<![CDATA[ABSTRACT This study was motivated by the need for Indonesian text-editing instructional materials that can foster students’ critical and systematic thinking skills in analyzing and correcting linguistic and content-related errors in texts. The research employed a Research and Development (R&D) method using the 4D development model, which consists of four stages: define, design, develop, and disseminate. During the define stage, analyses were conducted on instructional material needs, student characteristics, and the learning outcomes of the course. In the design stage, the structure of the instructional materials and learning activities for Indonesian text editing were developed. In the develop stage, the instructional materials were validated by subject-matter experts, language experts, and instructional design experts, followed by field testing with students. Subsequently, in the disseminate stage, the materials were implemented on a limited scale in text-editing instruction. Based on expert evaluations, the Indonesian Text Editing instructional materials developed using the Inductive Thinking Model demonstrated a very high level of validity, with average scores of 85.8 from subject-matter experts, 85.1 from language experts, and 71.4 from media experts. The findings suggest that the development of instructional materials based on the inductive thinking model can serve as an effective strategy for enhancing students’ critical thinking skills, improving the quality of text-editing instruction in higher education, and supporting the development of students’ academic literacy competencies. ABSTRAK Penelitian ini dilatarbelakangi oleh kebutuhan materi ajar menyunting teks bahasa Indonesia yang dapat mendorong keterampilan berpikir kritis dan sistematis mahasiswa dalam menganalisis serta memperbaiki kesalahan aspek kebahasaan dan substansi teks. Metode penelitian yang digunakan adalah metode penelitian dan pengembangan (Research and Development) dengan desain pengembangan 4D yang meliputi tahap define (pendefinisian), design (perancangan), develop (pengembangan), dan disseminate (penyebarluasan). Dalam tahap define dilakukan analisis kebutuhan materi ajar, karakteristik mahasiswa, dan capaian pembelajaran mata kuliah. Dalam tahap design, dilakukan penyusunan struktur materi dan aktivitas pembelajaran menyunting teks bahasa Indonesia. Dalam tahap develop, dilakukan validasi bahan ajar oleh ahli materi, ahli bahasa, dan ahli desain pembelajaran serta uji coba kepada mahasiswa. Selanjutnya, dalam tahap disseminate, dilakukan implementasi terbatas pada pembelajaran menyunting teks. Berdasarkan hasil penilaian ahli, bahan ajar Menyunting Teks Bahasa Indonesia dengan Mdel Berpikir Induktif memiliki tingkat validitas yang sangat tinggi dengan skor rata-rata ahli materi 85.8, ahli bahasa 85.1, dan ahli media 71.4. Implikasi penelitian ini menunjukkan bahwa pengembangan materi ajar dengan model berpikir induktif dapat menjadi strategi yang efektif untuk meningkatkan kemampuan berpikir kritis mahasiswa, meningkatkan kualitas pembelajaran keterampilan menyunting teks di perguruan tinggi dan mendukung pengembangan kompetensi literasi akademik mahasiswa.]]>
