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All Journal ESTETIK : Jurnal Bahasa Indonesia Journal of Language and Literature Studies
Iskandar, Zelvi
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Religion Education Languange, Linguistic, Communication & Media Social Sciences Other

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Pengaruh Strategi Pembelajaran dan Kemampuan Berpikir Logis Terhadap Keterampilan Menulis Argumentasi (Studi Eksperimen pada Siswa Kelas Xi Sma Negeri 1 Lengayang) Iskandar, Zelvi
ESTETIK : Jurnal Bahasa Indonesia Vol. 1 No. 1 (2018)
Publisher : Institut Agama Islam Negeri (IAIN) Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (514.311 KB) | DOI: 10.29240/estetik.v1i1.416

Abstract

Penelitian ini bertujuan untuk menyelidiki pencapaian keterampilan bahasa siswa yang belajar melalui strategi pembelajaran kooperatif dan mereka yang belajar melalui pembelajaran individu. Penelitian ini adalah penelitian kualitatif dengan menggunakan metode eksperimen yang melibatkan dua sampel kelompok, yaitu kelompok yang mengikuti strategi pembelajaran kooperatif. Berdasarkan temuan dan investigasi, dapat diambil kesimpulan sebagai berikut. Pertama, guru dapat memilih materi pembelajaran dan strategi yang harus digunakan untuk meningkatkan keterampilan menulis argumentasi siswa setelah tingkat pemikiran rasional siswa diketahui. Kedua, strategi pembelajaran kooperatif dan pembelajaran individu di antara kelompok siswa yang memiliki kemampuan berbeda dalam menggunakan pemikiran logis akan menghasilkan perbedaan keterampilan dalam menulis argumentasi. Ketiga, peningkatan keterampilan menulis argumentasi dapat dipengaruhi oleh faktor strategi pembelajaran dan keterampilan pemikiran logis. Keempat, strategi pembelajaran dan keterampilan pemikiran logis memiliki hubungan yang kuat dengan keterampilan menulis argumentasi.
AI and Digital Literacy in Language Education: A Systematic Review on Critical Thinking Development Iskandar, Zelvi; Yulanda, Nurul Izhan Pepridel; Dubey, Shibani Basu; Apriani, Eka
Journal of Language and Literature Studies Vol. 5 No. 4 (2025): December
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/pyz75g90

Abstract

Rapid advances in artificial intelligence (AI) have reshaped language education and raised new questions about how AI interacts with digital literacy and critical thinking development. This study presents a Systematic Literature Review (SLR) following PRISMA 2020, examining Scopus-indexed articles published between 2015–2025. A total of 58 records were identified, 44 were screened, and 14 full-text studies were included for qualitative thematic synthesis. The findings reveal that AI literacy, digital literacy, and critical thinking operate as an interdependent cognitive ecosystem in language learning: AI functions as a cognitive mediator that can stimulate analytical reasoning; digital literacy equips learners to navigate and evaluate multimodal information; and critical thinking serves as an epistemic and ethical filter for responsible meaning-making. Effective pedagogical strategies identified include AI-supported inquiry, reflective scaffolding, and project-based digital literacy tasks, with teachers and virtual communities of practice serving as ethical mediators and collaborative support structures. Key challenges—cognitive offloading, algorithmic bias, and digital divides—pose risks to learner autonomy and equitable learning outcomes. To bridge these issues, this review proposes the AI-Enhanced Critical Literacy Pedagogy (AICLP) model, offering an integrative framework that connects cognitive, reflective, and ethical dimensions for strengthening critical thinking in AI-mediated language education. The model provides theoretical grounding and practical guidance for curriculum design, teacher development, and education policy in the digital era.
Co-Authors Dubey, Shibani Basu Eka Apriani, Eka Nurul Izhan Pepridel Yulanda