Article Per Year (5 Year)
p-Index From 2021 - 2026
0.408
P-Index
This Author published in this journals
All Journal DIDAKTIS: Jurnal Pendidikan Bahasa dan Sastra Indonesia
Andi Karman
Universitas Negeri Makassar, Indonesia
Education Languange, Linguistic, Communication & Media

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Feudal colonialism: Racial authority, aristocratic brokers, and the subjugation of the body in Pangeran dari Timur Aslan Abidin; Angellika Matta; Andi Karman
DIDAKTIS : Jurnal Pendidikan Bahasa dan Sastra Indonesia Vol 4 No 2 (2026): DIDAKTIS: Jurnal Pendidikan Bahasa dan Sastra Indonesia
Publisher : Fakultas Sastra, Universitas Muslim Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33096/didaktis.v4i2.1241

Abstract

This article examines how colonialism is represented not as a simple opposition between European colonizers and Indigenous subjects in Pangeran dari Timur, a novel by Iksaka Banu and Kurnia Effendi. Employing qualitative content analysis, the study examines 52 purposively selected textual excerpts, validated through close reading and coded into two analytical domains: feudal colonialism and its effects, and racialized status hierarchy. The findings indicate that elite collaboration, discrimination, and colonial privilege are the most prominent patterns in the corpus. Colonialism emerges as a layered political and cultural formation, particularly in Java. Dutch and British colonial power becomes effective because it is translated through kings, regents, priyayi, landlords, court protocols, land relations, and ritualized forms of deference. Everyday objects and gestures, including shoes, clothing, seating arrangements, language, kneeling, and artistic patronage, transform hierarchy into embodied habit. Raden Saleh appears as an ambivalent figure who reveals both the possibilities and the limits of colonial inclusion. The article proposes feudal colonialism as a literary-analytical model for reading colonial formations in which foreign racial authority and Indigenous aristocratic mediation operate simultaneously.
NOKEN model: A critical literacy inquiry framework for mapping and building undergraduate academic essays Akhiruddin Akhiruddin; Andi Karman
DIDAKTIS : Jurnal Pendidikan Bahasa dan Sastra Indonesia Vol 4 No 2 (2026): DIDAKTIS: Jurnal Pendidikan Bahasa dan Sastra Indonesia
Publisher : Fakultas Sastra, Universitas Muslim Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33096/didaktis.v4i2.1262

Abstract

Academic essay writing requires undergraduates to transform reading into coherent, evidence-based, and ethical argumentation. Yet higher education often separates reading, inquiry, drafting, feedback, and revision, limiting students’ ability to develop arguments from critically evaluated sources. This developmental study designed and evaluated the NOKEN model, a locally resonant critical literacy inquiry framework for integrated academic reading-writing instruction. NOKEN comprises Navigating critical issues, Organizing ideas and evidence, Knowledge-building through inquiry, Evaluating perspectives and argument plans, and Negotiating academic voice. The study involved two expert validators, three prospective lecturer-users, and 30 students in an academic writing course at Universitas Papua. Following analysis, design, development, implementation, and evaluation stages, data were collected through document analysis, validation sheets, practicality questionnaires, and essay tests. Descriptive statistics, normality and homogeneity tests, the Wilcoxon signed-rank test, and normalized gain analysis were applied. The model achieved high validity (M = 3.74/4.00) and practicality (M = 3.73). Students’ mean scores increased from 78.75 to 87.73, with a normalized gain of 0.42 and a significant difference (p = .001). NOKEN appears feasible, practical, and promising, although controlled multi-site studies are needed to verify its effectiveness, transferability, and long-term instructional impact fully.
Co-Authors Akhiruddin Akhiruddin Angellika Matta Aslan Abidin