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Neina, Qurrota Ayu
Universitas Negeri Semarang
Religion Arts Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Library & Information Science Social Sciences Other

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Analisis Percakapan antara Orang Jawa Ngapak (Brebes) dengan Orang Jawa (Semarang) dalam Percakapan Daring WhatsApp Mohammad Sofwan Azizi; Dariel Ramadhan Sahari; Qurrota Ayu Neina; Tommi Yuniawan
Socius: Jurnal Penelitian Ilmu-Ilmu Sosial Vol 3, No 5 (2025): December 2025
Publisher : Penerbit Yayasan Daarul Huda Kruengmane

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.17844059

Abstract

This study examines the communication characteristics of speakers of the Javanese Ngapak (Brebes) dialect and the Semarang dialect in online interactions conducted via WhatsApp. Using a descriptive qualitative approach, the research analyzes phonological, lexical, and communicative variations that appear in cross-dialect exchanges. The findings show that Ngapak speakers maintain open vowel pronunciations and use distinctive lexical items such as nyong and rika, while Semarang speakers tend to use front vowels and vocabulary such as aku, kowe, and the particle lho. Despite these linguistic differences, both speakers communicate effectively through meaning negotiation and socially equal interaction. The results indicate that dialectal differences do not impede communication; instead, they demonstrate dynamic socio-linguistic adaptation among contemporary Javanese speakers. This study contributes to sociolinguistic and intercultural communication research and provides practical insights for dialect awareness, language education, and regional language preservation in the digital era.
KECERDASAN BUATAN SEBAGAI MITRA REFLEKTIF: PEMBERDAYAAN GURU DALAM PEDAGOGI DEEP LEARNING Muhamad Burhanudin; Qurrota Ayu Neina; Diyamon Prasandha
CENDEKIA: Jurnal Ilmu Pengetahuan Vol. 6 No. 4 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/cendekia.v6i4.13390

Abstract

The rapid advancement of Artificial Intelligence (AI), particularly Generative AI, has transformed educational practices while simultaneously raising challenges in maintaining teachers' professional roles within deep learning pedagogy. Previous studies have predominantly framed AI as a tool to improve instructional efficiency. In contrast, comprehensive evidence of its role as a reflective partner in supporting teachers' pedagogical decision-making remains limited. This study aims to synthesize empirical evidence on the role of AI as a reflective partner in empowering teachers within deep learning pedagogy and to develop a conceptual model explaining the interrelationships among its pedagogical dimensions. A Systematic Literature Review (SLR) was conducted following the PRISMA 2020 guidelines. Literature was retrieved from Scopus, SpringerLink, and Google Scholar databases, complemented by backward snowballing. Of the 9,083 records initially identified, 21 studies met the inclusion criteria and were analyzed using thematic synthesis. The findings identified five interrelated dimensions of AI as a reflective partner: supporting instructional design, orchestrating learning processes, enhancing assessment practices, facilitating teachers' reflective practice, and promoting ethical and contextual AI integration. Based on these findings, this study proposes a Conceptual Model of AI as a Reflective Partner in Deep Learning Pedagogy, which positions AI as a facilitator of evidence-informed pedagogical decision-making rather than a replacement for teachers' professional judgment. The study contributes to the growing body of knowledge on AI in education by advancing the perspective of human–AI pedagogical partnership and offers practical implications for teacher professional development, educational policy, and the ethical implementation of AI to support meaningful, reflective, and learner-centered education. ABSTRAK Perkembangan kecerdasan buatan (Artificial Intelligence/AI), khususnya AI generatif, telah mendorong transformasi praktik pembelajaran sekaligus menghadirkan tantangan dalam mempertahankan peran profesional guru dalam implementasi pedagogi deep learning. Sebagian besar kajian terdahulu masih memosisikan AI sebagai alat untuk meningkatkan efisiensi pembelajaran, sementara sintesis yang mengintegrasikan peran AI sebagai mitra reflektif secara utuh dalam seluruh siklus pedagogi deep learning, mulai dari perancangan, orkestrasi, asesmen, hingga refleksi profesional, serta merumuskannya ke dalam model konseptual yang komprehensif masih sangat terbatas. Penelitian ini bertujuan untuk menyintesis bukti ilmiah mengenai peran AI sebagai mitra reflektif dalam pemberdayaan guru pada pedagogi deep learning serta mengembangkan model konseptual yang menjelaskan hubungan antardimensi peran tersebut. Penelitian ini menggunakan pendekatan Systematic Literature Review (SLR) dengan mengacu pada pedoman PRISMA 2020. Penelusuran literatur dilakukan pada basis data Scopus, SpringerLink, dan Google Scholar, serta dilengkapi dengan teknik snowballing. Dari 9.083 artikel yang teridentifikasi, sebanyak 21 artikel memenuhi kriteria inklusi dan dianalisis melalui sintesis tematik. Hasil penelitian menunjukkan lima dimensi utama peran AI sebagai mitra reflektif, yaitu mendukung perancangan pembelajaran, mengorkestrasi proses pembelajaran, memperkuat asesmen pembelajaran, memfasilitasi refleksi profesional guru, serta mendukung integrasi AI yang etis dan kontekstual. Sintesis menghasilkan model konseptual AI sebagai mitra reflektif dalam pedagogi deep learning yang menempatkan AI sebagai pendukung pengambilan keputusan pedagogis berbasis bukti tanpa menggantikan peran profesional guru. Penelitian ini memperkaya kajian mengenai integrasi AI dalam pendidikan melalui perspektif human–AI pedagogical partnership serta memberikan implikasi bagi pengembangan kompetensi guru, kebijakan pendidikan, dan implementasi AI yang etis, reflektif, serta berpusat pada peserta didik.
PENILAIAN DIAGNOSTIK SEBAGAI FONDASI PEMBELAJARAN BERDIFERENSIASI Qurrota Ayu Neina; Muhamad Burhanudin; Diyamon Prasandha; Rio Anugrah Rizkiansyah
ELEMENTARY: Jurnal Inovasi Pendidikan Dasar Vol. 6 No. 4 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/elementary.v6i4.13127

Abstract

Diagnostic assessment plays a crucial role in differentiated instruction by providing information about students' characteristics to support pedagogical decision-making. However, previous studies have generally examined diagnostic assessment and differentiated instruction separately, leaving the relationship between the two insufficiently synthesized. This study aimed to examine the role of diagnostic assessment as the foundation of differentiated instruction through a Systematic Literature Review (SLR). The review followed the PRISMA 2020 guidelines by searching articles indexed in Scopus, Web of Science, ERIC, SpringerLink, DOAJ, Emerald Insight, and Google Scholar. Of the 273 records identified, 17 empirical studies met the inclusion criteria and were analyzed using thematic synthesis, while methodological quality was assessed using the Mixed Methods Appraisal Tool (MMAT) 2018. The findings indicate that diagnostic assessment serves as the foundation of differentiated instruction by identifying students' learning readiness (88.2%), learning profiles (82.4%), and learning interests (76.5%) to inform the differentiation of content, process, and product. Although implementation remains constrained by teachers' competencies, time limitations, and institutional support, most studies reported improvements in student motivation, engagement, and learning quality. These findings confirm that diagnostic assessment functions as a pedagogical mechanism linking learner characteristics with adaptive, inclusive, and data-informed differentiated instruction. ABSTRAK Asesmen diagnostik berperan penting dalam pembelajaran berdiferensiasi karena menyediakan informasi mengenai karakteristik peserta didik sebagai dasar pengambilan keputusan pedagogis. Namun, penelitian terdahulu umumnya membahas asesmen diagnostik dan pembelajaran berdiferensiasi secara terpisah, sehingga hubungan keduanya belum tersintesis secara komprehensif. Penelitian ini bertujuan menganalisis peran asesmen diagnostik sebagai fondasi pembelajaran berdiferensiasi melalui Systematic Literature Review (SLR). Kajian dilakukan mengikuti pedoman PRISMA 2020 dengan menelusuri artikel pada Scopus, Web of Science, ERIC, SpringerLink, DOAJ, Emerald Insight, dan Google Scholar. Dari 273 artikel yang teridentifikasi, sebanyak 17 artikel empiris memenuhi kriteria inklusi dan dianalisis menggunakan sintesis tematik, sedangkan kualitas metodologis dievaluasi dengan Mixed Methods Appraisal Tool (MMAT) 2018. Hasil penelitian menunjukkan bahwa asesmen diagnostik berperan sebagai fondasi pembelajaran berdiferensiasi melalui pemetaan learning readiness (88,2%), learning profile (82,4%), dan student interest (76,5%) sebagai dasar diferensiasi konten, proses, dan produk. Meskipun implementasinya masih menghadapi kendala kompetensi guru, keterbatasan waktu, dan dukungan institusional, sebagian besar penelitian melaporkan peningkatan motivasi, keterlibatan, dan kualitas pembelajaran. Temuan ini menegaskan bahwa asesmen diagnostik merupakan mekanisme pedagogis yang menghubungkan karakteristik peserta didik dengan perancangan pembelajaran berdiferensiasi yang adaptif, inklusif, dan berbasis data.
Co-Authors -, Mulyono - Aditia, Restu Afifah, Fadhilah Nur Alisia Nilam Sekar Ayu Amri, Muhammad Daffa Anisah Ryan Putri Herlina Ardani Tangguh Waskito Asep Purwo Yudi Utomo Awaliyah, Sindi Ayu, Alisia Nilam Sekar Azyarni Anjani Burhanudin, Muhamad Cahyani Ismi Azizah Chesa Nur Azrina Ciara Fiska Sudrajat Damanik, Zeinny Permatasari Syaputri Dariel Ramadhan Sahari Devia Reski Novella Diyamon Prasandha Eko Widianto Endah Yustiani Endang Kusrini Fairuzah Qolbi Fitriani, Ni’matul Maula Hadana, Imtiyaza Nihlah Hanum Sa'ada Fidaroeni Hanun Dhiyaa Putri Ari Hanun Nafira Maharani Hari Bakti Mardikantoro Hidayah, Nasik Ika Rizki Refima Putri Ismawati Ismawati Khasanah, Fika Aulia Khasanah, Niswatun Khasanah, Zulia Munna M, Majidah Mohammad Sofwan Azizi Nadia Alfi Hidayah Najla Fadhila Najmi Ali Mumtaz Ninda Alifa Prabaningrum, Dyah Prasandha, Diyamon Putri, Dyah Ayu Widyawati Cahyono Putri, Dziza Firdiani Rahayu Pristiwati Restu Aditia Revalina Aulia Ramadhani Rifada, Diva Rizkia Mia Rifqi Nandana Mahardika Rindiati Amellia Fatikha Rio Anugrah Rizkiansyah Rofiq, Muhammad Anis Sagita, Anisa Rahma Sagita, Yuni Sajida, Yasmine Adzka Sandy Aulia Santi Pratiwi Tri Utami Saragih, Desi Karolina Satiti, Tara Cantika Candra Septiani, Leni Shufaira Shufaira Sri Maulidiya Ardiyanti Subyantoro Sumartini Sumartini Suseno Suseno Syahrani, Natasya Fiqih Talitha Febiola Teguh Supriyanto Tisi Aura Titis Rahmawati Tommi Yuniawan Vina Salma Wafa, Najahatul Wahyu Ningrum, Wahyu Widini Arti Wiwik Fitriyani Yulianto, Muhamad Diky Yuniawan, Tommi Zuliyanti, Zuliyanti