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All Journal Arus Jurnal Pendidikan Indo-MathEdu Intellectuals Journal JURNAL PENDIDIKAN INDONESIA: Teori, Penelitian, dan Inovasi Journal of Artificial Intelligence and Digital Business TOFEDU: The Future of Education Journal ISOLEK: Jurnal Pendidikan, Pengajaran, Bahasa, dan Sastra
Dewi, Anita Candra
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Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Electrical & Electronics Engineering Engineering Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Pengaruh Pembelajaran Mendalam Terhadap Kemampuan Menulis Kreatif di Era Teknologi Digital Azzahra, Andi Nayla; Anggini, Sri; Upairah, Ariqah; Dewi, Anita Candra
Indo-MathEdu Intellectuals Journal Vol. 7 No. 3 (2026): Indo-MathEdu Intellectuals Journal (In-Press)
Publisher : Lembaga Intelektual Muda (LIM) Maluku

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54373/imeij.v7i3.5475

Abstract

Creative writing skills in the era of digital disruption face challenges in the form of shallow learning and dependence on technology automation. This study aims to analyze the effect of implementing a deep learning approach on enhancing students' creative writing skills and how this strategy can maintain the originality of works amidst the widespread use of digital technology. This study uses a descriptive qualitative method. Data were collected through in-depth interviews with lecturers and students, participatory observation in the learning process, and document analysis of creative writing drafts. Data analysis was conducted qualitatively in stages, including data reduction, data presentation, and drawing conclusions.  Research results indicate that the implementation of deep learning triggers a shift in students' creative processes from superficial writing toward the synthesis of more complex meanings. Digital technology transforms its role from merely a typing aid into a thinking partner that expands the reach of imagination. This approach significantly strengthens the originality and character of students' writing, preventing it from being trapped in the standardization of digital content. The conclusion of this study affirms that deep learning is an effective pedagogical strategy to transform creative writing skills into higher-quality, reflective, and adaptive abilities in response to technological developments.
Students’ Subjective Evaluation: The Relationship between the Implementation of Deep Learning and Improvements in Writing Quality and Motivation Wahyuni, Ayunita; Dahlia, Dahlia; Ramadhani, Inaya Nadita; Dewi, Anita Candra
The Future of Education Journal Vol 5 No 2 (2026)
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Yayasan Pendidikan Tumpuan Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61445/tofedu.v5i2.1770

Abstract

This study is motivated by the differences in students’ writing quality despite being in relatively similar learning environments, which are presumed to be related to the implementation of deep learning. The study aims to explore students’ subjective evaluations of deep learning implementation and to analyze its relationship with improvements in writing quality and writing motivation. The research employed a quantitative method with a descriptive approach. Data were collected through a Likert-scale questionnaire distributed to 50 students at Universitas Negeri Makassar using purposive sampling. Data analysis was conducted using percentage index calculations. The results indicate that the implementation of deep learning falls into a very high category (83.1%), characterized by active student engagement, encouragement of critical thinking, and open discussion spaces. This condition shows a positive correlation with improvements in students’ writing quality (81.3%), particularly in the organization of ideas, coherence, and the use of references. In addition, writing motivation also demonstrates a positive trend (78.3%), especially in openness to revision and the ability to overcome writing difficulties, although aspects such as self-confidence and interest in publication remain relatively lower. Thus, deep learning contributes to improving students’ writing quality and motivation; however, these findings are contextual and do not yet indicate a causal relationship.
Kajian Literatur Tentang Penerapan Pembelajaran Mendalam Dalam Kegiatan Menulis Untuk Meningkatkan Kualitas Tulisan Siswa Selvi, Selvi; Emaliah, Emaliah; Imran, Muthi’ah Fathinah; Dewi, Anita Candra
RIGGS: Journal of Artificial Intelligence and Digital Business Vol. 5 No. 1 (2026): Februari - April
Publisher : Prodi Bisnis Digital Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/riggs.v5i1.7977

Abstract

Pembelajaran mendalam menekankan pengembangan kemampuan berpikir kritis, reflektif, dan kreatif sebagai solusi atas rendahnya kualitas tulisan siswa SMA yang selama ini dipengaruhi oleh pendekatan pembelajaran berorientasi produk, penggunaan materi yang abstrak dan kurang relevan, serta keterbatasan kesiapan guru dalam mengelola proses menulis secara komprehensif. Kajian literatur sistematis ini bertujuan untuk menganalisis dan mensintesis berbagai model pembelajaran yang efektif dalam meningkatkan kualitas tulisan siswa. Lima model utama yang dikaji meliputi literasi pra-tulis intensif, sistem kecerdasan buatan (AI) adaptif dengan umpan balik real-time, pembelajaran berbasis konteks autentik, e-modul interaktif untuk pengembangan profesional guru, serta olah alur digital melalui teknik mind mapping. Hasil kajian menunjukkan bahwa masing-masing model memberikan kontribusi signifikan terhadap peningkatan keterampilan menulis siswa, khususnya dalam aspek organisasi ide, koherensi esai, efisiensi proses belajar, kemandirian berpikir, serta kreativitas dalam mengembangkan narasi. Integrasi kelima model tersebut terbukti mampu membentuk ekosistem pembelajaran yang holistik dan berkelanjutan, sehingga menghasilkan tulisan yang lebih analitis, kontekstual, dan orisinal. Temuan ini juga menunjukkan kesesuaian yang kuat dengan prinsip-prinsip dalam Kurikulum Merdeka yang menekankan pembelajaran berbasis kompetensi dan pengembangan karakter. Selain itu, kajian ini menawarkan kerangka kerja praktis yang dapat digunakan oleh guru, siswa, dan peneliti sebagai panduan implementasi pembelajaran mendalam dalam kegiatan menulis. Meskipun demikian, terdapat tantangan utama yang perlu diatasi, terutama terkait kesiapan guru dalam mengadopsi pendekatan baru serta keterbatasan infrastruktur teknologi di berbagai satuan pendidikan.
Efektivitas Pendekatan Pembelajaran Mendalam dalam Membangun Kemampuan Menulis Teks Eksplanasi Dewi, Anita Candra
ISOLEK: Jurnal Pendidikan, Pengajaran, Bahasa, dan Sastra Vol. 4 No. 1 (2026): Isolek: Jurnal Pendidikan, Pengajaran, Bahasa, dan Sastra (Maret 2026)
Publisher : Program Studi Pendidikan Bahasa dan Sastra Indonesia, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Islam Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59638/isolek.v4i1.810

Abstract

This study aims to test the effectiveness of an immersive learning approach in improving the writing skills of explanatory texts among high school students. The method used was a quasi-experimental design with a pre-test and post-test, involving two groups: an experimental group that received instruction with an immersive approach and a control group that used conventional methods. A sample of 60 students was divided into two groups using purposive sampling. The main instrument was an explanatory text writing test, the validity and reliability of which had been tested. Data were analyzed using a t-test with a significance level of 0.05. The results showed a significant improvement in students' writing skills in the experimental group (an average increase of 16.25) compared to the control group (an average increase of 6.85), with a t-value of 3.56 (p<0.05). Observations also revealed higher student activity and motivation in the experimental group. These results indicate that the immersive learning approach is effective in improving the quality of explanatory text writing skills and can be an innovative alternative in teaching Indonesian at the high school level.
The ADDIE Model in Planning Indonesian Language and Literature Learning Astuti, Astuti; Saleh, Andi Abdul Rahman; Haerul, Inglan Hadi; Dewi, Anita Candra
The Future of Education Journal Vol 5 No 2 (2026)
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Yayasan Pendidikan Tumpuan Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61445/tofedu.v5i2.1787

Abstract

This study aims to analyze the implementation of the ADDIE model in planning Indonesian Language and Literature instruction. The method employed is qualitative research with a literature review approach, drawing on books, journals, and relevant scientific articles as data sources. Data were collected through documentation analysis, while data analysis applied a descriptive qualitative approach. The findings indicate that the ADDIE model is a structured and systematic instructional design framework consisting of five stages: analysis, design, development, implementation, and evaluation. The implementation of this model in Indonesian Language and Literature instruction is considered effective because it can address students’ learning needs, improve the quality of instructional planning, and create more structured and meaningful learning processes. In addition, the ADDIE model is flexible and adaptable, allowing it to be applied in various learning contexts. Therefore, the ADDIE model can serve as an alternative approach for designing efficient, creative, and student-centered instruction aimed at improving students’ language skills.
The Impact of TikTok Content Exposure on the Shift in Indonesian Language Use in Adolescents’ Writing Skills through a Deep Learning Approach Istiqomah, Nurhikmawati; Nurwahyuni, Nurwahyuni; Inayah, Az Zahra Nurul; Sarina, Sarina; Dewi, Anita Candra
The Future of Education Journal Vol 5 No 2 (2026)
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Yayasan Pendidikan Tumpuan Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61445/tofedu.v5i2.1793

Abstract

The development of TikTok as one of the most dominant social media platforms has transformed adolescent communication patterns, including written language practices. This study aims to analyze the influence of exposure to TikTok content on shifts in Indonesian language use in adolescent writing skills through an immersive learning perspective. The research focuses on the increasing use of slang, digital abbreviations, code-mixing, and viral terms, which have the potential to impact the quality of formal writing. This study employed a qualitative descriptive method supported by literature review and surveys. Data were obtained through observations of adolescents' digital activities, analysis of writing samples, and the distribution of questionnaires regarding the intensity of TikTok use. The results indicate that high exposure to TikTok contributes to language shift through the dominance of informal vocabulary, decreased grammatical accuracy, and increased use of digital expressions in academic and semi-formal writing. However, the application of immersive learning in language education can strengthen critical literacy, awareness of linguistic context, and reflective writing skills. This study concludes that TikTok has a dual impact: passive consumption can accelerate deviation from standard Indonesian, while critical use can make it an innovative learning medium. The novelty of this research lies in the integration of sociolinguistic perspectives and immersive learning pedagogy in addressing adolescent literacy challenges in the digital age.
An Analysis of Environmental Themed Poetry Writing Skills among Eighth Grade Students at SMPN 1 Patimpeng Alizah, Nur; Firana, Firna; Hardiansyah, Muhammad; Dewi, Anita Candra
The Future of Education Journal Vol 5 No 2 (2026)
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Yayasan Pendidikan Tumpuan Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61445/tofedu.v5i2.1826

Abstract

This study aims to describe students' ability to write environmental-themed poetry, outline the creative process, and identify obstacles faced. The research method used was descriptive with a mixed approach, namely qualitative and quantitative. The subjects were six eighth-grade students at SMPN 1 Patimpeng. Data collection techniques included observation of the learning process, poetry writing tests, and in-depth interviews. The results showed that the average student activity was in the Good category (3.57), with the highest scores in the aspects of readiness and environmental observation, and the lowest scores in the aspects of idea development and language use. Based on the test results, students' abilities were divided into three categories: one student (16.67%) in the Good category, three students (50%) in the Average category, and two students (33.33%) in the Poor category. The main obstacles identified were difficulty in determining titles, constructing beautiful diction, and selecting appropriate figures of speech. Strategies used by students to overcome these difficulties included re-observing the environment, searching for references online, and discussing with teachers and friends. It was concluded that despite the students' high enthusiasm, their mastery of poetic techniques still needs to be improved through intensive practice.
PEMBELAJARAN MENDALAM DALAM PENGEMBANGAN KETERAMPILAN MENULIS ESAI KRITIS DI ERA DIGITAL Ayu, Wiska Putri; Andini, Reski; Putri, Tenri Ayulia; Dewi, Anita Candra
Jurnal Pendidikan Indonesia : Teori, Penelitian, dan Inovasi Vol 6, No 1 (2026): Jurnal Pendidikan Indonesia : Teori, Penelitian, dan Inovasi
Publisher : Penerbit Widina, Widina Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59818/jpi.v6i1.2863

Abstract

This study aims to examine the role of deep learning in developing critical essay writing skills in the digital era. The research employs a qualitative approach using a literature review method by analyzing various scholarly articles related to deep learning, digital literacy, and writing skills. The findings indicate that deep learning significantly contributes to improving students’ critical thinking abilities, which are reflected in more argumentative, systematic, and evidence-based writing. In addition, digital literacy plays an important role in helping students evaluate and use information sources appropriately, while digital technology and artificial intelligence function as facilitators in the writing process. However, the use of technology without being balanced by critical thinking skills may reduce the quality of arguments in writing. Therefore, an integrative learning model that combines deep learning, digital literacy, and pedagogical use of technology is needed to improve the quality of critical essay writing skills in higher education. ABSTRAKPenelitian ini bertujuan untuk mengkaji peran pembelajaran mendalam dalam pengembangan keterampilan menulis esai kritis di era digital. Penelitian menggunakan pendekatan kualitatif dengan metode studi pustaka yang menganalisis berbagai literatur ilmiah berupa artikel jurnal terkait pembelajaran mendalam, literasi digital, dan keterampilan menulis. Hasil penelitian menunjukkan bahwa pembelajaran mendalam berkontribusi signifikan dalam meningkatkan kemampuan berpikir kritis mahasiswa, yang tercermin dalam kualitas tulisan yang lebih argumentatif, sistematis, dan berbasis bukti. Selain itu, literasi digital berperan penting dalam membantu mahasiswa mengevaluasi dan menggunakan sumber informasi secara tepat, sementara teknologi digital dan kecerdasan buatan berfungsi sebagai fasilitator dalam proses penulisan. Namun, pemanfaatan teknologi yang tidak diimbangi dengan kemampuan berpikir kritis dapat menurunkan kualitas argumentasi dalam tulisan. Oleh karena itu, diperlukan model pembelajaran yang mengintegrasikan pembelajaran mendalam, literasi digital, dan pemanfaatan teknologi secara pedagogis untuk meningkatkan kualitas keterampilan menulis esai kritis di pendidikan tinggi.
Transformasi Paradigma Pembelajaran Menulis melalui Integrasi Transfer of Knowledge dan Deeper Learning: Studi Literatur Fadila, Nurul; Tullah, Nahdiah; Tangdibali, Indayani; Sukma Sartika; Dewi, Anita Candra
Arus Jurnal Pendidikan Vol 6 No 1: April (2026)
Publisher : Arden Jaya Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57250/ajup.v6i1.2579

Abstract

Pendidikan menulis pada masa kini dihadapkan pada tantangan besar berupa adanya jarak antara pemahaman teoretis dengan kemampuan praktis penulis dalam mengaplikasikan ide. Penelitian ini mengeksplorasi sinergi antara mekanisme Transfer of Knowledge (ToK) dan Deeper Learning (DL) sebagai solusi atas dominasi paradigma pembelajaran konvensional yang masih bersifat mekanis dan pasif. Riset ini dirancang untuk membedah bagaimana integrasi ToK dan DL beroperasi dalam pedagogi menulis, mengenali transisi paradigma yang mendukung penerapan ilmu secara lintas konteks, serta mengukur pengaruh model DL terhadap eskalasi kualitas narasi dan kekuatan argumen sekaligus menyusun skema kerja yang transformatif bagi tenaga pengajar. Dengan menerapkan metode tinjauan literatur sistematis terhadap 45 artikel ilmiah dari pangkalan data SINTA 2–3 dan Scopus periode 2019–2024, ditemukan bahwa penggabungan ToK dan DL secara impresif mampu mempertajam kesadaran metakognitif, memacu terjadinya far transfer pada berbagai bidang keilmuan, dan mengubah arah pembelajaran dari sekadar menduplikasi informasi menuju fase konstruksi pengetahuan yang aktif. Hasil kajian ini memberikan kontribusi penting bagi terciptanya desain instruksional menulis yang lebih relevan, fleksibel, serta sejalan dengan tuntutan kompetensi global di abad ke-21.
Co-Authors Alfian Alfian Alizah, Nur Amalia M, Reski Nining Ananda, Aulia Andini, Reski Anggini, Sri Arisda, Nur Astuti - Ayu, Wiska Putri Azzahra, Andi Nayla Cahyani, Nur Indah Dahlia Dahlia Emaliah, Emaliah Fadila, Nurul Firana, Firna Haerul, Inglan Hadi HARDIANSYAH, MUHAMMAD Husain, Muhammad Ichzan Imran, Muthi’ah Fathinah Inayah, Az Zahra Nurul Irma Satriani, Irma Irmayanti Irmayanti, Irmayanti Istiqomah, Nurhikmawati Marisa, Auli Inda Melikasari, Melikasari Nirmala Nirmala, Nirmala Nurfausya, Tasya Nurhasana, Nurhasana Nurwahyuni Putri, Melani Ananda Putri, Tenri Ayulia Rahmawati, Laely Ramadani, Safitrah Ramadhani, Inaya Nadita Rasyid, Rahayu Tri Artanti Rikram, Iqra Faturrahman Riska Riska Rizki Herdiani Sakinah Fitri, Sakinah Saleh, Andi Abdul Rahman Sarina Sarina Selvi Selvi Suci Ramadhani, Suci Sukma Sartika Syahri, Misba Wana Syamsur, Ayu Lestari Tangdibali, Indayani Tullah, Nahdiah Upairah, Ariqah Wahyuni, Ayunita Wiyatun, Fatasya