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All Journal Didaktik : Jurnal Ilmiah PGSD STKIP Subang
Intan Sartika Cibro
Univeritas Jambi
Education

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REGRESI KEMAMPUAN MENULIS EKSPRESIF MAHASISWA PROGRAM STUDI BAHASA INDONESIA DI TENGAH SATURASI PEMANFAATAN AI Intan Sartika Cibro; Sophia Rahmawati; Zahra Maryana Safitri; Fenita Paradiba
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 02 (2026): Volume 12 Nomor 02, Juni 2026 Published
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i02.13852

Abstract

This study aims to analyze how the saturation of Artificial Intelligence (AI) use influences students’ cognitive engagement and writing processes, as well as its implications for the potential regression of expressive writing skills among students of the Indonesian Language and Literature Education Study Program at Universitas Jambi. AI usage saturation refers to a condition in which technology is used excessively to the extent that it reduces students’ active involvement in writing processes, including idea planning, argument development, and text revision. This study employed a descriptive qualitative approach with data collection techniques consisting of in-depth interviews, observation, and documentation involving six students from the 2024 cohort, Regular Class 4A. Data were analyzed using the interactive model of Miles and Huberman. The findings indicate that excessive use of AI has shifted its role from a supportive tool to the primary starting point in students’ writing processes. This condition leads to reduced cognitive engagement and independence in writing, resulting in texts that tend to be uniform, lack personal expression, and do not fully represent the writer’s authentic ideas. In addition, students experience a decline in confidence when writing without AI assistance. This study concludes that the main issue does not lie in the existence of AI itself, but in how and where AI is positioned within the students’ writing process.
IMPLEMENTASI PROJECT-BASED LEARNING, COOPERATIVE LEARNING, DAN PROBLEM-BASED LEARNING DALAM PEMBELAJARAN DRAMA BERBASIS KEBERAGAMAN FASE F DI SMA NEGERI 4 KOTA JAMBI Intan Sartika Cibro; Siti Sinta Hariani; Helty; Liza Septa Wilyanti
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 02 (2026): Volume 12 Nomor 02, Juni 2026 Published
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i02.15176

Abstract

This study aims to describe and analyze the integrated implementation of three learning strategies, namely Project Based Learning (PjBL), Cooperative Learning, and Problem Based Learning (PBL), in diversity-themed drama learning in Grade XI of SMAN 4 Kota Jambi. A descriptive qualitative approach was employed, with data collected through direct classroom observation, in-depth teacher interviews, and teaching module documentation. Data were analyzed thematically through three stages: data reduction, data display, and conclusion drawing. Findings reveal that PjBL served as the primary framework directing students to produce an authentic product in the form of a drama performance; Cooperative Learning was implemented through heterogeneous groups with structured role distribution; while PBL emerged organically when students encountered creative obstacles during screenplay writing. The integration of the three strategies effectively promoted active engagement, developed 4C competencies holistically, and internalized diversity values as part of the Pancasila Student Profile. Major challenges identified include time constraints, unequal participation among group members, uneven PBL experiences across groups, and inconsistent digital infrastructure. These findings contribute to the discourse on multi-strategy integration in literary learning in alignment with the Independent Curriculum.
Co-Authors Fenita Paradiba Helty Liza Septa Wilyanti Siti Sinta Hariani Sophia Rahmawati Zahra Maryana Safitri