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All Journal Fitrah: Jurnal Studi Pendidikan INDONESIA: Jurnal Pembelajaran Bahasa dan Sastra Indonesia Bahterasia : Jurnal Ilmiah Pendidikan Bahasa dan Sastra Indonesia Kode : Jurnal Bahasa Jurnal Kiprah Pendidikan Edukasia: Jurnal Pendidikan dan Pembelajaran JGEN : Jurnal Pengabdian Kepada Masyarakat Jurnal Riset Pendidikan dan Karakter Jurnal kiprah pendidikan
Gusriani, Atika
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Religion Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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AI integration in Literacy in Indonesian Language Education Literature Yuniarti, Lisa; Gusriani, Atika; Karmila, Ranti
Fitrah Vol 17 No 1 (2026): INPRESS
Publisher : Prodi PAI STIT Sunan Giri Bima

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47625/fitrah.v17i1.1267

Abstract

This study aims to analyze the trend of Artificial Intelligence (AI) utilization in Indonesian Language and Literature learning and formulate an AI-based Digital Ethnopedagogy model that is contextualized with local cultural values. The research background is based on the increasing adoption of generative AI in education, which demands a pedagogical framework that is not only technologically adaptive but also critical and ethical. This study uses the Systematic Literature Review (SLR) method with reference to the PRISMA guidelines to select and synthesize relevant articles related to AI and language learning. The selection process is carried out through the stages of identification, screening, eligibility, and inclusion based on thematic relevance and publication quality criteria. The results of the study indicate that AI contributes to improving digital literacy, literary creativity, and critical thinking skills, but also presents ethical challenges, potential dependency, and the risk of reducing originality. Based on the synthesis of findings, an AI-based Digital Ethnopedagogy model is formulated that integrates technological, cognitive-critical, creative, academic ethics, and local cultural context dimensions as the foundation of learning. This model emphasizes that AI needs to be positioned as a collaborative tool that strengthens reflection and the production of meaning, not as a substitute for the role of educators. This study recommends further empirical testing to measure the effectiveness of the model at various levels of education to strengthen its conceptual and implementative validity.
PENGARUH PLACE-BASED EDUCATION TERHADAP KETERAMPILAN MENULIS DESKRIPSI: PERAN MEDIASI PSYCHO-INDIGENOUS Gusriani, Atika; Suroso, Suroso; Sudiati, Sudiati; Yanti, Zherry Putria; Yuniarti, Lisa; Katrina, Suraya
INDONESIA: Jurnal Pembelajaran Bahasa dan Sastra Indonesia Volume 7 Number 1 February 2026
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59562/indonesia.v0i0.82941

Abstract

This study aimed to examine the effect of Place-Based Education on descriptive writing skills through the mediating role of Psycho-Indigenous, which includes emotional attachment to place and cultural perception. The study used a quasi-experimental design with a pretest–posttest control group model within an explanatory sequential mixed methods framework. The study population comprised all ten-grade students at MAN 2 Padang, and a sample of 72 students was selected using cluster convenience sampling techniques and divided into an experimental group (36 students) and a control group (36 students). The research instruments included a descriptive writing test with an analytical rubric, a place attachment scale, a psycho-indigenous reflection instrument, and a semi-structured interview guide. Data were collected through a pretest, six-week intervention, posttest, and interviews. Quantitative data were analyzed using a paired-sample t-test, independent-sample t-test, and multiple regression analysis to test mediation, whereas qualitative data were analyzed using thematic analysis techniques. The results showed that Place-Based Education significantly improved descriptive writing skills with a very large effect (Cohen's d = 1.64). Regression analysis proved that emotional attachment and cultural perception acted as partial mediators, with an increase in R² from 0.37 to 0.56. Qualitative findings revealed that direct experience with a place enriched sensory details, integrated cultural meanings, and encouraged the internalization of experiences before writing. This study concluded that Place-Based Education improved the quality of descriptive writing through the internalization of emotional and cultural spatial experiences.
Co-Authors Afif, Faris Al Almeyda, Aulia Defriani, Radiatul Fadillah Desandi, Mishel Handayani, Dina Fitri Handayani, Dina Fitria Karmila, Ranti Katrina, Suraya Muhammad Rizki Noprina, Winda Pani, Pani PUTRI WULANDARI Rahmadani, Nur Rohmah, Miftahul Srinengsi, Salma Sudiati Sudiati Suroso Suroso Suryadi, Awel Tatalia, Ricci Gemarni Yanti, Zherry Putria Yuniarti, Lisa Yunita, Yola Zhe, Zherry Putria Yanti Zherry, Zherry Putria Yanti