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All Journal JURNAL KONFIKS IJoLE: International Journal of Language Education Pendas : Jurnah Ilmiah Pendidikan Dasar JURNAL PENDIDIKAN TAMBUSAI JP-BSI (Jurnal Pendidikan Bahasa dan Sastra Indonesia) GERAM (GERAKAN AKTIF MENULIS) Jurnal Onoma: Pendidikan, Bahasa, dan Sastra Jurnal Sastra Indonesia Community Engagement and Emergence Journal (CEEJ) Ideguru: Jurnal Karya Ilmiah Guru JOLLT Journal of Languages and Language Teaching Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI) Journal of Language Education, Linguistics, and Culture Cakrawala: Jurnal Pendidikan Al-Hijr: Journal of Adulearn World Sajak: Jurnal Penelitian dan Pengabdian Sastra, Bahasa, dan Pendidikan Jurnal Pengabdian Masyarakat dan Inovasi Teknologi Alinea: Jurnal Bahasa, Sastra, dan Pengajaran Indonesian Research Journal on Education Lingeduca: Journal of Language and Education Studies
Mukhlis, Muhammad
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Religion Arts Humanities Chemistry Computer Science & IT Economics, Econometrics & Finance Education Energy Engineering Environmental Science Health Professions Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Mechanical Engineering Physics Social Sciences Other

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Pelatihan Penyusunan Modul Ajar Berdiferensiasi bagi Forum MGMP Bahasa Indonesia Kabupaten Kampar Mukhlis, Muhammad; Yuliawan, Tri; Piliang, Wilda Srihastuty Handayani; Sukenti, Desi; Shafina, Vira; Arni Natalina Br Siburian, Desi
Sajak: Jurnal Penelitian dan Pengabdian Sastra, Bahasa, dan Pendidikan Vol. 4 No. 1 (2025): Februari 2025
Publisher : UIR Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25299/s.v4i1.21200

Abstract

Community Service Program aims to enhance the competence of Indonesian language teachers in designing differentiated teaching modules in Kampar Regency. The training employed a participatory approach through discussions, hands-on practice, and the use of technology in module development. Evaluation results indicate that 99% of participants were satisfied with the program, and their understanding of differentiated learning improved. The aspect of diverse information sources received the highest score, while variation in instruction and alternative assignments still need improvement. This program also promotes sustainability through mentoring and collaboration with MGMP. With these positive outcomes, it is expected that teachers will continue developing innovative and adaptive teaching modules to improve the quality of Indonesian language learning.
PELATIHAN PEMBUATAN MATERI AJAR BERDIFERENSIASI MENGGUNAKAN CHATGPT BAGI GURU-GURU SMAN 2 TAPUNG HILIR Asnawi, Asnawi; Mukhlis, Muhammad; Wahyuni, Sri; Dafit, Febrina
Sajak: Jurnal Penelitian dan Pengabdian Sastra, Bahasa, dan Pendidikan Vol. 4 No. 1 (2025): Februari 2025
Publisher : UIR Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25299/s.v4i1.21399

Abstract

The design of differentiated teaching materials is the most important part for teachers in implementing current learning. Likewise, the use of technology in designing and implementing current learning is an inseparable part of learning. This is also needed by teachers of SMAN 2 Tapung Hilir in achieving future learning goals. Based on this, it is necessary to conduct training in creating differentiated teaching materials using Chat GPT for teachers of SMAN 2 Tapung Hilir. The target of this training partner is teachers of SMAN 2 Tapung Hilir. The training method used is guided and individual guided training. Based on the results of the training, it can be concluded that the mastery of teaching materials of teachers of SMAN 2 Tapung Hilir increased from 65% to 80%. The mastery of differentiated teaching material design of teachers of SMAN 2 Tapung Hilir increased from 70% to 80%. The mastery and use of ChatGPT of teachers of SMAN 2 Tapung Hilir increased from 60% to 80%. Teachers of SMAN 2 Tapung Hilir felt satisfied with the training on making differentiated teaching materials for teachers of SMAN 2 Tapung Hilir. Teachers of SMAN 2 Tapung Hilir felt that the material presented by the resource person in the training was very interesting and not boring for the training on making differentiated teaching materials for teachers of SMAN 2 Tapung Hilir. Teachers of SMAN 2 Tapung Hilir conveyed that the competence of the resource person in the training was very appropriate and of high quality for the training on making differentiated teaching materials for teachers of SMAN 2 Tapung Hilir.
Perbedaan Kurikulum 2013 dan Kurikulum Merdeka Berdasarkan 4 Aspek Landasan Pengembangan Kurikulum Amelia, Desi Putri; Andina, Laras; Auliya, Syalsha Desta; Mukhlis, Muhammad
Jurnal Pendidikan Tambusai Vol. 9 No. 2 (2025): Agustus
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai, Riau, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jptam.v9i2.30601

Abstract

Penelitian ini bertujuan untuk mengidentifikasi dan menganalisis perbedaan antara Kurikulum 2013 dan Kurikulum Merdeka berdasarkan empat aspek landasan pengembangan kurikulum, yaitu aspek filosofis, psikologis, sosial budaya, dan IPTEK. Metode yang digunakan adalah pendekatan kualitatif dengan studi kepustakaan dan analisis isi. Data dikumpulkan dari dokumen resmi kedua kurikulum, buku ajar, serta modul pembelajaran yang relevan, kemudian dianalisis secara sistematis untuk menemukan pola perbedaan dan persamaan. Hasil penelitian menunjukkan bahwa Kurikulum 2013 lebih menekankan pada pendidikan karakter dan kompetensi yang terstruktur, standar nasional yang seragam, serta penggunaan teknologi yang terencana. Sebaliknya, Kurikulum Merdeka menonjolkan kebebasan belajar, pengembangan potensi individu sesuai minat dan bakat, perhatian terhadap konteks lokal dan budaya, serta fleksibilitas dalam penggunaan teknologi. Pembahasan penelitian ini menegaskan bahwa perbedaan tersebut mencerminkan perubahan paradigma pendidikan yang mengutamakan personalitas dan relevansi pembelajaran dalam Kurikulum Merdeka, tanpa mengabaikan tujuan pembentukan karakter dan kompetensi. Simpulan penelitian ini menegaskan bahwa kedua kurikulum memiliki kekuatan masing-masing yang saling melengkapi dalam upaya meningkatkan kualitas pendidikan di Indonesia, dengan Kurikulum Merdeka sebagai inovasi yang memberikan ruang lebih luas bagi pengembangan potensi siswa secara optimal.
Perbedaan Materi Buku Teks Bahasa Indonesia Pada Kurikulum 2013 dan Kurikulum Merdeka di Kelas 10 Riyanti, Riyanti; Gea, Hilda Enonia; Faradiba, Diandra Salsabila; Mukhlis, Muhammad
Jurnal Pendidikan Tambusai Vol. 9 No. 2 (2025): Agustus
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai, Riau, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jptam.v9i2.30618

Abstract

Artikel ini membahas perbedaan materi dalam buku teks Bahasa Indonesia kelas 10 yang digunakan dalam Kurikulum Merdeka dan Kurikulum 2013. Penelitian ini dilakukan dengan pendekatan deskriptif kualitatif melalui analisis isi terhadap dua buku teks resmi yang diterbitkan oleh pemerintah. Fokus kajian meliputi struktur penyajian materi, jenis teks yang digunakan, pendekatan pembelajaran, dan penguatan nilai karakter. Hasil analisis menunjukkan bahwa buku teks Kurikulum Merdeka lebih menekankan pada penguatan literasi, kebebasan berpikir, dan pembelajaran yang dapat membuat siswa lebih efektif dan memahami materi (berdiferensiasi), sedangkan buku teks Kurikulum 2013 lebih menekankan pada pencapaian kompetensi dasar secara sistematis. Selain itu, buku Kurikulum Merdeka menggunakan pendekatan yang lebih kontekstual dan mendorong keterlibatan aktif siswa dalam proses belajar. Temuan ini memberikan gambaran tentang pergeseran paradigma pembelajaran Bahasa Indonesia di jenjang SMA kelas 10 serta implikasinya terhadap proses pembelajaran di kelas.
Artificial Intelligence in the Perspective of Students in BIPA (Bahasa Indonesia for Foreign Speakers) Learning Sohnui, Suhailee; Mukhlis, Muhammad; Pendri, Apri
J-LELC: Journal of Language Education, Linguistics, and Culture Vol. 5 No. 1 (2025): J-LELC: Journal of Language Education, Linguistics, and Culture
Publisher : UIR Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25299/j-lelc.2025.22163

Abstract

This study aims to explore the use of Artificial Intelligence (AI) in the teaching of Bahasa Indonesia for Foreign Speakers (BIPA) and its impact on the learning experience of foreign students. BIPA faces significant challenges due to the structural differences between Bahasa Indonesia and other foreign languages, as well as the limitations of traditional teaching methods. AI technology offers the potential to enhance the learning experience by providing speaking exercises, pronunciation practice, and real-time feedback tailored to students' abilities. This research uses a qualitative phenomenological approach, with in-depth interviews and observations as the data collection methods. The subjects of the study consist of 30 foreign students who have used AI-based applications in BIPA learning for at least three months. The collected data is analyzed using thematic analysis techniques to identify key themes related to the students' experiences with AI technology. The results of the study show that most students reported improvements in their language skills, especially in vocabulary, grammar understanding, and pronunciation, after using AI applications. As many as 85% of students felt more engaged in learning with AI, as the application provided immediate feedback and allowed them to learn independently. However, there were also some technical challenges faced by students, such as issues with internet connectivity and application errors, as well as limitations in understanding cultural contexts and more complex conversations. Nevertheless, students generally felt that AI provided a more flexible and efficient learning experience compared to traditional teaching methods. This study contributes to the development of BIPA teaching by utilizing AI as a supplementary technology. The findings also highlight the importance of further development in improving the technical stability and the AI's ability to understand Indonesia's cultural context to create a more comprehensive learning experience.
Pantun Users in The Classical Malay Era and Pantun in The Digital Era Nur, Hidayatun; Asnawi, Asnawi; Mukhlis, Muhammad; Hermaliza, Hermaliza; Sukenti, Desi
J-LELC: Journal of Language Education, Linguistics, and Culture Vol. 5 No. 2 (2025): J-LELC: Journal of Language Education, Linguistics, and Culture
Publisher : UIR Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25299/j-lelc.2025.23214

Abstract

Pantun is important to study in the digital era because pantun is an intangible cultural heritage that needs to be preserved because it contains many values ​​and politeness in terms of language. Pantun is known to be widely used by people in the Classical Malay era which is said to be different from the use of pantun in the digital era where pantun is now rarely used by people. In reality, pantun in the digital era is widely used by people from various circles. This study aims to describe and explain the differences in users of Malay pantun in the Classical Malay era and pantun in the digital era. The form of this research is descriptive qualitative research using a phenomenological strategy. The data sources for this study are Classical Malay pantun collection books, pantun found on social media, pantun collection books in the digital era and from informants. Data collection techniques in this study are document studies, observations, questionnaires, and interviews. Data validation uses method triangulation techniques, theory triangulation and source triangulation. Data analysis uses interactive data analysis including data reduction, data presentation, drawing conclusions. The  results of the study concluded that there were differences in pantun users in the Classical Malay era and the digital era. The difference in terms of users is based on the use of pantun in various situations, namely persona users, pantun, chanters and storytellers. In addition, pantun, which was originally an oral tradition, has become digital content in the digital era.
Kontribusi Pembelajaran Berdiferensiasi terhadap Kemampuan Menulis Teks Prosedur Siswa Afandi, Vina Rahma; Mukhlis, Muhammad
Indonesian Research Journal on Education Vol. 5 No. 6 (2025): Irje 2025
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/irje.v5i6.3511

Abstract

Penelitian ini dilatarbelakangi oleh pentingnya penerapan pembelajaran yang mampu menyesuaikan kebutuhan dan karakteristik peserta didik agar proses belajar menjadi lebih efektif dan bermakna. Tujuan penelitian ini adalah untuk mengetahui hubungan antara pembelajaran berdiferensiasi dengan kemampuan menulis teks prosedur siswa kelas XI SMAN 2 Siak Hulu. Metode yang digunakan dalam penelitian ini adalah metode kuantitatif dengan pendekatan korelasional. Populasi penelitian berjumlah 191 siswa dengan teknik pengambilan sampel menggunakan total sampling. Teknik pengumpulan data menggunakan angket untuk mengukur pembelajaran berdiferensiasi dan tes menulis untuk mengukur kemampuan menulis teks prosedur. Analisis data dilakukan dengan uji korelasi Product Moment Pearson. Hasil penelitian menunjukkan nilai koefisien korelasi r = 0,950 dengan taraf signifikansi 0,000 < 0,05, yang berarti terdapat hubungan yang sangat kuat dan signifikan antara pembelajaran berdiferensiasi dan kemampuan menulis teks prosedur siswa. Nilai koefisien determinasi (R²) sebesar 90,25% menunjukkan bahwa pembelajaran berdiferensiasi memberikan kontribusi sebesar 90,25% terhadap peningkatan kemampuan menulis siswa, sedangkan sisanya 9,75% dipengaruhi oleh faktor lain di luar penelitian. Penelitian ini diharapkan dapat menjadi bahan pertimbangan bagi pendidik untuk menerapkan pembelajaran berdiferensiasi secara konsisten dalam meningkatkan keterampilan menulis siswa.
ASESMEN KOMPETENSI MINIMUM LITERASI MEMBACA SISWA DI SD DAREL HIKMAH Perdana, Putri Mayang; Mukhlis, Muhammad
JURNAL KONFIKS Vol 10 No 2 (2023): KONFIKS
Publisher : LEMBAGA PENELITIAN DAN PENGABDIAN PADA MASYARAKAT

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/konfiks.v10i2.13907

Abstract

AKM merupakan suatu cara untuk mengukur dan menilai pencapaian pada kemampuan membaca peserta didik di seluruh Indonesia dan membandingkan nya dengan standar internasional. AKM dapat juga membantu siswa meningkatkan kemampuan peserta didik dalam membangun rancangan pembelajaran di dalam porses belajar dalam kelas. Hal ini juga sangat berkontribusi dalam meningkatkan kemajuan pendidikan di indonesia. Dalam peneilitan ini penulis menggunakan metode kualitatif dan penulis juga menelaah mengunakan metode studi kasus. Kenapa penulis menggunakan metode studi kasus ? karena studi kasus juga bertujuan untuk mengkaji dan  mengungkap bagaimana kemampuan literasi peserta didik  dengan meneliti situasi dan menelaah kondisi di SD Darel Hikmah pekanbaru. Hasil dari penelitian ini ada tiga level kognitif yaitu 25% peserta didik dapat menentukan informasi 25% peseta didik dan memiliki pemahaman sebesar 20 peserta didik tidak mampu dalam mengevaluasi atau menelaah soal AKM literasi membaca. Hal ini dapat dilihat dari hasil pengerjaan soal AKM literasi membaca. Penelitian ini memberikan gambaran tentang kemampuan literasi membaca peserta didik dan dapat digunakan untuk bahan evaluasi meningkatkan kualitas belajar - mengajar
The Effect of ChatGPT-Based Project-Based Learning Model and Digital Literacy on News Text Writing Skills Mukhlis, Muhammad
Journal of Languages and Language Teaching Vol. 12 No. 3 (2024): July
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i3.11433

Abstract

Through conventional learning, learning news text writing skills is still oriented towards completing tasks given by the teacher. In addition, the teacher's role in learning is more dominant so that students have very little opportunity to explore their abilities. The purpose of this study is to evaluate how project-based learning using ChatGPT and digital literacy affect students' learning outcomes related to news text writing skills. Furthermore, this study aims to investigate how digital literacy and the ChatGPT-based project-based learning model interact to influence news text writing skills. This study, which used an experimental design with an independent samples test and an ANOVA 2-way analysis, demonstrates that using the ChatGPT-based project-based learning model greatly enhances the capacity to produce news articles. The tcount value of 4.025 > ttable 1.672 and the sig value of 0.000 < 0.05, which indicate that Ha is accepted, support this. However, with the value of Fo(P*L) 0.248 and sig value 0.621 > 0.05, indicating that Ha is rejected, there is no interaction between the ChatGPT-based project-based learning model and digital literacy in influencing the capacity to create news material. The results of this test provide an assumption that between the ChatGPT-based project-based learning model and digital literacy skills do not jointly influence the learning outcomes of the ability to write news texts. This means that it is necessary to consider various factors that influence student learning success, both in the context of digital literacy and psychological factors that play an important role in the development of news text writing skills. This study adds significantly to our understanding of the efficacy and ramifications of the ChatGPT-based project-based learning model. It also emphasizes the significance of a comprehensive strategy for fostering students' news text writing abilities.
Hubungan Pelaksanaan Program Gerakan Literasi Sekolah dengan Hasil Belajar Bahasa Indonesia Siswa Dinita, Riska Putri; Mukhlis, Muhammad
Ideguru: Jurnal Karya Ilmiah Guru Vol 9 No 3 (2024): Edisi September 2024
Publisher : Dinas Pendidikan, Pemuda dan Olahraga Daerah Istimewa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51169/ideguru.v9i3.1089

Abstract

The aim of this study is to determine whether there is a partial relationship between literacy program variables and student learning outcomes. The problem of this study is the decline in student learning outcomes in the learning process. This is not in line with one of the goals of the School Literacy Movement, namely improving student learning outcomes. Thw methods of quantitative was used in this study. This study population is all class X students with a total of 101 students. The technique of data collection uses questionnaires. The validity test of this study uses Pearson product moment correlations and the reliability test uses the alpha crumbach's formula analysis technique. The Kolmogrov Smirnov test and linearity test are used as normality test data analysis techniques, with the aim of proving whether the variables are linearly related. This research data was analyzed using product moment correlation. As the results of the T test research on students, it was obtained tcount 8.642 > ttable 1.660, so the Ha (alternative hypothesis) while the Ho (null hypothesis) was rejected was accepted. Thus, it is revealed that there is relationships between the school literacy movement and student learning outcomes.
Co-Authors Ade Qohar Afandi, Vina Rahma Afdal, Andristi Aini Sudirman, Nurul Akbar Al Masjid Alber, Alber Amelia, Desi Putri Andina, Laras Andri, Mutiara Anggeli, Anggeli Anggeli, Nur Ifni Hayatib, Ardila, Della Arni Natalina Br Siburian, Desi Asnawi Asnawi Asnidar Asnidar Astri Wahyuni Auliya, Syalsha Desta Azita, Azita Budhi Setiawan Budi Kurniawan Cahya Bening, Vannesa Cressa, Jerri Destriyana, Destriyana Devi, Sylvia Pratama Dewi, Nadila Putri Kumala Dian Safitri Dina Dellyana Dinita, Riska Putri Diyah Ayu Lestari, Diyah Ayu Dwi Aprilia Erma Aryanti, Ade Erni Erni Ersalianda, Dila Ersalianda, Dilla Fahmi, Dicky Faradiba, Diandra Salsabila Fatikhah, Nur Febi Junaidi, Febi Febrina Dafit, Febrina Gadink, Muhammad Gea, Hilda Enonia Harisa Putri, Winda Hayatun Maharani, Luthfi Heny Kusuma Widyaningrum Hermaliza, Hermaliza Idris, Nadia Juliana, Agnessya Kamarudin Kamarudin Kokom Komariah Latif Latif Lestaria, Beta Lily Oktavia maharani, April Muhammad Rohmadi Muhammad, Khairani Muhayatun, Siti Nasution, Firmansyah Nita, Adha April Novia Purba, Juli Nur laili, Alifah Nur, Hidayatun Nurisra, Hafara Nurul fadillah, Nurul Nurzannati, Cici Octa Hadiyanti, Putri Oki Rasdana Pendri, Apri Perdana, Putri Mayang Piliang, Wilda Srihastuty Handayani Priyadi Priyadi Rahmadika, Della Rahmawati Putri, Devita Rahyu, Sri Reinov Ardi, Veronica Riyanti Riyanti Rizka Amalia Rohimakumullah, M. Arsyat Roziah, Roziah Sapitri, Desrianti SARIFUDIN Sartika Sartika Sarwiji Suwandi Selvia, Nova Shafina, Vira Shomary, Sudirman Siburian, Desi Arni Natalina Br Siregar, Bulan An Nur Sohnui, Suhailee Sri Wahyuni Sudirman, Nurul Aini Sufi Oktaviya, Ayu Sukenti, Desi Sumarlam Sumarlam, Sumarlam Sundari Sundari Susanti, Pitri Sutarsa, I Ketut Tandon, Meradith Taqwanur, Taqwanur Thiyana Luthfi, Dini vina, Tasya Amelia Yoridan Widyawati, Kiki Yalawa, Yoridan Yolanda, Windy Yuliawan, Tri