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All Journal Jurnal Pendidikan dan Pembelajaran Khatulistiwa (JPPK) Jurnal Pendidikan Bahasa Jurnal Metamorfosa Pendas : Jurnah Ilmiah Pendidikan Dasar Pendekar : Jurnal Pendidikan Berkarakter GERVASI: Jurnal Pengabdian kepada Masyarakat Jurnal Review Pendidikan dan Pengajaran (JRPP) Akrab Juara : Jurnal Ilmu-ilmu Sosial Ksatra: Jurnal Kajian Bahasa dan Sastra Jurnal Pendidikan Amartha Sintaks: Jurnal Bahasa dan Sastra Indonesia Bhinneka: Jurnal Bintang Pendidikan dan Bahasa Smart Dedication: Jurnal Pengabdian Masyarakat Masyarakat: Jurnal Pengabdian
Dini Hajjafiani
Universitas PGRI Pontianak
Arts Humanities Biochemistry, Genetics & Molecular Biology Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Electrical & Electronics Engineering Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Mathematics Medicine & Pharmacology Nursing Public Health Social Sciences Other

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Integrasi Deep Learning dalam Pembelajaran Bahasa Indonesia Persepsi dan Praktik Asesmen Guru SMP di Kabupaten Mempawah Sari Awallia; Al Ashadi Alimin; Dini Hajjafiani
Bhinneka: Jurnal Bintang Pendidikan dan Bahasa Vol. 4 No. 4 (2026): Bhinneka
Publisher : Universitas Palan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59024/bhinneka.v4i4.2011

Abstract

This qualitative case study aims to analyze the perceptions and practices of deep learning-based assessment design (mindful, meaningful, and joyful) among five junior high school Indonesian language teachers in Mempawah Regency. Data were collected through interviews, observations, and document analysis, then analyzed using an interactive model. The results reveal a gap between verbal pedagogical ideals and the reality of written assessment documents. In the “mindful” pillar, teachers succeeded in fostering students’ mental readiness but struggled to develop high-order thinking questions. In the “meaningful” pillar, the integration of local wisdom was successfully implemented but was hindered by students’ low reading literacy. In the “joyful” pillar, creative methods were able to reduce learning anxiety, but the freedom to choose assignment formats in differentiated assessments remained limited due to time constraints and administrative burdens. This study concludes that there is a need for structured assessment literacy training for teachers in rural areas so that learning innovations are consistently documented.
Konflik Tokoh Ayah Alie dalam Novel Rumah untuk Alie dan Implementasinya dalam Pembelajaran Bahasa Indonesia Sri Rachmawati; Aqis Yuliansyah; Dini Hajjafiani
Sintaks: Jurnal Bahasa & Sastra Indonesia Vol. 6 No. 2 (2026)
Publisher : Medan Resource Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57251/sin.v6i2.2303

Abstract

This study examines the psychological conflicts experienced by Ayah Alie (Abimanyu) in Lenn Liu’s novel Rumah untuk Alie and their implications for Indonesian language learning. Drawing on literary psychology, the study addresses how internal and external conflicts are represented through the protagonist and how these representations may inform literature instruction. A descriptive qualitative approach was employed, with data collected through close reading, note-taking, interviews, and documentation. Textual data were analyzed using Miles, Huberman, and Saldaña’s framework of data condensation, data display, and conclusion drawing. The findings revealed 35 instances of conflict, comprising 20 internal and 15 external conflicts. Internal conflicts primarily reflected Abimanyu’s grief and remorse following his wife’s death, whereas external conflicts were predominantly manifested through physical violence against Alie. These findings demonstrate how unresolved psychological distress shapes characterization and interpersonal relationships within the narrative. The study concludes that the novel offers a potentially valuable contextual resource for teaching characterization, narrative conflict, empathy, and emotional regulation in Indonesian language classrooms. Nevertheless, its contribution to character education remains a pedagogical proposition requiring empirical validation through classroom implementation.
Co-Authors Adisti Primi Wulan Ahadi Sulissusiawan Al Ashadi Alimin anastasia Aqis Yuliansyah Asyari, Efrilian Ayu, Ayu Cindy Vanesa Marsadu Della Aulia Utami Dewi Leni Mastuti Eti Ramaniyar Fitri Wulansari Fitri Wulansari Fitriani Fitriani Herlina Joya, Joya Luky Juniarti Mai Yuliastri Simarmata Maria Elvina Andriani Meily Nadia Meisandra, Meisandra Mellany Rahmawatyi Mesterianti Hartati Muhammad Thamimi Muhammad Zikri Wiguna Rajwa Ain Sahahada Ramadhan Kusuma Yuda Rini Agustina Riska Febriani Saptiana Sulastri Sari Awallia Sisilya Saman Sri Rachmawati Try Hariadi Wiguna, M. Zikri Yulita Ningsih Yulita Ningsih Yusnita Sari, Yusnita