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All Journal IRJE (Indonesian Research Journal in Education) JURNAL PENDIDIKAN TAMBUSAI Jurnal Ilmiah Pendidikan Scholastic JIPD (Jurnal Inovasi Pendidikan Dasar) Bahastra: Jurnal Pendidikan Bahasa dan Sastra Indonesia KOLOKIUM: Jurnal Pendidikan Luar Sekolah Budapest International Research and Critics Institute-Journal (BIRCI-Journal): Humanities and Social Sciences JURNAL CERDAS PROKLAMATOR Aksara: Jurnal Ilmiah Pendidikan Bahasa dan Sastra Indonesia Metafora: Jurnal Pembelajaran Bahasa Dan Sastra Dharmas Education Journal (DE_Journal) Jurnal Pendidikan Sains dan Komputer DEIKTIS: Jurnal Pendidikan Bahasa dan Sastra JELISA (Jurnal Edukasi dan Literasi Bahasa) JBSI: Jurnal Bahasa dan Sastra Indonesia TOFEDU: The Future of Education Journal Jurnal Penelitian dan Pengkajian Ilmiah Jurnal Cendekia Ilmiah
Syofiani, Syofiani
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Campur Kode dalam Video Dakwah Ustaz Hanan Attaki dan Ustaz Felix Siauw di Youtube: Kajian Sosiolinguistik Nova, Tetri Alia; Morelent, Yetty; Syofiani, Syofiani
CENDEKIA : Jurnal Penelitian dan Pengkajian Ilmiah Vol. 3 No. 3 (2026): CENDEKIA : Jurnal Penelitian Dan Pengkajian Ilmiah, Maret 2026
Publisher : Lembaga Pendidikan dan Penelitian Manggala Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62335/cendekia.v3i3.2441

Abstract

This study analyzes the sociolinguistic phenomenon of mixed language use in digital preaching. The study focuses on the communication styles of two well-known preachers, Ustaz Hanan Attaki (UHA) and Ustaz Felix Siauw (UFS), on YouTube. The aim of this study is to describe the types, reasons, functions, and comparisons of mixed language use by these two figures. The approach used was descriptive qualitative, with data analysis methods consisting of speech in video lectures on their official channels. The research findings identified 72 data points related to mixed language, consisting of five types: word insertion, phrase insertion, clause insertion, word repetition, and bastering. The most common types were word insertion and clause insertion. Reasons for code-mixing include the use of more easily understood popular terms, the connection of themes to references from the Quran and Hadith, the speakers' backgrounds, and efforts to adapt to audiences from millennials and Gen Z. Functionally, code-mixing is used to facilitate communication, create a more relaxed atmosphere, and explain Islamic concepts that are difficult to find equivalents in Indonesian. Comparatively, UHA tends to use Arabic code-mixing more often for spiritual matters, while UFS uses English more for aspects of logic and modern lifestyle. The research concludes that code-mixing is a flexible sociolinguistic strategy for connecting sacred religious messages with the current social dynamics of audiences.
Pengaruh Model Problem Based Learning Dan Motivasi Belajar Terhadap Kemampuan Menganalisis Unsur Intrinsik Cerpen Peserta Didik Fase F SMAN 7 Mandau-Duri Yasmanelly, Yasmanelly; Fikri, Hasnul; Syofiani, Syofiani
DEIKTIS: Jurnal Pendidikan Bahasa dan Sastra Vol. 6 No. 1 (2026)
Publisher : Perkumpulan Dosen Muslim Indonesia - Sulawesi Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53769/deiktis.v6i1.3124

Abstract

This study aims to analyze the ability of 11th-grade students (Phase F) at SMA Negeri 7 Mandau-Duri to analyze intrinsic elements of short stories through the implementation of the Problem-Based Learning (PBL) model and the conventional learning model, viewed from learning motivation and the interaction between learning models and learning motivation. This research employs a quantitative approach with a quasi-experimental method. The research subjects consist of 30 11th-grade students. Data on the ability to analyze intrinsic elements of short stories were collected through tests, while learning motivation data were obtained through questionnaires. Data analysis was conducted using descriptive and inferential statistics. The results indicate that the ability of students learning with the PBL model to analyze intrinsic elements of short stories is higher compared to those learning with the conventional model. Learning motivation serves as a supporting factor in enhancing short story analysis skills, although its influence is relatively smaller than that of the learning model. Grouping of high and low learning motivation was performed based on the average motivation score to maintain analysis validity. Additionally, there is a positive interaction between the PBL model and learning motivation in influencing the ability to analyze intrinsic elements of short stories. Based on these findings, it can be concluded that the application of the Problem-Based Learning model, supported by students' learning motivation, effectively improves the ability to analyze intrinsic elements of short stories. The PBL model is recommended for implementation in high school literature instruction.
Harmonisasi Ketegasan dan Kesantunan: Analisis Tindak Tutur Direktif Guru Piket dalam Pembinaan Karakter di Madrasah Putri, Desmimi Eka; Syofiani, Syofiani; Naini, Ineng
J-CEKI : Jurnal Cendekia Ilmiah Vol. 5 No. 3: April 2026
Publisher : CV. ULIL ALBAB CORP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56799/j-ceki.v5i3.16441

Abstract

Penelitian ini dilatarbelakangi oleh pentingnya bahasa sebagai instrumen kontrol sosial sekaligus sarana pembentukan karakter religius dalam penegakan disiplin di lingkungan madrasah. Penelitian ini bertujuan mendeskripsikan bentuk, fungsi, dan strategi kesantunan tindak tutur direktif yang digunakan guru piket di MTsN 6 Kota Padang. Jenis penelitian ini adalah kualitatif deskriptif dengan pendekatan pragmatik. Data berupa 36 tuturan lisan dikumpulkan melalui observasi partisipatif, perekaman spontan, dan wawancara mendalam. Analisis data menggunakan model interaktif Miles dan Huberman, meliputi reduksi, penyajian, dan penarikan kesimpulan. Hasil penelitian menunjukkan enam bentuk tindak tutur direktif, dengan dominasi perintah dan permintaan yang digunakan secara kontekstual. Fungsi tuturan berfokus pada pengarahan dan peneguran untuk menumbuhkan kepatuhan siswa. Dalam aspek kesantunan, guru cenderung menggunakan strategi kesantunan negatif melalui leksikon “tolong” dan sapaan “Nak” guna menjaga citra diri siswa. Temuan ini menegaskan bahwa disiplin dapat dibangun melalui keseimbangan antara ketegasan dan komunikasi persuasif.
Tantangan dan Strategi Guru SD dalam Penerapan Pembelajaran Sastra pada Kurikulum Merdeka Khalisah Alfanin, Salwa; Syofiani, Syofiani; Azkiya, Hidayati
Jurnal Pendidikan Tambusai Vol. 10 No. 1 (2026)
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai, Riau, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Pembelajaran sastra di Sekolah Dasar memiliki peran penting dalam mengembangkan kemampuan berbahasa, apresiasi budaya, serta pembentukan karakter peserta didik. Penerapan Kurikulum Merdeka menuntut guru untuk lebih kreatif, reflektif, dan adaptif dalam merancang pembelajaran sastra yang berpusat pada siswa. Namun, dalam praktiknya, guru SD masih menghadapi berbagai tantangan. Penelitian ini bertujuan untuk mendeskripsikan tantangan yang dihadapi guru SD serta strategi yang digunakan dalam penerapan pembelajaran sastra pada Kurikulum Merdeka. Penelitian ini menggunakan pendekatan kualitatif deskriptif dengan teknik pengumpulan data berupa angket dan wawancara terhadap guru SD. Hasil penelitian menunjukkan bahwa tantangan utama meliputi keterbatasan pemahaman guru terhadap konsep Kurikulum Merdeka, minimnya bahan ajar sastra yang kontekstual, keterbatasan waktu pembelajaran, serta rendahnya minat baca siswa. Adapun strategi yang dilakukan guru antara lain pemanfaatan cerita rakyat dan sastra anak yang dekat dengan kehidupan siswa, penggunaan media pembelajaran yang variatif, penerapan pembelajaran berbasis proyek, serta integrasi pembelajaran sastra dengan mata pelajaran lain. Dengan strategi yang tepat, pembelajaran sastra dalam Kurikulum Merdeka dapat menjadi lebih bermakna dan mampu meningkatkan keterlibatan serta kreativitas siswa.
Co-Authors Afni, Nurafni Afni, Nur  Ardi, Ririn Lovenia Azkiya, Hidayati Azkya, Hidayati Damanik, Lisma Yanti Boru Dea, Dea Nabila Desy Arisandy Edni Juliani, Nilam Fikri, Hasnul Fikri, Husnul Gusnetti Gusnetti Gusni, Nenri gustiana Gustiana Gustiana, Gustiana Harlita Harlita Harlita Hidayati, Intan Ineng Naini Karmizi, Yoga Khalida, Sarah Khalisah Alfanin, Salwa Lani, Anna Ratri Novi Lestari, Frida Nur Maino, Restu Manelly, Yas Mardi, Melia Marsis, Marsis Maryati, Roni Ma’arif, Kolis Morelent, Morelent Morelent, Yetti Nova, Tetri Alia Novita, Yumelta Nurmaini Nurmaini Pebriyenni Pebriyenni Putri, Desmimi Eka Rahmaizar Rahmaizar, Rahmaizar Rahmayeni, Sri Rio Rinaldi risa yulisna, risa Romi Isnanda Roza, Welya Sayuti, M Tavriyanti, Lisa Wahyudi, Randi WENI, ERMAWENI Yasmanelly, Yasmanelly Yetty Morelent Yusda, Dolly Riyanti Zahra Zahra