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All Journal IJoLE: International Journal of Language Education International Journal of Research and Applied Technology (INJURATECH)
Vismaia S Damaianti
Universitas Pendidikan Indonesia, Indonesia
Arts Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Control & Systems Engineering Education Electrical & Electronics Engineering Engineering Languange, Linguistic, Communication & Media Social Sciences

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Constructivism in Writing Learning in Elementary School; Systematic Literature Review Risnandar Sudarman; Vismaia S Damaianti; Yeti Mulyati; Soni Mulyawan Setiana
International Journal of Research and Applied Technology Vol. 4 No. 1 (2024): International Journal of Research and Applied Technology (INJURATECH)
Publisher : Universitas Komputer Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34010/injuratech.v4i1.14478

Abstract

This study aims to enhance learners' writing competence in line with their individual talents and interests, structured through the stages of pre-learning, core activities, and closing. Competence development is facilitated through constructivist principles, applied during the writing process based on specific themes within various text genres. Within the constructivist framework, learners actively engage in sorting, selecting, and organizing content areas (writing topics) as a foundation for their writing. Subsequently, learners refine their work by editing, revising, and ultimately publishing their writing for reader engagement, appreciation, feedback, and assessment. This study employs a systematic literature review methodology, analyzing a total of 65 journal articles across four databases, focusing on primary school writing instruction, constructivist learning models, and their applications in writing pedagogy. The review process involved identification, primary data selection, data extraction and synthesis of results. The findings of this review will offer insights into effective instructional strategies to support writing skills development in primary school contexts, emphasizing the role of constructivism in the writing learning process.
The Contribution of Reading Interest and Internet Addiction to Undergraduate Students' Critical Thinking Skills in an Indonesian Public University Indah Pujiastuti; Dian Lestari; Vismaia S Damaianti; Yeti Mulyati; Andoyo Sastromiharjo
International Journal of Language Education Vol. 9, No. 4, 2025
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijole.v1i2.82106

Abstract

This study examines the relationship among undergraduate students' interest in reading academic texts, internet addiction, and critical thinking abilities. Additionally, it aims to elucidate how much interest in reading academic texts and internet addiction influence students' critical thinking skills. This investigation implements a correlational research design. The data were gathered through questionnaires and tests administered to undergraduate students enrolled in the Pendidikan Bahasa dan Sastra Indonesia (PBSI) Program at Maritim Raja Ali Haji University (UMRAH). The results were analyzed using multiple and partial correlations to assess the effects of interest in reading academic texts and internet addiction on students' critical thinking skills. The key findings are presented as follows: There exists a significant moderate correlation among interest in reading academic texts, internet addiction, and students' critical thinking skills; Interest in reading academic texts positively correlates with critical thinking skills, indicating that greater interest in reading corresponds to stronger critical thinking skills, and vice versa;  Internet addiction negatively correlates with students' critical thinking skills, suggesting that increased addiction is linked to lower critical thinking abilities. Both interest in reading academic texts and internet addiction contribute to students' critical thinking skills, with internet addiction contributing more to critical thinking skills than students' reading interest. This study successfully demonstrated a significant moderate correlation between interest in reading academic texts, internet addiction, and critical thinking skills among students because Sig. Fcount < ρ-value in line with the theory that the intensity of academic literacy engagement and external factors, such as internet use, influences critical thinking skills.
Co-Authors Andoyo Sastromiharjo Dian Lestari Indah Pujiastuti Risnandar Sudarman Soni Mulyawan Setiana