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All Journal Journal of Education and Learning (EduLearn) ETNOSIA : Jurnal Etnografi Indonesia Pendas mahakam : jurnal pendidikan dan pembelajaran Sekolah Dasar Pendas : Jurnah Ilmiah Pendidikan Dasar Jurnal Ilmiah Ecosystem Journal of English Education and Teaching (JEET) Klasikal: Journal of Education, Language Teaching and Science Journal of Innovation in Educational and Cultural Research International Journal of Humanities and Innovation (IJHI) International Journal of English Linguistics, Literature, and Education (IJELLE) Bima Abdi: Jurnal Pengabdian Masyarakat Jurnal Abdimas Indonesia : Jurnal Abdimas Indonesia DEVOSI Teaching English as a Foreign Language Overseas Journal (TEFLO) Bosowa Journal of Education Journal of Training and Community Service Adpertisi IPTEK: Jurnal Hasil Pengabdian kepada Masyarakat TONGKONAN: Jurnal Pengabdian Masyarakat The Academic: English Language Learning Journal Jurnal Hasil-Hasil Pengabdian dan Pemberdayaan Masyarakat (JHP2M)
-, Rampeng
Program Studi Pendidikan Bahasa Inggris, Fakultas Ilmu Pendidikan Dan Sastra, Universitas Bosowa, Makassar, Indonesia
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Economics, Econometrics & Finance Education Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Public Health Social Sciences Other

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Pengaruh Lingkungan Keluarga Dan Sekolah Terhadap Keterampilan Menulis Narasi Murid Kelas V SDIT Ash-Shaff Kabupaten Takalar Musfirah, Musfirah; Madjid, Syahriah; Rampeng, Rampeng
Jounal of Primary Education Vol 6 No 2 (2026): Bosowa Journal of Education, Juni 2026
Publisher : Postgraduate Bosowa University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35965/bje.v6i2.6189

Abstract

Keterampilan menulis narasi merupakan salah satu kompetensi dasar dalam pembelajaran Bahasa Indonesia di tingkat sekolah dasar yang perlu dikembangkan melalui lingkungan yang mendukung. Penelitian ini bertujuan untuk mengetahui pengaruh lingkungan keluarga dan lingkungan sekolah terhadap keterampilan menulis narasi murid kelas V SDIT Ash-shaff Kabupaten Takalar. Secara spesifik, tujuan penelitian ini meliputi: (1) menganalisis pengaruh lingkungan keluarga terhadap keterampilan menulis narasi murid, (2) menganalisis pengaruh lingkungan sekolah terhadap keterampilan menulis narasi murid, dan (3) menganalisis pengaruh gabungan lingkungan keluarga dan sekolah terhadap keterampilan menulis narasi murid. Penelitian ini menggunakan pendekatan kuantitatif dengan populasi seluruh murid kelas V SDIT Ash-shaff Kabupaten Takalar dan sampel sebanyak 21 orang. Teknik analisis data meliputi uji validitas, reliabilitas, regresi linier berganda, uji t, uji F, dan uji asumsi klasik. Hasil penelitian menunjukkan bahwa baik lingkungan keluarga maupun lingkungan sekolah berpengaruh signifikan terhadap keterampilan menulis narasi siswa. Secara simultan, kedua variabel tersebut memberikan kontribusi yang positif terhadap peningkatan keterampilan menulis narasi. Oleh karena itu, dukungan dari keluarga dan sekolah menjadi faktor penting dalam mengembangkan kompetensi menulis siswa secara optimal di tingkat sekolah dasar. Narrative writing is a fundamental skill in elementary-level Indonesian language education that requires support from conducive environments. This study aims to examine the influence of family and school environments on the narrative writing skills of fifth-grade students at SDIT Ash-shaff, Takalar Regency. Specifically, the objectives of this research are: (1) to analyze the influence of the family environment on students' narrative writing skills, (2) to analyze the influence of the school environment on students' narrative writing skills, and (3) to determine the combined influence of family and school environments on students' narrative writing skills. The study employs a quantitative approach, with the population comprising all fifth-grade students of SDIT Ash-shaff, and a sample of 21 students selected for analysis. Data analysis techniques include validity testing, reliability testing, multiple linear regression, t-test, F-test, and classical assumption tests. The results indicate that both family and school environments have a significant influence on students' narrative writing skills. Simultaneously, these two variables contribute positively to improving narrative writing competence. Therefore, support from both the family and the school is essential to optimizing students’ writing skills at the elementary school level.
THE ROLE OF COLLABORATIVE LEARNING IN ENHANCING PRE-SERVICE TEACHERS' TEACHING READINESS IN THE TEACHING PRACTICUM PREPARATION COURSE: A LITERATURE REVIEW Maharani; Fatresia, Susi; Parera, Rosariani; Rampeng
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 Nomor 03, September 2026 Posted
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.62626

Abstract

The quality of education is closely related to teachers' readiness to perform their professional responsibilities. Developing teaching readiness among pre-service teachers has therefore become an important objective in teacher education programs. One instructional approach that has gained increasing attention is collaborative learning, particularly in the Teaching Practicum Preparation Course, as it encourages active participation, communication, teamwork, and reflective practice. This study aims to examine the role of collaborative learning in enhancing pre-service teachers' teaching readiness through a literature review. The study employed a qualitative literature review design by analyzing relevant peer-reviewed journal articles concerning collaborative learning, teaching readiness, and teaching practicum preparation. The collected literature was analyzed using thematic analysis to identify recurring themes and relationships among previous studies. The findings indicate that collaborative learning contributes significantly to improving pedagogical competence, communication skills, collaborative problem-solving, self-confidence, reflective thinking, and classroom management abilities. Furthermore, collaborative learning provides authentic learning experiences that help bridge theoretical knowledge and practical teaching skills, thereby strengthening pre-service teachers' readiness before entering real classroom practice. The review concludes that integrating collaborative learning into the Teaching Practicum Preparation Course is an effective strategy for improving pre-service teachers' teaching readiness and supporting their professional development. Future studies are encouraged to investigate the long-term impact of collaborative learning on teaching performance during professional practice.
STUDENTS' PERCEPTIONS OF INSTAGRAM-BASED ENGLISH LEARNING MATERIALS IN IMPROVING WRITING SKILLS: A QUALITATIVE STUDY Meliana; Mariana Efrasia Dade; Baiti Nabila sari; Rampeng
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 No. 03, September 2026 Processed
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.62695

Abstract

The use of social media in English language learning has transformed how students access learning materials and develop language skills. Among various platforms, Instagram has become popular because of its visual features, interactive content, and accessibility. It provides authentic English learning materials, including vocabulary, grammar explanations, captions, reels, and writing activities that support language development. However, limited research has examined students’ perceptions of Instagram-based learning materials, particularly regarding their contribution to writing skills. Therefore, this study investigates students’ perceptions of Instagram as a source of English learning materials and its role in improving writing skills. This study employed a qualitative approach involving twelve undergraduate students from the English Education Department who had regularly used Instagram-based English learning materials for at least one semester. Data were collected through semi-structured interviews and analyzed using the interactive model of Miles, Huberman, and Saldaña, including data condensation, data display, and conclusion drawing. The findings revealed three major themes. Instagram provides engaging and authentic learning materials that motivate students to practice writing. Its visual and multimedia features improve vocabulary, grammar, and writing organization. Although students generally perceive Instagram positively, they also experience challenges such as distractions, inconsistent content quality, and limited teacher guidance. The study concludes that Instagram-based English learning materials enhance students’ motivation, confidence, autonomous learning, and writing skills. These findings suggest that English teachers should integrate carefully selected Instagram content into writing instruction to promote meaningful learning and strengthen students’ digital literacy.
ANALYSIS STUDENTS' CRITICAL THINKING THROUGH AI-BASED SYNTAX Maria Rosa Mistika Sato; Annisa Suci, Nur; Hidayah Tullah. S, Nur; Rampeng
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 Nomor 03, September 2026 Completed
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.62711

Abstract

Important concerns regarding the calibre of students' writing and thinking have been brought up by the quick use of artificial intelligence (AI) techniques in higher education. When utilised thoughtfully and purposefully, AI-based syntactic tools like huge language model helpers can act as beneficial scaffolds for the development of critical thinking rather than acting as a shortcut for copying and pasting. study looks at how students in the English Education Study Program strengthen their critical thinking skills in relation to the use of AI-based syntax. design was used. The 2022 and 2023 cohorts, twenty-four students took part in semi-structured interviews, classroom observations, and document analysis of their writing assignments. The interactive model of data reduction, display, and conclusion drawing was used to analyse the data. The results show three main trends: students who used AI passively showed little metacognitive awareness; students who engaged analytically with AI-generated syntax showed stronger argument organization and sentence-level precision; and students who were guided to compare, evaluate, and revise AI outputs developed more reflective writing habits. The study comes to the conclusion that while AI-based syntactic tools do not automatically generate critical thinking, they can enhance students' reasoning, revision, and language assessment skills when integrated into structured educational activities. The pedagogical ramifications are examined for instructors who want to use AI as a tool for academic literacy rather than as a substitute for hard work.
Co-Authors A. Rizal A. Rizal Abdillah SAS Abeng, Andi Tenri Aguisty Lowu, Tiwi Arisca Agustiana, Wanda Ahmad Swandi Ainah Bt Abdullah Amaliyah, Syaila Nur Annisa Suci, Nur Antasari, Jamilah Wahyuni Aqmal, Amal Asdar Asdar Asyrafunnisa, Asyrafunnisa bahar Bahrianti, Bahrianti Baiti Nabila sari Batau, St Haliah Batau, ST. Haliah Burhan Burhan, Burhan Fansury, Andi Hamzah Farid Helmi Setyawan, Farid Helmi Fatmawati - Fatresia, Susi Fitra P, Helsa Fujiah, Fujiah Hamsah, Hamsah Hamsiah, Andi Haryanto Atmowardoyo Helsa Fitra P Hidayah Tullah. S, Nur Idris P, Muh. Ika Sastrawati, Ika Sastrawati Maharani Mallapiang, Yasser Maria Rosa Mistika Sato Mariana Efrasia Dade Meliana Moelier, Dahlia D. Molier, Dahlia D Muhammad Bakri MUHAMMAD BAKRI Muhammad, Achmad Fajar Muliati Muliati, Muliati Musfirah Musfirah Nadrah, Nadrah NOPIANTI, NOPIANTI Nur Ransyah Hamdani Nur Rezky Ramadhan Nurdin Noni Nurul Inayah Parera, Rosariani Qirani, Dirsa Rahmadhanningsih, Sri Rahman, Ali Wira Ramli Ramli Restu Januarty Hamid Risman Wanci Rizki Trisnawaty Arwien Sahib , Nurfaizah Sri Diana Sri Diana St Muriati St Muriati, St Sujariati Sujariati Sujariati Sujariati Sujariati, Sujariati Sukardi Weda Sukardi Weda Syahriah Madjid Syam, Ulfa Syam, Ulfah Taufik Akbar Ulfah Syam Ulfah Syam ULFAH SYAM Varian, Devlin Janitra Wahid, Areski Yetti, Teresia Yusriati Zose Wirawan