in Public High Schools Kampar Regency Yenita, Resi; Andriani, Dwi Esti
Journal of Educational Sciences Vol. 9 No. 6 (2025): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.9.6.p.6494-6507

Abstract

School quality improvement increasingly depends on teacher collaboration and continuous professional development, making Professional Learning Communities (PLCs/KBP) a strategic mechanism in strengthening learning culture in schools. This study aims to gain an in-depth understanding of principals’ leadership in developing PLCs at public high schools in Kampar Regency, focusing on principals’ views of PLC urgency, implementation challenges, and leadership practices in planning, managing, and evaluating PLC activities. The research employed a qualitative approach with a basic qualitative design. Informants were selected using maximum variation sampling, involving principals, vice principals, PLC coordinators, and teachers from six public high schools. Data were collected through semi-structured interviews and documentation, then analyzed using thematic analysis through initial coding, categorization, and theme development. Trustworthiness was ensured through source and technique triangulation, member checking, and audit trails. Findings show that principals perceive PLCs as collective learning spaces for sharing good practices and collaboratively solving instructional problems, rather than administrative routines. Key challenges include limited time, perceptions of PLCs as additional burdens, digital competence gaps, inconsistent attendance, and shallow reflection. Principals addressed these through participatory, instructional, and distributive leadership, enabling flexible scheduling, data-based evaluation, structured reflection, and reinforcement. Overall, effective principal leadership strengthens collaborative culture and enhances teacher professionalism.
Co-Authors Dwi Esti Andriani Harianti, Tuti Hasibuan, Yusnah Leoni, Yalen Lusi Marleni, Lusi Ningsih, Sisca Novita, Rusma Perwita, Santi Indah Simanjuntak, Sapta Lamsihar Solihin Solihin Sri Andayani Syafrianengsih, Syafrianengsih