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All Journal Didaktik : Jurnal Ilmiah PGSD STKIP Subang KOHESI: Jurnal Pendidikan Bahasa dan Sastra Indonesia
Misa Febriana
Universitas Jambi
Arts Education Languange, Linguistic, Communication & Media

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PENDEKATAN PROCESS WRITING DALAM PEMBELAJARAN MENULIS TEKS ARGUMENTASI PADA SISWA SMA: KAJIAN LITERATUR SISTEMATIS Misa Febriana; Siti Enik Mukhoiyaroh Bambang
KOHESI : Jurnal Pendidikan Bahasa dan Sastra Indonesia Vol 6 No 2 (2026): KOHESI : Jurnal Pendidikan Bahasa dan Sastra Indonesia
Publisher : Universitas Nias Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57094/kohesi.v6i2.4924

Abstract

This study is a Systematic Literature Review (SLR) aimed at examining the effectiveness of the process writing approach in teaching argumentative text writing among senior high school students. Using the PRISMA 2020 protocol, this review analyzed 25 nationally and internationally reputable journal articles published between 2021 and 2026. The findings reveal that 22 out of 25 articles (88%) reported significant improvements in students' argumentative writing quality through the process writing approach, with effect sizes ranging from d = 0.70–0.85 (large effect category). Specifically, students' mean scores increased from 65.4 to 78.9, with a margin of 12.3 points higher than the control group. The integration of process writing with structured peer feedback, digital technology, and genre-based approaches proved to yield more substantial improvements. However, this review also uncovered a cognitive-affective paradox: improvements in writing quality were not automatically accompanied by a reduction in students' writing apprehension. Key implementation challenges include curriculum time constraints, low initial motivation, superficial revision tendencies, and limited teacher competence in facilitating meaningful formative feedback.
ANALISIS STRATEGI PEMBELAJARAN SCAFFOLDING DALAM MENINGKATKAN KEMAMPUAN LITERASI PESERTA DIDIK PADA PEMBELAJARAN BAHASA INDONESIA: STUDI LITERATUR Misa Febriana; Salsa Bila Putri; Aizya Flora; Helty; Liza Septa Wilyanti
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 03 (2026): Volume 12 No. 3, September 2026 Public
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i03.16425

Abstract

Students' literacy skills in Indonesia remain a serious challenge, particularly in the Indonesian Language subject, with PISA 2022 placing Indonesia at a score of 359, well below the OECD average of 476. This systematic literature study aims to critically analyze scaffolding concepts, map prior research findings, formulate an implementation model, identify multidimensional impacts on literacy, and identify research gaps and pedagogical implications. Data were collected through searches on Google Scholar, SINTA, DOAJ, Garuda, Scopus, and ERIC using thematic keywords, yielding 112 initial sources that were then selected through a stepwise PRISMA-adapted protocol (deduplication, title-abstract screening, and full-text eligibility assessment) to 28 final sources (20 national, 8 international). Results indicate: (1) scaffolding is proven effective in enhancing reading, writing, critical, and digital literacy; (2) scaffolding effectiveness is contextual and depends on teacher TPACK competence; (3) scaffolding in the Indonesian context faces unique challenges of student ability heterogeneity and infrastructure limitations; (4) research gaps exist in long-term scaffolding studies, standardized measurement, and hybrid digital-conventional models. This study produces a novel six-stage conceptual implementation model synthesized from national and international literature, along with an optimal conditions framework and a future research agenda.
Co-Authors Aizya Flora Helty, Helty Liza Septa Wilyanti Salsa Bila Putri Siti Enik Mukhoiyaroh Bambang