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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar
Hidayah Tullah. S, Nur
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ANALYSIS STUDENTS' CRITICAL THINKING THROUGH AI-BASED SYNTAX Maria Rosa Mistika Sato; Annisa Suci, Nur; Hidayah Tullah. S, Nur; Rampeng
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 Nomor 03, September 2026 Completed
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.62711

Abstract

Important concerns regarding the calibre of students' writing and thinking have been brought up by the quick use of artificial intelligence (AI) techniques in higher education. When utilised thoughtfully and purposefully, AI-based syntactic tools like huge language model helpers can act as beneficial scaffolds for the development of critical thinking rather than acting as a shortcut for copying and pasting. study looks at how students in the English Education Study Program strengthen their critical thinking skills in relation to the use of AI-based syntax. design was used. The 2022 and 2023 cohorts, twenty-four students took part in semi-structured interviews, classroom observations, and document analysis of their writing assignments. The interactive model of data reduction, display, and conclusion drawing was used to analyse the data. The results show three main trends: students who used AI passively showed little metacognitive awareness; students who engaged analytically with AI-generated syntax showed stronger argument organization and sentence-level precision; and students who were guided to compare, evaluate, and revise AI outputs developed more reflective writing habits. The study comes to the conclusion that while AI-based syntactic tools do not automatically generate critical thinking, they can enhance students' reasoning, revision, and language assessment skills when integrated into structured educational activities. The pedagogical ramifications are examined for instructors who want to use AI as a tool for academic literacy rather than as a substitute for hard work.
SEMANTIC AND PRAGMATIC CHALLENGES FACED BY INDONESIAN EFL LEARNERS Suci, Nur Annisa; Hidayah Tullah. S, Nur; Sato, Maria Rosa Mistika; Syam, Ulfah
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 Nomor 03, September 2026 Completed
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.62726

Abstract

The semantic and pragmatic difficulties Indonesian English as a Foreign Language (EFL) learners encounter are examined in this study. Even though a large number of Indonesian EFL students exhibit sufficient grammatical proficiency, they frequently struggle to comprehend contextual meanings and use language correctly in social situations. The purpose of this qualitative descriptive study is to identify significant factors and investigate the semantic and pragmatic difficulties encountered by 20 Indonesian high school EFL students. Semi-structured interviews, classroom observations, and document analysis of students' oral and written tasks were used to gather data, which was then subjected to thematic analysis. The study's findings show that while students possess sufficient grammatical knowledge, they struggle greatly to comprehend language in everyday communication situations. Lexical ambiguity, taking figurative language literally, and doubt regarding the meaning of words in context are the main semantic problems identified. In the meanwhile, pragmatic issues include misinterpreting deixis, misusing politeness techniques, and having trouble comprehending indirect intent in speech acts. The primary causes of these difficulties include first language interference, cultural norm variations, and a lack of exposure to real English interactions. The significance of explicitly combining semantic and pragmatic competences in English language learning is concluded by this study.
GENERATION Z AND CULTURAL SENSITIVITY: INTEGRATING CROSS-CULTURAL UNDERSTANDING INTO TODAY'S EDUCATIONAL CURRICULUM Hidayah Tullah. S, Nur; Rosa Mistika Sato, Maria; Annisa Suci, Nur; Sahib, Nurfaizah
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 Nomor 03, September 2026 Now Available
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.62816

Abstract

Generation Z, having grown up in the digital era, is highly exposed to global cultural diversity but does not necessarily possess adequate intercultural competence. This study critically examines how cross-cultural understanding can be effectively integrated into contemporary educational curricula, taking into account the unique characteristics of Generation Z as learners. The research employs a Systematic Literature Review (SLR) method combined with comparative policy analysis, drawing on scholarly sources published between 2022 and 2026. Data were analyzed using inductive thematic analysis, yielding four main themes: (1) the cross-cultural characteristics and needs of Generation Z, (2) the implementation of culturally sensitive curricula, (3) the role of digital technology as a mediator of intercultural competence, and (4) a comparative analysis of multicultural education models across countries. Findings reveal that most existing curricula remain additive in nature and have yet to respond transformatively to the needs of Generation Z. Digital technology plays a paradoxical role expanding cultural exposure while simultaneously creating filter bubbles making the integration of digital and cultural literacy critically important. The experiences of Finland, Singapore, and the United States demonstrate that effective multicultural education models are transformative-structural in nature and supported by sustained professional development for teachers. Indonesia, with its 714 ethnic groups and more than 700 regional languages, holds tremendous potential to develop a locally grounded model of cross-cultural education. This study recommends transformative curriculum reform, enhanced teacher pedagogical competence, and the synergistic integration of digital and cultural literacy to prepare Generation Z as empathetic and culturally competent global citizens.
Co-Authors -, Rampeng Annisa Suci, Nur Maria Rosa Mistika Sato Rosa Mistika Sato, Maria Sahib, Nurfaizah Sato, Maria Rosa Mistika Suci, Nur Annisa Syam, Ulfah