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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 Sastra Indonesia Community Engagement and Emergence Journal (CEEJ) 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 Indonesian Research Journal on Education
Mukhlis, Muhammad
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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.
Peningkatan Kemampuan Fonologi Anak Usia Dini Melalui Kegiatan Bermain Berbasis Bahasa di TK YLPI Riau: Fonologis Yuliawan, Tri; Shomary, Sudirman; Mukhlis, Muhammad; Roziah, Roziah; Hermaliza, Hermaliza; Kamarudin, Kamarudin; Wahyuni, Astri
Sajak: Jurnal Penelitian dan Pengabdian Sastra, Bahasa, dan Pendidikan Vol. 4 No. 2 (2025): Juni 2025
Publisher : UIR Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25299/s.v4i2.22874

Abstract

Phonological ability is a fundamental aspect of early childhood language development, closely linked to later literacy and communication skills. This study, titled "Phonological Ability of Early Childhood through Language-Based Play Activities at YLPI Riau Kindergarten," investigates the effectiveness of language-based play in enhancing phonological skills among young learners. The research is grounded in the understanding that play serves as a natural medium for language acquisition in early childhood education settings. A qualitative descriptive approach was employed to explore how structured language-based play activities contribute to children's phonological development. The subjects of this study were children aged 4–5 years at YLPI Riau Kindergarten. Data collection techniques included observation, interviews with teachers, and documentation of children's play activities. Observations focused on children’s ability to recognize and manipulate sounds, including rhyming, syllable segmentation, and initial sound identification. Data were analyzed using qualitative content analysis to identify patterns and themes related to phonological development during play. The analysis emphasized how specific types of language-based play—such as storytelling, rhyming games, sound matching, and singing—supported the development of phonological awareness in a playful and engaging context. The results revealed that language-based play activities significantly contributed to the improvement of children’s phonological abilities. Children showed increased awareness of sounds, improved pronunciation, and greater ability to distinguish phonemes. Teachers also played a key role by facilitating and scaffolding the play in ways that promoted language learning. In conclusion, language-based play activities are effective pedagogical tools for fostering phonological development in early childhood. The findings highlight the importance of integrating purposeful play in early education curricula to support foundational language skills in a developmentally appropriate manner  
Analisis Perbedaan Kurikulum Merdeka dan Kurikulum 2013 Ditinjau dari Aspek Sosial Budaya Nurisra, Hafara; Anggeli, Nur Ifni Hayatib,; Anggeli, Anggeli; Mukhlis, Muhammad
Sajak: Jurnal Penelitian dan Pengabdian Sastra, Bahasa, dan Pendidikan Vol. 4 No. 3 (2025): Oktober 2025
Publisher : UIR Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25299/s.2025.22958

Abstract

The 2013 Curriculum is known to be more structured and oriented toward national standards, thus limiting teachers’ creativity in connecting learning with local social and cultural contexts. In contrast, the Merdeka Curriculum offers greater flexibility for schools and teachers to adapt learning to the needs of students and the characteristics of local culture. This study aims to analyze in depth the differences between the Merdeka Curriculum and the 2013 Curriculum in terms of social and cultural aspects at various educational levels. The method used is literature study and analysis of curriculum documents as well as previous research findings. The results show that the Merdeka Curriculum places greater emphasis on project-based learning, integration of local culture in every activity, and authentic assessment that evaluates both the process and outcomes as a whole. The Merdeka Curriculum is also considered effective in building character, social skills, and appreciation for local culture, while the 2013 Curriculum tends to place social and cultural aspects only in local content and formal activities. Thus, this study provides an overview of the strengths and weaknesses of both curricula and offers recommendations for more effective implementation of social and cultural learning in schools.
Pelatihan Berbalas Pantun Siswa SD Negeri 005 Bukit Ranah Nur, Hidayatun; Sukenti, Desi; Latif, Latif; Hermaliza, Hermaliza; Mukhlis, Muhammad; Fahmi, Dicky; Lestari, Diyah Ayu
Sajak: Jurnal Penelitian dan Pengabdian Sastra, Bahasa, dan Pendidikan Vol. 4 No. 2 (2025): Juni 2025
Publisher : UIR Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25299/s.v4i2.23053

Abstract

This article aims to describe the training activities for berbalas pantun to students' at SDN 005 Bukit Ranah. Elementary School 005 Bukit Ranah is a public school located on Jalan Pekanbaru-Bangkinang, Kampar Regency, Riau Province. The majority of students at Elementary School 005 Bukit Ranah are of Malay ethnicity and culture. Almost all of the students use the local Malay language with the Kampar Malay dialect. As a Malay-based school, this school needs training in pantun reciprocation because the school is looking for students who are talented in pantun reciprocation. Training on writing pantun has been carried out but the activity did not focus on practicing pantun reciprocation even though the school needs talented students to take part in pantun reciprocation competitions. This training activity is carried out using lecture and practice methods. By holding pantun reciprocation training, students can later develop their talents and become representatives for pantun reciprocation competitions. This activity was attended by 25 members taken from representatives of classes 1-6. After participating in the training, a picture of participants who have talent in pantun reciprocation can be obtained by paying attention to the pantun reciprocation aspect.
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 Diyah Ayu Lestari, Diyah Ayu Dwi Aprilia Erma Aryanti, Ade Erni Erni Ersalianda, Dila Ersalianda, Dilla Ersalinda, Dila Fahmi, Dicky Faradiba, Diandra Salsabila Fatikhah, Nur Febi Junaidi, Febi Febria, Rhani Febrina Dafit, Febrina Gadink, Muhammad Gea, Hilda Enonia Harisa Putri, Winda Harum, Ganda 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 Rainov Ardi, Veronika Reinov Ardi, Veronica Riyanti Riyanti Rizka Amalia Rohimakumullah, M. Arsyat Roziah, Roziah SARIFUDIN Sartika Sartika Sarwiji Suwandi Selvia, Nova Shafina, Vira Shomary, Sudirman Siregar, Bulan An Nur Sohnui, Suhailee Sri Wahyuni Sri Wahyuni Sufi Oktaviya, Ayu Sukenti, Desi 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