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All Journal Moderasi; Jurnal Studi Ilmu Pengetahuan Sosial PAEDAGOGIE
Ferdiawan, Ferdiawan
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Education Social Sciences Other

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Pemanfaatan Gawai sebagai Sumber Literasi Membaca Peserta didik di Sekolah Menengah Atas : Utilization of Devices as a Source of Reading Literacy for Students in Senior High School ferdiawan, ferdiawan; Maulidi, Ahmad; Muh. Soktumansyah, Andi; Suharto, Suharto
Moderasi: Jurnal Studi Ilmu Pengetahuan Sosial Vol. 5 No. 1 (2024)
Publisher : Department of Social Studies Education, Faculty of Tarbiyah and Teacher Training, Datokarama State Islamic University of Palu, Central Sulawesi, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24239/moderasi.Vol5.Iss1.260

Abstract

In Indonesia, the use of devices as learning aids is increasingly popular. With easier access to devices such as smartphones and tablets, students have the opportunity to broaden their horizons through digital literacy resources. E-book applications, online articles, and online education platforms have become part of the teaching and learning process in many schools. This research employs a qualitative descriptive research approach. The data collected were obtained using interview and questionnaire techniques, making the data sources derived from interviews and questionnaires. The qualitative data analysis technique involves directly analyzing the utilization of devices in enhancing the culture of reading literacy. Based on the observations above, gadgets are fundamentally useful for entertainment and social media, but on the other hand, they can also serve as a means to cultivate reading literacy. A total of 59.8% of students agree that gadgets can be utilized to enhance reading literacy, 35.9% state that they may provide benefits in fostering reading literacy, and 9.8% admit they do not benefit from increasing reading literacy at Al Azhar Mandiri Palu High School. Based on the utilization of gadgets as a literacy source at Al Azhar Mandiri Palu High School, students have experienced a significant increase in reading literacy. However, to maintain positive reading habits, concrete steps are needed, such as providing space for students to discover reading content they are interested in, expanding access to various types of reading materials at school, and continuously evaluating reading interest.
Penerapan Pendekatan Teks Multimodal untuk Meningkatkan Keterampilan Mengajar Guru Bahasa Indonesia di Kota Palu Ferdiawan, Ferdiawan; Maulidi, Ahmad; Sahril, Sahril
Paedagogie Vol 21 No 1 (2026)
Publisher : Universitas Muhammadiyah Magelang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31603/paedagogie.v21i1.16385

Abstract

This study aims to analyze the effectiveness of implementing a multimodal text approach in enhancing the teaching skills of Indonesian language teachers in Palu City. The multimodal text approach, which integrates visual, verbal, audio, and digital modes, is considered relevant to the demands of 21st-century learning and the Merdeka Curriculum that emphasizes creativity, interaction, and meaningful learning experiences. This research employed a descriptive qualitative method involving Indonesian language teachers at the junior high school level in Palu City as key informants. Data were collected through in-depth interviews, classroom observations, and analysis of supporting documents. The findings reveal that the use of multimodal texts has a positive impact on both the learning process and teachers’ instructional skills. Teachers become more creative, adaptive, and innovative in designing learning activities, as well as more capable of addressing students’ diverse learning needs. Learning becomes more engaging, interactive, and easier to understand through the support of visual, audio, and digital media. Additionally, the study identifies three emerging teacher habits: resilience in dealing with technological limitations, adaptability to digital changes, and transformative attitudes in developing more relevant and contextual teaching practices. However, several challenges persist, including limited technological devices, power disruptions, and unequal digital proficiency among teachers. Overall, the study confirms that the multimodal text approach is an effective strategy for improving the teaching skills of Indonesian language teachers and enhancing the quality of learning in the digital era. These findings are expected to serve as a reference for schools and policymakers to strengthen teacher competencies through adequate training and technological support.
Co-Authors Maulidi, Ahmad Muh. Soktumansyah, Andi Sahril Sahril Suharto Suharto