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All Journal DIKSI Jurnal Bahasa, Sastra, dan Budaya KREDO : Jurnal Ilmiah Bahasa dan Sastra BAHTERA : Jurnal Pendidikan Bahasa dan Sastra Jurnal Ilmiah Edunomika (JIE) Jurnal Suluh Pendidikan Widya Accarya Ksatra: Jurnal Kajian Bahasa dan Sastra Jurnal Bastrindo: Kajian Pendidikan Bahasa dan Sastra Indonesia Jurnal PkM (Pengabdian kepada Masyarakat) International Journal of Educational Technology and Society Global Education : International Journal of Educational Sciences and Languages
Sri Suharti
Universitas Bina Sarana Informatika, Indonesia
Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Physics Social Sciences Other

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Tembang Macapat Melalui Novel Canting Karya Fissilmi Hamida (Kajian Estetika Resepsi) Sri Suharti
Bahtera: Jurnal Pendidikan Bahasa dan Sastra Vol. 25 No. 1 (2026): BAHTERA: Jurnal Pendidikan Bahasa dan Sastra, Volume 25 Nomor 1 Januari 2026
Publisher : Program Studi Pendidikan Bahasa Program Pascasarjana Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/bahtera.251.10

Abstract

The purpose of this study is to reveal how Fissilmi Hamida responds to the song Macapat through his novel entitled Canting. This research is a qualitative research with a reception aesthetic theory approach. The results showed that Fissilmi Hamida confirmed the meaning contained in the macapat song. The song is Mijil which is interpreted as a way of life so that someone is useful in life. Kinanthi is interpreted as the formation of human identity which means it requires guidance and guidance. Asmaradana is interpreted as the basis of Javanese society in living a married life so that it is lasting and happy.  Keywords: Macapat; Aesthetic Reception; Novel
Differentiated Learning Models Based on Students’ Talents and Interests for Inclusive Education in the Context of Globalized Learning Environments Dedi Gunawan Saputra; Sri Suharti
Global Education : International Journal of Educational Sciences and Languages Vol. 1 No. 1 (2024): February: Global Education : International Journal of Educational Sciences and
Publisher : International Forum of Researchers and Lecturers

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70062/globaleducation.v1i1.305

Abstract

This study examines the impact of differentiated learning models in inclusive educational settings, focusing on their effect on student participation, motivation, and academic performance. Differentiated instruction (DI) adapts content, teaching methods, and assessments to meet the diverse learning styles, interests, and abilities of students. Using a mixed methods approach, the research combines quantitative and qualitative data to explore how DI influences engagement and academic outcomes in diverse classrooms. The findings show that DI significantly increased student participation, as lessons tailored to individual strengths encouraged more active involvement. Motivation also improved, with students displaying higher intrinsic motivation when engaging with relevant material at their own pace. Additionally, academic performance improved, especially for students who had struggled with traditional teaching methods. These results suggest that DI is an effective strategy for inclusive education, particularly for students with special educational needs and disabilities (SEND). The study emphasizes the importance of teacher training and ongoing professional development for successful DI implementation. The implications are significant for global educational settings, where classrooms are becoming more diverse. By adopting differentiated strategies, educators can create more equitable and inclusive learning experiences. Future research should explore the long-term effects of DI in various cultural and educational contexts.
Academic Motivation and Self Regulated Learning Strategies in Online Language Education across Culturally Diverse Student Populations Desmaliza Desmaliza; Sri Suharti; Dina Destari
Global Education : International Journal of Educational Sciences and Languages Vol. 1 No. 2 (2024): May: Global Education : International Journal of Educational Sciences and Langu
Publisher : International Forum of Researchers and Lecturers

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70062/globaleducation.v1i2.310

Abstract

This study examines the relationship between self regulated learning (SRL) strategies and academic motivation among students engaged in online language education, with a particular focus on how cultural diversity influences these factors. SRL strategies, such as goal setting, self monitoring, and time management, are crucial for maintaining motivation and improving learning outcomes, especially in online settings that require high levels of student autonomy. The study found a strong positive correlation between intrinsic motivation and the use of SRL strategies. Students who were intrinsically motivated to learn demonstrated better use of SRL strategies, leading to improved academic performance. Furthermore, the study explored how cultural diversity impacted the application of SRL strategies, revealing that students from collectivist cultures often emphasized collaboration and effort, while students from individualistic cultures focused more on autonomy and personal achievement. These cultural differences influenced how students engaged with SRL strategies and maintained their motivation throughout their online language courses. The findings underscore the importance of considering cultural diversity when designing online language education programs. Culturally responsive teaching practices that acknowledge students' cultural backgrounds can enhance motivation, foster better use of SRL strategies, and improve learning outcomes in diverse online classrooms. The study highlights the need for further research that explores the interaction between different cultural groups, expands sample sizes, and investigates other motivational factors, such as self efficacy and achievement goals, to develop more effective and inclusive online language education strategies.  
THE IMPLEMENTATION OF LITERACY-BASED TEAM-BASED LEARNING TO ENHANCE STUDENT ENGAGEMENT AMONG PRE-SERVICE ELEMENTARY SCHOOL TEACHERS Imelda Hutabarat; Sri Sri Suharti; Nurmala Sari
Jurnal Suluh Pendidikan Vol 14 No 2 (2026): Agustus
Publisher : Universitas HKBP Nommensen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36655/jsp.v14i2.2607

Abstract

Low student engagement in higher education may limit students’ participation, collaboration, and critical thinking. This study investigated the implementation of Team-Based Learning (TBL) integrated with literacy-based learning media to enhance student engagement in the Indonesian Language Skills for Elementary School course. A Classroom Action Research design based on the Kemmis and McTaggart model was implemented in two cycles involving 47 fourth-semester students in an Elementary School Teacher Education Program. Data were collected through classroom observations, literacy-based learning media assessments, student response questionnaires, and documentation, and were analyzed using descriptive quantitative and qualitative approaches. The findings showed that average student engagement increased from 59.43% in the pre-cycle to 75.00% in Cycle I and 91.29% in Cycle II. The quality of literacy-based learning media also increased from 74.33% to 91.33%. The findings suggest that integrating literacy activities throughout TBL encouraged behavioral, cognitive, and emotional engagement while enabling students to collaboratively develop literacy-based learning media. The study contributes a pedagogical perspective by positioning literacy activities as an instructional mechanism that facilitates collaborative knowledge construction and supports multidimensional student engagement. The approach provides a promising strategy for strengthening active and collaborative learning in teacher education.
Peran Guru dalam Menumbuhkan Apresiasi Sastra Siswa Kelas VI SDN 2 Mata IE - Aceh Besar Tahun Pelajajaran 2024/2025 Imelda Hutabarat; Sri Suharti
Bahtera: Jurnal Pendidikan Bahasa dan Sastra Vol. 24 No. 2 (2025): BAHTERA: Jurnal Pendidikan Bahasa dan Sastra, Volume 24 Nomor 2 Juli 2025
Publisher : Program Studi Pendidikan Bahasa Program Pascasarjana Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/bahtera.242.07

Abstract

This research aims to determine the learning strategies used by teachers at SDN 2 Mata Ie-Aceh Besar in fostering student appreciation for literary works, using qualitative research methods, so that data is collected through observation, interviews comparing student work results from 3 meetings. The research results show that in learning activities teachers use strategies learning, namely: 1) reading local literary folk tales loudly and clearly in front of the class entitled "Mentikoh Betuah", 2) using visual and audio media in learning, 3) using school infrastructure in the form of a library. The teacher's various efforts in learning have succeeded in fostering students' appreciation of literary works and students' understanding of the cultural values ​​contained in local literary works. Buru plays an active and creative role in designing interesting and meaningful learning activities so that learning objectives are achieved.
Co-Authors Ani Rakhmanita Arief Fahruri Danellie C. Llamas Dedi Gunawan Saputra Desmaliza Dina Destari Fika Fibriyanita Heppy Sapulete Heriyanto Heriyanto Hudjolly Hudjolly I Gede Sujana Imelda Hutabarat Joni Wilson Sitopu Muhsyanur, Muhsyanur Nani Purwati Nurmala Sari Paramita Kusumawardhani Rifqi Risnadyatul H. Riska Aulia Noor Sudikan, Setya Yuwana Yohanis Hukubun