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All Journal Assyfa Learning Journal
Riska Nurjanah
Universitas 17 Agustus 1945 Banyuwangi, Indonesia
Education Languange, Linguistic, Communication & Media Social Sciences Other

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The Silent Educators: Unmasking Inaccuracies in the Linguistic Landscape of Indigenous Tourism Villages Riska Nurjanah; Rizky Maulana; Icha Aulia Nazila; Indah Handayani; Dian Arief Pradana
Assyfa Learning Journal Vol. 1 No. 2 (2023): Assyfa Learning Journal
Publisher : CV. Bimbingan Belajar Assyfa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61650/alj.v1i2.708

Abstract

Background: Indigenous tourism villages increasingly utilize multilingual public signage, functioning as "silent educators" in informal learning environments. However, these linguistic landscapes often contain translation inaccuracies that disrupt effective language acquisition and vocational communication. Purpose: This study aims to unmask these linguistic inaccuracies and evaluate their pedagogical implications, proposing a disciplinary pedagogy framework to transform tourism signage into standardized instructional media for local workforce competencies. Method: Employing a qualitative observational design aligned with Outcome-Based Education (OBE) principles, this research analyzed public signs across indigenous tourism villages. Data were evaluated against vocational language curricula to determine their impact on incidental learning and professional communication standards. Results: The findings reveal significant grammatical and lexical errors within the observed linguistic landscapes, inadvertently creating a flawed informal educational ecosystem. However, when these real-world inaccuracies were repurposed as case-based authentic assessment materials for vocational students, it significantly enhanced their critical language awareness and practical communication skills, successfully bridging the gap between theoretical linguistic knowledge and global industry realities. Conclusion: Erroneous linguistic landscapes, while initially problematic, can be strategically harnessed as authentic instructional tools. Aligning public signage development with pedagogical standards fosters a rigorous, immersive educational ecosystem that supports vocational excellence and sustainable tourism workforce development
Digital Pedagogies Meet Ethno-Biodiversity: A Multidisciplinary Framework for Bilingual Contextual Learning in Regional Indonesia. Riska Nurjanah; Ayu Nabila Safitri; Putri Balqis; Durotul Muniroh; Candra Hermawan
Assyfa Learning Journal Vol. 2 No. 1 (2024): Assyfa Learning Journal
Publisher : CV. Bimbingan Belajar Assyfa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61650/alj.v2i1.1239

Abstract

Bridging local ethno-biodiversity with digital pedagogy is essential for contextualizing learning within modern educational ecosystems. This study aims to develop and evaluate a multidisciplinary bilingual digital framework (Indonesian–English) that integrates Banyuwangi's local history and biodiversity to advance instructional science. Employing a Research and Development (R&D) methodology anchored in the ADDIE instructional design model (Analysis, Design, Development, Implementation, Evaluation), the research assessed the framework's efficacy. The study involved subject-matter experts across disciplines (history, biology, English), instructional technologists, teachers, and students. Data were collected via needs assessments and validation instruments, then analyzed using quantitative descriptive methods. The results demonstrated exceptional pedagogical and technical validity: history experts (90.4%), biology experts (91.2%), English experts (88.6%), and media experts (92.5%). Furthermore, practical implementation yielded highly positive responses from participating educators (89.7%) and learners (88.9%), confirming the interactive module's efficacy and interdisciplinary synergy. In conclusion, this research successfully transforms multidisciplinary expertise into a validated, evidence-based instructional medium, offering a robust digital pedagogical model to enhance bilingual contextual learning in regional schools.
Co-Authors Ayu Nabila Safitri Candra Hermawan Dian Arief Pradana Durotul Muniroh Icha Aulia Nazila Indah Handayani Putri Balqis Rizky Maulana