ANALYSIS OF IMAGERY IN THE NOVEL AKSARANITA BY BUMINYAKALA

Language is a mental image that aims to convey the author's thoughts and feelings in a literary work. Language in novels, which describes the author's imagination, is an interesting stylistic object to study. According to stylistic experts, there are five different types of imagery: sight, sound, movement, touch, and smell. The novel Aksaranita, written by Buminyakala, utilizes all five types of imagery. The novel tells the story of how Aksara's presence changes Saranita's view of the world, including love, before he leaves her without a word. The purpose of the research is to find out, describe, analyze, and interpret the data on the types of imagery in the novel Aksasanita by Buminyakala. This research uses a qualitative approach. Using descriptive research methods. The data collection technique used by the author is the hermeneutic technique. The data analysis technique is based on content analysis. The data validity technique uses the triangulation technique. The results of the research on image analysis in the novel Aksaranita Karya Buminyakala show that the overall image is dominated by visual imagery and motion imagery, for auditory imagery and tactile imagery are quite significant in the novel. While olfactory imagery has less data found. The five images play an important role in the novel Aksarnita Karya Buminyakala to create a picture based on the imagination of the narrator in the novel. This research enriches literary studies, especially in the field of stylistics and imagery theory, and helps understand how language shapes meaning and aesthetic experience in texts. The analysis results of this research can be utilized in the learning of literature, the development of literary criticism. Thus, image analysis not only reveals the beauty of language in novels, but also makes a real contribution to the learning of Indonesian Language and Literature

EXPLORING STUDENTS’ PER CEPTION OF USING STORYBIRD ON ENGLISH WRITING SKILL

This qualitative study explores students’ perceptions of using Storybird to develop English writing skills among 18 intermediate-level students at SMA Negeri Binjai over a 10-week implementation period. Employing a mixed-methods approach, data were collected through structured questionnaires based on the Technology Acceptance Model (TAM) and Self-Determination Theory (SDT), as well as semi-structured interviews. The findings reveal that students’ perceptions were predominantly positive, with 81.1% reporting favorable views of Storybird. Creativity stimulation (88.8%) and increased motivation (87.5%) emerged as the platform’s strongest attributes. Students appreciated the visual storytelling approach for generating ideas, organizing writings more effectively, and facilitating collaborative learning. Challenges identified included platform navigation and internet connectivity issues. The study confirms that Storybird effectively supports three basic psychological needs autonomy, competence, and relatedness—enhancing intrinsic motivation and self-efficacy in writing. These findings contribute to the literature on technology-enhanced language learning and provide empirical support for using digital storytelling platforms in teaching English as a foreign language (EFL)

Ponew Ar: Upaya Peningkatan Pemahaman Materi Hukum Newton Kelas X SMA Berbantuan Assemblr Edu Menuju SDGs 2030

Pendidikan sedang diuji dengan kurangnya siswa yang dapat memahami materi hukum Newton sehingga dalam hal ini diperlukan sebuah inovasi dalam pendidikan yaitu dengan menggunakan media pembelajaran. Media pembelajaran memiliki peran yang penting dalam proses pembelajaran serta penggunaannya dapat membantu pendidik dalam menyampaikan materi pembelajaran. Adapun tujuan dalam penulisan ini yaitu untuk mengetahui konsep dan manfaat Ponew AR: Media Pembelajaran Sebagai Upaya Peningkatan Pemahaman Materi Hukum Newton Kelas X SMA Berbantuan Assemblr Edu. Media Ponew AR ini dibuat akibat adanya suatu permasalahan di sekolah menengah atas karena terdapat beberapa persen siswa yang kurang memahami materi Hukum Newton. Karya tulis ilmiah ini menggunakan jenis penulisan research and development (R&D) dengan objek yaitu siswa kelas X SMA. Data yang yang digunakan bersumber dari internet searching dan studi dokumentasi. Adapun teknik analisis data yaitu pengumpulan data, reduksi data, penyajian data, dan penarikan kesimpulan. Hasil yang diharapkan melalui media pembelajaran Ponew AR ini yaitu dapat meningkatkan pemahaman siswa dalam materi Hukum Newton

PENGARUH MODEL SNOWBALL THROWING TERHADAP HASIL BELAJAR SISWA PADA MATA PELAJARAN BAHASA INDONESIA DI SANGGAR BIMBINGAN KAMPUNG BHARU MALAYSIA

Model pembelajaran Snowball Throwing dalam Bahasa Indonesia, terutama dengan penerapannya, memiliki peran yang sangat penting dalam mencapai sasaran pendidikan. Pada Sanggar Bimbingan Kampung Bharu Malaysia, proses pembelajaran menunjukkan bahwa hasil belajar siswa masih berada pada level yang belum optimal di manamenyebabkan siswa merasa kurang tertarik dan kehilangan motivasi dalam mengikuti kegiatan belajar. Untuk mengatasi permasalahan ini, peneliti menawarkan solusi dengan mengimplementasikan metode pembelajaran Snowball Throwing merupakan salah satu alternatif Sangat penting untuk mengoptimalkanpartisipasi siswa dan mewujudkan suasana pembelajaran yang lebih interaktifsehingga tujuan pembelajaran dapat dicapai secara efektif. Penelitian ini mengadopsi pendekatan kuantitatif sebagai landasan untuk pengumpulan serta analisis data. Sampel yang dipilihmencakup semua siswa kelas IIIdi Sanggar Bimbingan Kampung Bharu Malaysia, yang terdiri dari 10 siswa. Data didapatkan melalui tes pihan ganda dengan menggunakan instrumen soal yang telah disiapkan sebelumnya. Instrumen ini mencakup berbagai jenis pertanyaan untuk menilai pemahaman dan keterampilan siswa, serta melakukan validitas dan reliabilitas terlebih dahulu, analisis normalitas, uji homogenitas, dan pengujian hipotesis menggunakan uji-t. Temuan penelitian mengungkapkan peningkatan yang signifikan pada hasil belajar siswa setelah penerapan model Snowball Throwing, di mana rata-rata nilai siswa menunjukkan peningkatan dari 57 menjadi 88. Metode hal ini memberikan peluang kepada siswa untuk berbicara dan mengungkapkan gagasan mereka, yang memperkaya pengalaman belajar. Jika dibandingkan dengan metode ceramah, Snowball Throwing mampu meningkatkan interaksi, kolaborasi, dan kepercayaan diri sisw

Local innovations to tackling covid-19 in Indonesia: how Depok City government managed the pandemic effectively?

This article examines how locally driven innovations contribute to the effectiveness of decentralization policies, focusing on the COVID-19 pandemic response by the Depok City Government in Indonesia. Using a qualitative case study approach, the research draws on in-depth interviews, field surveys with 932 residents, an online survey of 218 healthcare workers conducted between September 2020 and January 2021, and content analysis of mass and social media conducted in collaboration with citizen experts. The analysis highlights two key initiatives. The first is the COVID-19 Information Center for Depok City (Pusat Informasi COVID-19 Kota Depok), better known as the PICODEP application, which functions as a digital data platform that supports evidence-based policy-making. The second is the Kampung Siaga program, which facilitates community participation in monitoring and managing the local impacts of the pandemic. Despite fiscal and infrastructural constraints, these innovations strengthened Depok’s capacity for timely and effective pandemic control. The study also reveals skepticism among some residents regarding official government assistance. However, it demonstrates that adaptive, collaborative, and inclusive strategies are vital for rebuilding trust and reinforcing local governance. Cross-sector collaboration, including partnerships with academic institutions, together with broad citizen engagement, proved critical for sustainable pandemic adaptation. The integration of technology, grassroots participation, and institutional support not only improved crisis management but also provided valuable lessons for strengthening decentralization frameworks in future emergencies. Ultimately, this article offers a comprehensive analytical perspective on designing adaptive local policies for public health resilience and disaster mitigation

Enhancing Junior High School Students’ Motivation in Physics Learning through Kahoot! Based Gamification: An ARCS Model Approach

Motivation plays a pivotal role in shaping students’ engagement and achievement, particularly in subjects such as physics that are often perceived as difficult and abstract. Numerous studies have shown that low motivation among junior high school students contributes to poor performance and limited participation, highlighting the urgency of innovative instructional approaches that can foster interest and persistence. Gamification has emerged as a promising solution, with platforms such as Kahoot! providing interactive features designed to increase student engagement through competition, feedback, and collaboration. The objective of this study was to examine the effectiveness of Kahoot!-based gamification in enhancing students’ learning motivation in physics, measured comprehensively using Keller’s ARCS model (Attention, Relevance, Confidence, and Satisfaction). A quasi-experimental design with a one-group pretest–posttest approach was employed, involving 175 eighth-grade students from six junior high schools in East Nusa Tenggara, Indonesia. Data were collected through a validated ARCS-based motivation questionnaire and analyzed using descriptive statistics, the Wilcoxon Signed-Rank Test, effect size calculation, and normalized gain (N-Gain). The findings revealed a significant increase in students’ motivation, with overall scores rising from 3.15 to 4.10, a large effect size (r = 0.85), and a medium N-Gain (0.51). The greatest improvement occurred in Attention, while Satisfaction increased the least. These results confirm that Kahoot! effectively improves multiple dimensions of motivation and demonstrates its value as an innovative tool for fostering interactive, student-centered physics learning. The novelty of this study lies in applying the ARCS framework to analyze gamification outcomes in junior high school physics, thereby contributing empirical evidence and practical insights for advancing physics education in Indonesia and similar contexts

Integration of PBL-Based E-Modules in Physics Education: Improving Problem-Solving Skills on Static Fluid Concept

Developing students’ problem-solving skills is a central aim of modern science education, yet many learners continue to struggle when applying physics concepts to authentic situations. In Indonesia, this challenge remains urgent, as national and international assessments consistently highlight gaps in higher-order thinking and reasoning. Responding to this need, the present study sought to investigate the effectiveness of a problem-based learning (PBL)–based electronic module (e-module) designed around Polya’s four problem-solving stages in improving high school students’ abilities in the static fluid topic. Using a pre-experimental one-group pretest–posttest design, the study involved 28 students who completed validated pretest and posttest instruments aligned with Polya’s framework. Data were analyzed descriptively and inferentially through the Wilcoxon Signed-Rank Test, normalized gain (N-gain), and Cohen’s d effect size. The results showed a clear increase in mean scores from 47.91 on the pretest to 73.11 on the posttest, with all four indicators: understanding the problem, planning solutions, implementing strategies, and evaluating outcomes. The Wilcoxon test confirmed statistically significant improvements for all participants, with an effect size of 1.971 indicating a very large practical impact. These findings demonstrate that integrating PBL with structured digital scaffolding can meaningfully enhance students’ problem-solving skills. The novelty of this research lies in adapting Polya’s classic model into an interactive e-module format and embedding it within PBL to promote inquiry and reflection. Overall, the study contributes to physics education by providing evidence that digital PBL resources can narrow performance gaps and foster deeper, more equitable learning outcomes in line with 21st-century educational demands

The Effect of Guided Inquiry Learning Model on Students' Science Process Skills and Learning Outcomes in Physics Science Lessons

Science education in the 21st century emphasizes the development of scientific competencies that integrate knowledge acquisition with Science Process Skills (SPS), such as observing, hypothesizing, experimenting, interpreting, and communicating, which are crucial for fostering deep conceptual understanding and improving learning outcomes. However, many students, particularly in rural contexts, remain passive learners with limited independence, resulting in underdeveloped SPS and lower achievement in physics. This study addresses this urgency by examining the effectiveness of the Guided Inquiry Learning Model in simultaneously improving SPS and learning outcomes on the topic of waves. A quasi-experimental design was applied, using a non-equivalent control group posttest-only design for SPS and a pretest–posttest control group design for learning outcomes. The sample consisted of 35 eighth-grade students from SMP Negeri 2 Kuta Baro, divided into experimental and control groups, both taught with virtual experiments to minimize teacher bias. SPS were measured through validated observation sheets, and learning outcomes were assessed using multiple-choice tests. The findings revealed that the Guided Inquiry group achieved significantly higher SPS (M = 75.95) than the Inquiry group (M = 70.31), with a large effect size (Cohen’s d = 0.931). Learning outcomes also improved substantially, with an N-Gain of 75.97% (high category) compared to 68.59% (moderate category) in the control group, yielding a medium effect size (d = 0.609). These results highlight the novelty of analyzing both SPS and learning outcomes concurrently and demonstrate that guided inquiry effectively fosters scientific thinking and conceptual mastery. The study contributes to physics education by providing evidence that structured inquiry, supported by teacher scaffolding, is particularly relevant for engaging passive learners and enhancing meaningful learning experiences in the digital era

The Use of STEM Integrated Project Based Learning Media Assisted by TikTok Application in Physics Learning to Improve Students’ Creative Thinking Skills

Penelitian ini menganalisis pengaruh model Project Learning (PjBL) terintegrasi pendekatan STEM berbantuan aplikasi TikTok terhadap keterampilan berpikir kreatif siswa pada materi gerak parabola. Metode yang digunakan adalah quasi eksperimen dengan desain nonequivalent control group design. Sampel terdiri dari dua kelas, yaitu kelas eksperimen yang memperoleh pembelajaran PjBL-STEM berbantuan TikTok dan kelas kontrol yang hanya menggunakan model PjBL tanpa integrasi STEM dan media digital. Instrumen penelitian berupa soal tes berpikir kreatif yang didasarkan pada empat indikator yaitu kelancaran, orisinalitas, fleksibilitas, dan elaborasi. Hasil analisis menunjukkan bahwa terdapat perbedaan yang signifikan antara kelas eksperimen dan kontrol, ditunjukkan dengan nilai rata-rata N-gain sebesar 0,79 (kategori tinggi) pada kelas eksperimen dan 0,50 (kategori sedang) pada kelas kontrol. Pengujian hipotesis menggunakan uji t sampel independen menghasilkan nilai hitung = 8,683 > tabel = 1,677 yang berarti terdapat pengaruh yang signifikan penggunaan pendekatan PjBL-STEM berbantuan TikTok terhadap keterampilan berpikir kreatif siswa. Peningkatan tertinggi terdapat pada indikator orisinalitas dan kelancaran. Penelitian ini merekomendasikan penggunaan TikTok sebagai media pembelajaran inovatif yang dapat mendukung integrasi pendekatan STEM dalam mengembangkan keterampilan abad 21

The Effect of Augmented Reality-Based Learning Media on Critical Thinking Skills Of Students

This study is a true experiment study that aims to determine the effect of Augmented Reality media on critical thinking skills of students at SMAN 3 Makassar. The population in this study were all grade XII of SMAN 3 Makassar totaling 360 students divided into 10 classes while the research sample was class XII 4 as the control class with 33 students and class XII 5 as the experimental class with 32 students. The instrument used in this study used a critical thinking skills test of students in the form of essay questions , namely a posttest totaling 7 items which were developed according to the indicators of critical thinking skills, namely interpretation, analysis, evaluation and inference. Based on the results of the research that has been carried out, it was obtained that the level of critical thinking skills of students in the experimental class was at a moderate level with an average value of fourteen point fifty six while in the control class it was at a low level with an average value of twelve point ninety four. Then based on the results calculated using the independent sample t - test, it produced a significance value of zero point zero zero two which is lower than zero point zero five. It can be concluded that learning using AR media t there is a significant difference in the critical thinking skills of students at SMAN 3 Makassar