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All Journal Cakrawala Pendidikan DWIJA CENDEKIA: Jurnal Riset Pedagogik IJECA (International Journal of Education and Curriculum Application) Educative: Jurnal Ilmiah Pendidikan
Masae, Aleeyah
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Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Developing a culture-based Indonesian language textbook for non-native speakers for academic purposes Syamsi, Kastam; Zuchdi, Darmiyati; Kusmiatun, Ari; Purbani, Widyastuti; Masae, Aleeyah
Jurnal Cakrawala Pendidikan Vol. 43 No. 1 (2024): Cakrawala Pendidikan (February 2024)
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/cp.v43i1.60321

Abstract

Language and culture could not be learned and taught separately. Therefore, a learning material based on culture should be considered for a meaningful instructional process. This study is aimed to develop a culture based textbook for academic purpose using a model of teaching language and culture. This model includes language  knowledge, language  awareness,  culture  awareness,  and  culture  experience. The first step (need assessment) concerning the need to develop a culture based textbook was done in the previous study by Zuchdi and Nurhadi (2019), while the level of students language competence and their cultural interest was done in the beginning of this study. This study was the development of an intercultural based textbook through these following procedures: defining objectives, identifying culture topics, developing materials and media of instruction, content layout and graphic design, internal and external review, try out for product validation, and developing final draft. Based on the survey, the majority of respondents were in level 3 and 4  of  Indonesian  language  competence,  so  this  textbook  was developed for that levels. The respondents were students taking Indonesian language program in Ahmad Dahlan University in Yogyakarta. The data were collected using pretest-postest and instructor's reflection, and then analyzed by finding out the difference between the scores category. Almost half of the pretest scores were in the low and medium category, while all of the postest scores were in the high category. Based on the the instructor's reflection, the students were really involving to study using this textbook. It can be concluded that the culture based Indonesian language textbook for academic purpose is effective for teaching and learning Indonesian as a foreign language.
Education Policy Polemics in Podcast Media: Unveiling Power and Ideology for Critical Literacy Mayasari, Diana; Masae, Aleeyah; Sari, Endah
Educative: Jurnal Ilmiah Pendidikan Vol. 4 No. 1 (2026): January - April 2026 in Progress
Publisher : LPPI Yayasan Almahmudi bin Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70437/educative.v4i1.1814

Abstract

This study aims to uncover the language used in Dedi Corbuzier’s podcast through Critical Discourse Analysis (CDA). It employs a qualitative method with a phenomenological approach. The data source of this study is a podcast by Deddy Corbuzier featuring the Minister of Education, discussing polemics surrounding education policy. Data were collected through documentation, note-taking, transcription, and coding, and analyzed using data reduction, data display, hermeneutic interpretation, validity testing, and conclusion drawing. The findings reveal that, at the macro level, the discourse theme centers on controversies surrounding educational policy. At the superstructure level, the text consists of a title, lead, and storyline, while the microstructure includes syntactic and semantic elements that support the theme. Social cognition is reflected in the use of person, self, role, and event schemas by Dedi Corbuzier in interpreting Nadiem Makarim and educational policies. In social practice, power relations are evident in Nadiem’s position as minister and Dedi’s role as media owner, influencing public acceptance. CDA highlights that language is embedded with ideology and interests, making it essential for critical literacy.
Teacher Authority in Assessment-Oriented English Classroom Discourse: A Critical Discourse Analysis of In-Service Teachers in Indonesia Aziez, Feisal; Irawan, Dedy; Furqon, Miftahul; Masae, Aleeyah; Hikmah, Waridatul
IJECA (International Journal of Education and Curriculum Application) Vol 9, No 1 (2026): April
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/ijeca.v9i1.38101

Abstract

This study examines how teacher authority is discursively constructed in English classroom interaction within assessment-oriented teacher education contexts in underdeveloped regions. While prior research has explored classroom discourse and teacher authority, limited attention has been given to how authority is constructed in assessment-based instructional videos within in-service teacher education programs, particularly in marginalized contexts. Addressing this gap, the study employs a qualitative critical discourse analytic design to analyze seven instructional videos produced by participants of the In-Service Teacher Education Program (PPG Guru Tertentu) in Indonesia. Drawing on Fairclough’s three-dimensional model, the analysis involved transcription, iterative coding of linguistic and interactional features, and interpretation across textual, discursive, and social practice dimensions. The findings show that teacher authority is constructed through directive language, structured questioning, evaluative feedback, and regulated participation, positioning students primarily as responsive participants. These patterns reflect the influence of assessment-driven teaching contexts that prioritize visible control as an indicator of competence. The study extends Critical Discourse Analysis by highlighting the performative and assessment-mediated nature of teacher authority and underscores the need for more dialogic and participatory practices in teacher education.
Gaya Kepemimpinan Kepala Sekolah yang Berdampak Pada Pendidikan Karakter Siswa Ariyanto, Ardi; Hastutiningsih, Arum Dwi; Sutapa, Mada; Astuti, Yuni; Masae, Aleeyah
DWIJA CENDEKIA: Jurnal Riset Pedagogik Vol 9, No 2 (2025): September 2025
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jdc.v9i2.104179

Abstract

Tujuan penulisan artikel ilmiah ini untuk mengetahui, menganalisis, dan menjelaskan gaya kepemimpinan kepala sekolah yang berdampak pada pendidikan karakter siswa. Metode penelitian menggunakan Systematic Literature Review (SLR), sedangkan data dikumpulkan melalui kajian teks hasil penelitian berupa artikel yang dipublikasikan di jurnal terindeks sinta. Tahapan penelitian dimulai dengan menemukan artikel yang berkaitan dengan topik penelitian yang diteliti. Artikel yang ditemukan selanjutnya ditinjau secara sistematis, yakni dengan meninjau masalahnya, mengidentifikasi, mengevaluasi, dan mengajukan analisis kritis berdasarkan kriteria yang telah ditetapkan sebelumnya. Pencarian atau penemuan artikel dilakukan dengan menggunakan Google Scholar terhadap artikel yang sesuai dengan topik penelitian. Tahapan kedua yakni dengan menseleksi artikel, adapun indikatornya berkualitas baik dan relevan dengan pertanyaan penelitian, serta sesuai dengan kriteria inklusi dan eksklusi. artikel yang ditelusur merupakan artikel yang dipublikasikan pada jurnal nasional tahun 2022-2025. Hasil penelusuran dan penyaringan dengan google scholar diperoleh 997 artikel artikel yang relevan dengan indikator gaya kepemimpinan kepala sekolah. Artikel tersebut selanjutnya diberi kode urutan dari 1 hingga 997. Hasil kajian pada artikel ilmiah menunjukan bahwa gaya kepemimpinan kepala sekolah yang berdampak pada pendidikan karakter siswa adalah demokratis paternalistik, transformasional, dan kepemimpinan efektif. The leadership style of school principals that impacts students' character education Abstract: The purpose of this scientific article is to identify, analyse, and explain the leadership styles of school principals that have an impact on students' character education. The research method used is Systematic Literature Review (SLR), while data is collected through a review of research texts in the form of articles published in Sinta-indexed journals. The research process begins with identifying articles related to the research topic. The articles found were then reviewed systematically, namely by reviewing the issues, identifying, evaluating, and proposing critical analyses based on predetermined criteria. The search for articles was conducted using Google Scholar to find articles relevant to the research topic. The second stage involved selecting articles based on indicators of good quality and relevance to the research question, as well as compliance with inclusion and exclusion criteria. The articles searched for were those published in national journals between 2022 and 2025. The search and screening results using Google Scholar yielded 997 articles relevant to the indicators of school principal leadership style. These articles were then coded sequentially from 1 to 997. The results of the review of scientific articles showed that the leadership styles of school principals that have an impact on students' character education are democratic paternalistic, transformational, and effective leadership.
Co-Authors Ardi Ariyanto Ari Kusmiatun Arum Dwi Hastutiningsih Darmiyati Zuchdi Dedy Irawan Feisal Aziez Furqon, Miftahul Hikmah, Waridatul Kastam Syamsi Mada Sutapa Mayasari, Diana Sari, Endah Widyastuti Purbani Yuni Astuti