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All Journal Semantik : Jurnal Ilmiah Program Studi Pendidikan Bahasa dan Sastra Indonesia Jurnal Onoma: Pendidikan, Bahasa, dan Sastra Journal of Educational Studies
Harmita Sari
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Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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ANALISIS NILAI MORAL DALAM TEKS MA'PARAPA PROSESI RAMPANAN KAPA DI TANA TORAJA Harmita Sari; Rian Maming
Jurnal Semantik Vol 8, No 2 (2019): VOLUME 8, NUMBER 2, SEPTEMBER 2019
Publisher : STKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/semantik.v8i2.p1-9

Abstract

Analisis Campur Kode Masyarakat di Pasar Andi Tadda Kota Palopo Harmita Sari
Jurnal Onoma: Pendidikan, Bahasa, dan Sastra Vol. 5 No. 1 (2019)
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/onoma.v5i1.39

Abstract

Penelitian ini ditujukan untuk mendeskripsikan campur kode, mengetahui faktor-faktor yang memengaruhi terjadinya campur kode, mengetahui faktor-faktor yang melatarbelakangi penggunaan campur kode dan untuk mengetahui fungsi campur kode yang dilakukan oleh masyarakat di Pasar Andi Tadda Kota Palopo. Penelitian ini menggunakan desain deskriptif kualitatif sedangkan analisis data dalam penelitian bersifat kualitatif. Sumber data dalam penelitian ini adalah masyarakat Pasar Andi Tadda Kota Palopo. data dalam penelitian ini adalah hasil observasi dan rekaman berupa peristiwa campur kode tuturan masyarakat yang ada di Pasar Andi Tadda Palopo. Berdasarkan analisis data campur kode pemakaian bahasa yang ada di Pasar Sentral Kota Palopo ditemukan bahwa (1) Campur kode yang terjadi di Pasar Andi Tadda Kota Palopo dibagi menjadi berbagai macam bentuk struktur kebahasaan, (2) Faktor-faktor yang memengaruhi terjadinya campur kode di Pasar Andi Tadda Kota Palopo yaitu faktor linguistik dan faktor nonlinguistik, (3) Faktor yang melatarbelakangi pemakaian campur kode di Pasar Andi Tadda Kota Palopo, yaitu identifikasi peranan atau peran sosial penutur, prinsip kesopanan dan kesantunan penutur, dan menafsirkan atau menjelaskan maksud yang diinginkannya, dan (3) fungsi campur kode yang ditemukan di Pasar Andi Tadda Kota Palopo lebih argumentatif dan persuasif.
Teachers' Views on the Use of ICT in Language Courses Harmita Sari; Rahmat Kamaruddin; Anshari, Anshari; Andi Nurhayati; Samsinar, Samsinar
Jurnal Onoma: Pendidikan, Bahasa, dan Sastra Vol. 11 No. 2 (2025)
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/onoma.v11i2.5632

Abstract

This study aims to explore and understand teachers' perceptions regarding the integration of Information and Communication Technology (ICT) in English for Specific Purposes (ESP) instruction, with the goal of identifying both benefits and challenges in real classroom settings. A qualitative case study design was employed to gain in-depth insights into the phenomenon. Data were collected through semi-structured interviews with two experienced language instructors from a private university in South Sulawesi, Indonesia. The interviews were transcribed and analyzed thematically using Nvivo R14 software to ensure systematic coding and theme development. The findings revealed two primary themes: teachers’ positive perceptions and the challenges they face in using ICT. The participants highlighted that ICT tools facilitate ESP teaching by supporting material delivery and increasing student engagement. Nonetheless, they also reported significant challenges, including limited internet connectivity, increased instances of plagiarism, and difficulties in monitoring student performance. This study provides up-to-date insights into the practical realities of ICT integration in ESP instruction within Indonesian higher education, offering valuable implications for educators, policymakers, and curriculum developers aiming to optimize ICT use in language teaching.
AI-Assisted Learning and Mathematical Problem-Solving: The Role of Self-Regulation la eru ugi; Harmita Sari; Indrawan; Liu Ming-Chou
Journal of Educational Studies Vol. 4 No. 3 (2026): October
Publisher : Lembaga Bale Literasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/jes.v4i3.3794

Abstract

Artificial Intelligence (AI) is increasingly integrated into mathematics education, offering personalized support, adaptive feedback, and interactive learning experiences. However, the mechanisms through which AI-assisted learning improves students’ mathematical problem-solving skills remain underexplored. This study examines the relationships among AI-Assisted Learning (AIL), Self-Regulated Learning (SRL), and Mathematical Problem-Solving Skills (MPSS), with SRL serving as a mediating variable. Drawing on Social Cognitive Theory and Self-Regulated Learning Theory, a quantitative explanatory design was employed. Data were collected from 265 Indonesian secondary school students who had experience using AI-based learning technologies for mathematics learning. The proposed model was analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The findings indicate that AI-Assisted Learning positively and significantly influences Self-Regulated Learning and Mathematical Problem-Solving Skills. Self-Regulated Learning also has a significant positive effect on Mathematical Problem-Solving Skills and mediates the relationship between AI-Assisted Learning and problem-solving performance. These results suggest that the effectiveness of AI in mathematics education depends not only on technological capabilities but also on students’ ability to regulate their learning processes. The study contributes to the Artificial Intelligence in Education literature by identifying self-regulation as a key mechanism linking AI use and higher-order cognitive outcomes. The findings also provide practical insights for educators and developers seeking to design AI-supported learning environments that promote meaningful and autonomous learning.
Gamification of Mathematics Learning through Math Play Ground: Its Impact on Student Experience, Student Feedback, Emotions, and Math Anxiety Samsinar; Harmita Sari; Widyawanti Rajiman
Journal of Educational Studies Vol. 4 No. 3 (2026): October
Publisher : Lembaga Bale Literasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/jes.v4i3.3812

Abstract

Math anxiety remains a persistent barrier to effective mathematics learning, and gamification has been proposed as an instructional strategy capable of improving students' affective relationship with the subject. However, prior studies have generally examined students' experience, feedback, emotions, and math anxiety as separate outcomes rather than within a single integrated model, and empirical evidence from elementary and junior high school students in Indonesia remains limited. This study examined the effect of Math Play Ground, a gamification-based mathematics learning medium, on four interrelated outcomes: student experience, student feedback, emotions, and math anxiety. Data were collected through a cross-sectional survey of 274 elementary and junior high school students in South Sulawesi, Indonesia, selected using proportionate stratified random sampling. Data were analyzed in two stages using confirmatory factor analysis to assess the validity and reliability of the measurement model, and structural equation modeling to test the hypothesized structural relationships. The measurement model showed adequate validity and reliability for all five latent constructs, and the structural model demonstrated an acceptable fit. All four hypothesized paths were significant and positive: Math Play Ground was related to Emotions Student (? = 0.608), Math Anxiety (? = 0.450), Student Feedback (? = 0.629), and Student Experience (? = 0.648). These findings indicate that a single gamification-based learning medium can simultaneously shape multiple affective and experiential dimensions of mathematics learning, offering both theoretical and practical contributions for educators designing gamified mathematics tools.
Co-Authors Andi Nurhayati Anshari Anshari, Anshari Indrawan La Eru Ugi Liu Ming-Chou Rahmat Kamaruddin, Rahmat Rian Maming Samsinar Samsinar Samsinar Widyawanti Rajiman