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All Journal Pendidikan Bahasa dan Sastra Indonesia Humanus: Jurnal ilmiah Ilmu-ilmu Humaniora KREDO : Jurnal Ilmiah Bahasa dan Sastra Diksa : Jurnal Pendidikan Bahasa dan Sastra Indonesia Diglosia: Jurnal Kajian Bahasa, Sastra, dan Pengajarannya International Conference on Languages and Arts Puitika Bahterasia : Jurnal Ilmiah Pendidikan Bahasa dan Sastra Indonesia Hortatori : Jurnal Pendidikan Bahasa dan Sastra Indonesia
Utami Dewi Pramesti
Universitas Negeri Padang
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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SURVEI PEMBELAJARAN MENULIS TEKS BERITA SEBAGAI REFLEKSI LITERASI MEMBACA SISWA Pramesti, Utami Dewi; Sastromiharjo, Andoyo; Anshori, Dadang S.; Mulyati, Yeti
Diksa : Jurnal Pendidikan Bahasa dan Sastra Indonesia Vol. 8 No. 1 (2022): Diksa : Jurnal Pendidikan Bahasa dan Sastra Indonesia
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/diksa.v8i1.21000

Abstract

This article describes the comparison of news-writing learning during offline learning and online learning with the aim of getting a portrait of news-writing learning in both types of learning. Research conducted is descriptive quantitative. The research sample was Junior High School teachers in all regions of Indonesia who were randomly selected. The questionnaire is an instrument in this studywhich is distributed via google form. The research steps were as follows: (1) determining the topic; (2) exploring theoretical studies; (3) formulating instruments; (4) validating the instrument; (5) disseminating instruments; (6) collecting and calculating the results of the questionnaire that has been obtained; (7) discussing and concluding the research results. The results of research on both types of learning show several similarities and differences. The findings that contain the similarities between offline and online learning are: (1) more than 50% of the teachers did not use certain learning models for news writing materials; (2) that audiovisual media is the most widely used (50-51.8%); (3) news text is the final product of learning more than 50%; and (4) performance assessment used 50-56.1%. The resulting differences are: (1) offline learning does not use applications, while applications that are widely used online are the WA Group (48.6%); (2) the most prominent learning methods and techniques used when offline were discussion (48.2%), while online was direct observation (35.7%).
Dampak integrasi pendekatan heutagogi dan e-learning dalam model flipped classroom terhadap kemampuan, strategi, dan motivasi membaca Pramesti, Utami Dewi; Anshori, Dadang S.; Mulyati, Yeti; Sastromiharjo, Andoyo
Diglosia: Jurnal Kajian Bahasa, Sastra, dan Pengajarannya Vol 8 No 2 (2025)
Publisher : Universitas Mulawarman

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30872/diglosia.v8i2.1241

Abstract

This research aims to investigate the impact of the integration of the heutagogy (HA) and e-learning approaches in a flipped classroom on reading skills, strategies, and motivation. The method used in this study is quasi-experimental involving 351 high school students. Descriptive statistics and ANOVA were used in this study to test the effects of the intervention and compare them with other groups. The findings showed that the integration of the heutagogy and e-learning approaches in flipped classroom teaching was able to improve reading literacy skills, the use of reading strategies, and psychological factors that support the improvement of reading skills such as self-efficacy, reading motivation, and student autonomy. The principles of the heutagogy approach used in teaching reading skills are the the task, teacher support, student autonomy, evaluation. The most significant impact on reading skills and psychological factors of reading skill development is student autonomy. This study implies that the combination of the heutagogy (HA) and e-learning approaches can be an alternative for teachers to improve language skills, such as students' reading literacy skills.
Co-Authors Ain, Zamratul Andoyo Sastromiharjo Dadang S Anshori Dadang Sunendar Diana Astuti, Diana Drs. Effendi Drs. Effendi Elfia Sukma Elfia Sukma, Elfia Faisal, Dini Rasyid, Yulianti Sukayati, Sukayati Syahrul R, Syahrul Vismania S. Damaianti, Vismania S.