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Hakikat Kebudayaan dan Pendidikan: Analisis konsep, Karakteristik, dan Dinamika Sosial dalam Konteks Indonesia Rio Sahputra; Atika Zikri; Amril Amir; Nurizzati Nurizzati
EDUKATIF : JURNAL ILMU PENDIDIKAN Vol 8, No 1 (2026): February
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/edukatif.v8i1.8752

Indonesia sebagai negara dengan beragam suku dan budaya menghadapi tantangan dalam menjaga kerukunan sosial di tengah perubahan akibat globalisasi, perkembangan teknologi, dan urbanisasi. Penelitian ini bertujuan mengkaji hakikat kebudayaan dan pendidikan dalam konteks dinamika sosial masyarakat Indonesia. Berbeda dengan kajian sebelumnya yang cenderung terfokus pada satu aspek, penelitian ini mengintegrasikan analisis kebudayaan, pendidikan, keanekaragaman suku bangsa, dan dinamika sosial secara menyeluruh untuk menemukan peran strategis pendidikan. Metode kajian literatur digunakan untuk menganalisis konsep kebudayaan, pewarisan budaya, persebaran keanekaragaman suku bangsa, dan dinamika perubahan sosial. Hasil kajian menunjukkan bahwa kebudayaan merupakan sistem nilai dan makna yang berkembang melalui pewarisan dan interaksi sosial antar generasi. Dinamika sosial di Indonesia berdampak signifikan terhadap sistem pendidikan, menciptakan tantangan sekaligus peluang perubahan. Pendidikan berfungsi sebagai mekanisme kontrol sosial dan instrumen strategis dalam menjaga toleransi serta membangun karakter bangsa. Pemahaman terhadap keberagaman budaya dan penguatan pendidikan multikultural menjadi kunci mencegah konflik dan memperkuat integrasi nasional. Penelitian ini tidak hanya menyajikan konsep teoretis hakikat pendidikan dan kebudayaan, melainkan mengaitkannya dengan dinamika sosial, konteks Indonesia, dan implikasi budaya terhadap pendidikan. Penelitian ini memberikan landasan konseptual bagi pengembangan kebijakan pendidikan yang responsif terhadap dinamika sosial dan keberagaman budaya Indonesia

Differentiated Assessment in Negotiation Text Instruction: A Qualitative Study in Indonesian Senior Secondary Education Atika Zikri; Amril Amir; Abdurahman Abdurahman
SUJANA: Education and Learning Review Vol. 5 Issue 2 (2026)
Publisher : JF Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56943/sujana.v5i2.977

The integration of differentiated assessment into subject-specific language instruction remains empirically underdeveloped, particularly within the Indonesian senior secondary context shaped by Kurikulum Merdeka. This study aimed to describe the implementation of differentiated learning assessment across the content, process, and product components of negotiation text instruction at the senior secondary level. A qualitative descriptive design was employed, with an Indonesian language teacher at SMAN 1 Sumatera Barat serving as the primary informant. Data were collected through a structured questionnaire and a semi-structured interview, then analyzed using the Miles, Huberman, and Saldana (2014) framework of data reduction, data display, and conclusion drawing. Trustworthiness was ensured through instrument triangulation, member checking, and peer debriefing. The findings indicate that differentiated assessment was implemented effectively across all three components. Content differentiation was achieved through varied material formats and complexity levels responsive to students' readiness and learning profiles. Process differentiation was realized through negotiation simulation, group discussion, and multimedia presentation activities that promoted active and equitable participation. Product differentiation afforded students meaningful choice in demonstrating learning outcomes, enabling assessment that served both summative and formative functions. Key implementation constraints included time limitations, heterogeneous group management, and inconsistent student self-directedness. The findings offer subject-specific empirical guidance for Indonesian language teachers designing differentiated assessment practices aligned with the principles of Kurikulum Merdeka.

Project-Based Learning in Bahasa Indonesia Instruction: A Needs Analysis in the Merdeka Curriculum Context Atika Zikri; Mertiza Fitri Mulyani; Afnita; Tressyalina; Syahrul Ramadhan
SUJANA: Education and Learning Review [IN PRESS] Vol. 5 Issue 3 (2026)
Publisher : JF Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56943/sujana.v5i3.1008

Project-Based Learning (PBL) has gained substantial empirical support as an instructional model capable of fostering student engagement, higher-order thinking, and authentic communicative competence, yet its systematic adoption in Bahasa Indonesia instruction at the senior secondary level remains limited. This study conducted a comprehensive needs analysis to map the conditions, gaps, and stakeholder requirements preceding PBL implementation in Bahasa Indonesia classrooms at SMA Pembangunan Padang, West Sumatera, Indonesia. Employing a qualitative descriptive design with a needs analysis framework, data were collected from three Bahasa Indonesia teachers, sixty students from Grades X and XI, and one school principal through in-depth interviews, unstructured classroom observation, a needs analysis questionnaire, and a focus group discussion. Data analysis followed Miles et al.'s interactive model, with trustworthiness established through source and method triangulation. Findings reveal four interconnected dimensions of need: teachers require subject-specific PBL implementation guidance and sustained professional development; students demonstrate strong preferences for contextual, collaborative, and product-oriented learning experiences; the school's infrastructure provides an adequate but improvable baseline; and the existing assessment system is structurally misaligned with the holistic evaluation demands of PBL. These findings collectively indicate that PBL adoption at SMA Pembangunan Padang is motivationally feasible but requires coordinated reform across pedagogy, assessment design, and institutional support. The study contributes a multi-dimensional needs analysis framework applicable to Bahasa Indonesia instruction within the Merdeka Curriculum context.

Inclusivity Discourse in Indonesian Education Policy News: A Critical Discourse Analysis of the Garuda School Program Atika Zikri; Ngusman Abdul Manaf
SUJANA: Education and Learning Review Vol. 4 Issue 3 (2025)
Publisher : JF Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56943/sujana.v4i3.1023

This study examines how a single Kompas.com news article, "Sekolah Garuda Terbuka untuk Siswa Miskin, Inklusif, dan Tak Zonasi" (18 May 2025), constructs the discourse of inclusivity surrounding the Garuda School Program, an Indonesian government initiative introduced in 2025. Using Norman Fairclough's three-dimensional Critical Discourse Analysis model, comprising textual analysis, discursive practice, and sociocultural practice, this study analyzes lexical choice, modality, and transitivity patterns within the primary article, supplemented by related Kompas.com coverage for triangulation. Findings show that the text consistently positions the state as an active, benevolent agent and students as passive recipients, a transitivity pattern coded across eleven clauses describing the program's operation. The text relies almost exclusively on a single official source and frames the program against a discredited predecessor, producing a discursive closure that limits critical scrutiny. At the sociocultural level, the inclusivity narrative rests on a merit-based selection criterion that academic literature on meritocratic belief associates with the reproduction of structural inequality, since academic achievement correlates with unevenly distributed forms of educational and cultural capital. These findings indicate that the inclusivity narrative does not merely coexist with meritocratic selection but actively lends it public legitimacy, allowing a procedurally framed policy to be read as substantively fair. As the analysis rests on a single primary text supplemented by limited secondary sources, its findings describe this specific case rather than Indonesian educational policy journalism in general.

First Language Acquisition in a Three-Year-Old Child: A Phonological, Morphological, and Syntactic Analysis Atika Zikri; Siti Ainim Liusti; Agustina Agustina
Srawung: Journal of Social Sciences and Humanities Vol. 5 Issue 2 (2026)
Publisher : jfpublisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56943/jssh.v5i2.978

This study investigates the first language acquisition of a three-year-old Indonesian-speaking child at the phonological, morphological, and syntactic levels of linguistic analysis. Despite the considerable body of research on early childhood language development, naturalistic acquisition studies focusing on Indonesian as a first language remain underrepresented in the cross-linguistic literature, leaving a gap in understanding of how developmental patterns documented in widely studied languages manifest in typologically distinct ones. This study employed a qualitative descriptive design, with data collected over three weeks through participatory naturalistic observation within the subject's habitual domestic environment. The research subject was selected through purposive sampling on the basis of age, monolingual Indonesian language background, and absence of documented developmental disorder. Data were analysed following the interactive model of Miles, Huberman, and Saldaña, comprising the stages of data condensation, data display, and conclusion drawing. The findings reveal three principal outcomes. At the phonological level, the subject consistently substituted the trill consonant /r/ with the lateral approximant /l/ and the alveolar fricative /s/ with the palatal affricate /c/, patterns that are developmentally normative and consistent with universal consonant acquisition hierarchies. At the morphological level, the subject demonstrated productive use of base lexical forms across multiple word classes, alongside emerging but grammatically incomplete use of verbal prefixes. At the syntactic level, the subject produced all four major sentence types, with declarative sentences occurring most frequently, followed by interrogative, imperative, and exclamatory forms. These findings extend the cross-linguistic evidence base for universalist accounts of early language development and offer practical implications for parents and early childhood educators in supporting children's linguistic growth during this critical developmental period.

AR Module Development for Reading Comprehension: An Ethno-Meaningful Learning Needs Analysis Atika Zikri; Afnita Afnita; Syahrul Ramadhan; Nursaid Nursaid
Glosains: Jurnal Sains Global Indonesia Vol. 7 No. 3 (2026): Glosains: Jurnal Sains Global Indonesia
Publisher : Sekolah Tinggi Agama Islam Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59784/glosains.v7i3.789

Background: Indonesian students’ reading comprehension proficiency remains a critical challenge, as evidenced by Indonesia’s ranking of 71st among 81 participating countries and economies in PISA 2022, with a reading score of 359, substantially below the OECD average. Objective: This study presents a needs analysis as the foundational phase in developing an interactive augmented reality (AR) module based on Ethno-Meaningful Learning to improve senior high school students’ reading comprehension of observation report texts. Methods: Using a descriptive qualitative approach, data were collected through questionnaires, interviews, and document analysis involving nine Indonesian language teachers and 34 students at SMA Pembangunan Padang. Results: The results reveal significant gaps between current learning conditions and ideal learning requirements: (1) 88.9% of teachers still rely on conventional, text-based instruction; (2) 82.5% of students find reading lessons unmotivating; (3) 94.1% of students have never experienced AR-based learning; and (4) 100% of teachers confirmed the absence of interactive digital modules integrating local Minangkabau culture. A gap analysis across five dimensions (methods, media, content, technology, and literacy) confirms the urgent need for an innovative, culturally grounded, and technology-enabled learning solution. Conclusion: These findings substantiate the need to develop an interactive AR-based module that integrates Ethno-Meaningful Learning principles to enhance students’ literal, inferential, and critical comprehension of observation report texts. This study contributes a culturally grounded and empirically validated framework for developing AR-based reading modules, thereby advancing the integration of ethnopedagogy and educational technology into Indonesian language instruction.

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