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Analisis Kohesi Gramatikal dalam Teks Biografi Siswa SMA Negeri 3 Bogor: Tokoh Pahlawan Nasional sebagai Nama Jalan di Kota Bogor Rosdiana, Rina; Lestari, Mei Wahyu Wahyu; Aprillia, Anggita; Hayati, Radiatil Hayati; Saira. H, Siti
JP-BSI (Jurnal Pendidikan Bahasa dan Sastra Indonesia) Vol 10, No 1 (2025): VOLUME 10 NUMBER 1 MARCH 2025
Publisher : STKIP Singkawang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26737/jp-bsi.v10i1.7516

Penelitian ini bertujuan untuk menjawab mengetahui penggunaan kohesi gramatikal dalam teks biografi yang ditulis oleh siswa kelas X.1 SMA Negeri 3 Bogor. Penelitian ini menggunakan metode deskriptif kualitatif dengan pendekatan analisis wacana. Data berupa teks biografi siswa yang dikumpulkan menggunakan teknik baca, teknik catat, dan teknik dokumentasi dan dianalisis berdasarkan empat jenis kohesi gramatikal menurut Halliday dan Hasan, yaitu referensi, substitusi, elipsis, dan konjungsi. Hasil penelitian menunjukkan bahwa: Referensi ditemukan sebanyak 41 kali, konjungsi 68 kali, substitusi 26 kali, dan elipsis 23 kali, siswa telah menggunakan berbagai jenis kohesi gramatikal, dengan dominasi pada penggunaan referensi dan konjungsi. Namun, masih ditemukan keterbatasan dalam penggunaan substitusi dan elipsis. Penelitian ini menunjukkan bahwa siswa kelas X.1 SMA Negeri 3 Bogor telah menggunakan berbagai bentuk kohesi gramatikal dalam teks biografi yang mereka tulis, dengan dominasi pada penggunaan referensi dan konjungsi.Temuan ini sejalan dengan penelitian sebelumnya yang menekankan pentingnya pemahaman kohesi gramatikal untuk meningkatkan koherensi teks siswa.

Teachers' Understanding in Implementing Liveworksheets in Learning (E-LKPD) Chodijah, Siti; Rosdiana, Rina; Fahira, Diva Aulia; Lestari, Linda Yunia
Jurnal Pengabdian Masyarakat Inovatif Vol. 3 No. 1 (2025): JPMI (Jurnal Pengabdian Masyarakat Inovatif)
Publisher : Fakultas Matematika dan Ilmu Pengetahuan Alam, Universitas Pakuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33751/jpmi.v3i1.166

This community service aims to improve the digital competence of teachers at SMAN 1 Sukaraja in developing interactive student worksheets using the Liveworksheets platform. Electronic student worksheets (E-LKPD) are digital worksheets used for interactive discussions. Through E-LKPD, teachers will find it easier to check answers directly and reduce paper use. The method consists of training and the use of pretest-posttest instruments. A total of 19 teachers participated, with 15 Likert-scale indicators used to assess their understanding before and after the training. The results showed an increase in the average score from 4.48 in the pretest to 4.88 in the posttest. This indicates a significant improvement in teachers’ understanding of Liveworksheets for E-LKPD development. It is recommended to conduct follow-up training integrating the platform into broader learning systems.

Teachers' Understanding in Implementing Liveworksheets in Learning (E-LKPD) Chodijah, Siti; Rosdiana, Rina; Fahira, Diva Aulia; Lestari, Linda Yunia
Jurnal Pengabdian Masyarakat Inovatif Vol. 3 No. 1 (2025): JPMI (Jurnal Pengabdian Masyarakat Inovatif)
Publisher : Fakultas Matematika dan Ilmu Pengetahuan Alam, Universitas Pakuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33751/jpmi.v3i1.166

This community service aims to improve the digital competence of teachers at SMAN 1 Sukaraja in developing interactive student worksheets using the Liveworksheets platform. Electronic student worksheets (E-LKPD) are digital worksheets used for interactive discussions. Through E-LKPD, teachers will find it easier to check answers directly and reduce paper use. The method consists of training and the use of pretest-posttest instruments. A total of 19 teachers participated, with 15 Likert-scale indicators used to assess their understanding before and after the training. The results showed an increase in the average score from 4.48 in the pretest to 4.88 in the posttest. This indicates a significant improvement in teachers’ understanding of Liveworksheets for E-LKPD development. It is recommended to conduct follow-up training integrating the platform into broader learning systems.

Artificial Intelligence-Based Research Trends and Literacy Shifts in Linguistics and Literature Journals: A Systematic Literature Review Pribadi, Rendy; Dinihari, Yulian; Rosdiana, Rina; Wardhani, Ajeng Dinar Wisesa
Jurnal Pembelajaran Bahasa dan Sastra Vol. 4 No. 5 (2025): September 2025
Publisher : Raja Zulkarnain Education Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55909/jpbs.v4i5.907

This study aims to map trends in artificial intelligence-based research in linguistics and literature journals in Indonesia and to map the shifts in academic literacy that have emerged due to the use of artificial intelligence technology. The method used is a Systematic Literature Review (SLR). The research sample comprises 67 articles from 40 journals, indexed by Sinta 1–5, for the period 2020–2025. Data were collected using document and observation techniques. The analysis focused on four main aspects: research subjects, research types, the type of artificial intelligence used, and data collection techniques, the most prominent of which are document and questionnaire techniques. The results of the study indicate that trends in AI-based linguistics and literature research in Indonesia are dominated by university- and student-led qualitative research. The most commonly used types of artificial intelligence are ChatGPT, Grammarly, and Elsa Speak. Data collection methods include surveys, tests, and questionnaires. However, shifts in academic literacy are also occurring, requiring strengthening reading and writing literacy so that the use of artificial intelligence remains ethical, reflective, and supports the sustainable development of linguistics and literature.

Kemampuan Pemecahan Masalah Matematis Siswa melalui Model Pembelajaran Learning Cycle 7e dan Problem Based Learning Lestari, Puji; Rosdiana, Rina
Mosharafa: Jurnal Pendidikan Matematika Vol. 7 No. 3 (2018): September
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v7i3.524

Kemampuan pemecahan masalah merupakan bagian dari kurikulum pendidikan matematika saat ini. Fakta di lapangan menunjukkan bahwa kemampuan pemecahan masalah matematis siswa masih belum optimal, salah satu penyebabnya adalah masih banyak siswa yang menemui kesulitan dalam hal pemahaman konsep dasar. Mengoptimalkan kemampuan pemecahan masalah diantaranya dapat ditempuh melalui pembelajaran yang berpusat pada siswa. Model pembelajaran Learning Cycle 7E dan Problem Based Learning merupakan dua dari beragam model pembelajaran yang berpusat pada siswa. Adapun tujuan dari penelitian ini adalah untuk mengetahui perbedaan pencapaian kemampuan pemecahan masalah matematis antara siswa yang mendapatkan model pembelajaran Learning Cycle 7E dan Problem Based Learning. Hasil dari penelitian menyimpulkan bahwa tidak terdapat perbedaan peningkatan kemampuan pemecahan masalah matematis antara siswa yang mendapatkan model pembelajaran Learning Cycle 7E dan Problem Based Learning. Sementara itu, untuk kualitas peningkatan kemampuan pemecahan masalah matematis siswa yang mendapatkan model pembelajaran Learning Cycle 7E dan Problem Based Learning masing-masing berinterpretasi sedang namun skor perolehannya berbeda. Secara umum, sikap siswa terhadap pembelajaran matematika menggunakan model pembelajaran Learning Cycle 7E dan Problem Based Learning masing-masing berinterpretasi baik. Currently, mathematical problem-solving ability is a part of the mathematics curriculum. The mathematical problem-solving ability of students was not optimized, one of the reasons is there are still many students who have problems in terms of understanding the basic concepts. To optimize the mathematical problem-solving ability of students, it can be reached by implementing student-centered learning. Learning Cycle 7E and Problem-Based Learning are two of a lot of student-centered learning models. The purpose of this study was to determine the difference in achievement in mathematical problem-solving ability between students who get Learning Cycle 7E and Problem-Based Learning models. The results of this study show that there is not a difference in the enhancement of mathematical problem-solving ability between students who get Learning Cycle 7E and Problem-Based Learning models. Meanwhile, the quality of enhanced mathematical problem-solving ability of students who get Learning Cycle 7E and Problem-Based Learning models are in the middle interpretation. In general, students' attitudes toward learning mathematics using Learning Cycle 7E and Problem-Based Learning models are each in good interpretation.

Penerapan Pendekatan CRT (Culturally Responsive Teaching) dalam Meningkatkan Keterampilan Menulis Surat Pribadi Siswa SMP Ocktavia, Debby; Rosdiana, Rina; Nurjannah, Nurjannah
DIDAKTIS : Jurnal Pendidikan Bahasa dan Sastra Indonesia Vol 2 No 2 (2024): 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.v2i2.742

The purpose of this study was to analyze the improvement of personal letter-writing skills by applying the CRT (Culturally Responsive Teaching) approach to students of SMP Negeri 3 Kota Bogor. This study is a classroom action research with subjects of Class VII students of SMP Negeri 3 Kota Bogor which was carried out in two cycles. Data collection techniques were in the form of observation, assessment of personal letter-writing skills, and photo and video documentation. Data analysis techniques used qualitative and quantitative descriptive analysis techniques. The results of the study showed that the average value of all aspects observed in writing personal letters of students in cycle 1, students who had not completed were 20 people with a percentage of 64.51% and students who had completed were only 11 people with a rate of 35.48%. Furthermore, in cycle 2 there was an increase, namely 25 students entered the complete category with a percentage of 81% and students in the uncompleted category were 6 people with a rate of 19%. Thus, the CRT approach succeeded in improving the personal letter-writing skills of class VII students of SMP Negeri 3 Kota Bogor.

Analysis of Autism Children's Classifications in Elementary School Fitriyani, Fitriyani; Juwita, Nadya Rahma; Rosdiana, Rina; Awallia, Jasmine Treezha
Education Achievement: Journal of Science and Research Volume 4 Issue 3 November 2023
Publisher : Pusdikra-Publishing.com

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51178/jsr.v4i3.1748

This research was conducted with the fundamental aim of carrying out a careful analysis of the classification of children with autism in the elementary school environment. Using the case study method, the research approach includes consideration of various aspects, including cognitive characteristics, behavior and social interactions. Data was collected through observations, interviews with teachers, as well as examination of related documents, providing a strong basis for in-depth analysis. With a focus on a deeper understanding of the varied characteristics of children with autism at the elementary school level, the main aim of the research was to classify these children based on their cognitive abilities, behavior and level of social interaction. It is hoped that the results of this research can be used as a basis for designing educational programs that are more appropriate to the individual needs of each autistic child. The benefits are not only limited to improving learning effectiveness, but also include supporting social integration in the elementary school environment. This research involved subjects of children who had autism and attended elementary school. Study participants included children with varying cognitive characteristics, behavior, and levels of social interaction. The results highlight significant variation in the characteristics of children with autism in elementary school, allowing classification based on their cognitive abilities, behavior and level of social interaction. Some children show a positive response to certain learning methods, while others require a more individualistic approach. It is hoped that the classification of research results will provide a solid basis for improving educational programs, increasing learning effectiveness, and supporting the social integration of children with autism in the elementary school environment.

Global Trends in Genre-Based Approach Research in Language Learning: Bibliometric Analysis (2015–2025) Rosdiana, Rina; Boeriswati, Endry; Murtadho, Fathiaty
Proceeding International Conference on Education Volume 03, Agustus Tahun 2025: International Conference on Education
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan, Universitas Islam Negeri (UIN) Syekh Wasil Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar

Bibliometric analysis maps the genre-based approach (GBA) as part of efforts to support education for Sustainable Development in the last ten years. The Scopus database was used to analyze 169 documents out of 260 documents on the topic of GBA. Data was obtained from 2015-2025*. With restrictions on the subject area of social science, which has been published in Scopus, and in English. The important finding is that this research has generally increased in the number of publications although in some years there has been a decrease, but the decrease is slight. The article in this bibliometric study discusses the topic of GBA, most of which has been published in journals by international journals indexed by Scopus with quartile 1. In addition, the authors with the most citations come from articles published in Q1. The United States is the most productive country in conducting research on this topic of GBA. Indonesia is in second place, and in third place is Australia, the initiator of this approach in language learning. Universities in Indonesia are represented by the Indonesia University of Education in the top ten that published this research. In its discussion, this study uses Vosviewer. Thirteen clusters were found. Eight of them have a lot of connections to other topics: GBA has given rise to research related to writing learning, sfl, esp, academic writing, efl leaners. Several other important findings were also obtained that can be used to conduct further research.

Culturally Responsive Teaching Instrument Development to Increase CultureInvolvement in Teaching Irdiyansyah, Iyan; Rosdiana, Rina; Chodijah, Siti; Mardiani, Dini; Rahmadani, Eneng Syifa
Edukasi Vol 12 No 2 (2025): Edukasi: Jurnal Pendidikan dan Pengajaran
Publisher : Universitas Islam Negeri Raden Fatah Palembang, South Sumatra, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/hmsa2j03

Culturally Responsive Teaching (CRT) is a pedagogical approach that emphasizes the importanceof considering students' cultural backgrounds in the learning process in order to create an inclusive,equitable and effective learning environment. This study aims to develop a valid and reliable CRTpractice measurement instrument in accordance with the Indonesian educational context. Theresearch method used was Research and Development (R&D) with the Four-D model (Define,Design, Develop, Disseminate). The instrument was developed based on literature review andexpert validation, then tested on Teacher Professional Education Program (PPG) students throughvalidity and reliability analysis. The validity test results using Aiken's V showed that 20 out of 24statement items were declared valid, while the reliability test resulted in a Cronbach's Alpha valueof 0.984 which showed a very high level of internal consistency. The resulting CRT instrumentincludes five main dimensions, namely Validating, Multidimensional, Empowering,Transformative, and Emancipatory. This instrument can be used by teachers, researchers andpolicy makers to assess and improve the implementation of culturally responsive learning, as wellas a basis for the development of more inclusive and contextualized education policies inIndonesia.

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