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All Journal Jurnal Agronomi Indonesia (Indonesian Journal of Agronomy) JURNAL SOSIAL HUMANIORA (JSH) Planta Tropika Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan ISLLAC : Journal of Intensive Studies on Language, Literature, Art, and Culture Lingua Franca: Jurnal Bahasa, Sastra, dan Pengajarannya Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini AKSIOLOGIYA : Jurnal Pengabdian Kepada Masyarakat Didaktis: Jurnal Pendidikan dan Ilmu Pengetahuan Jurnal Penelitian Pertanian Tanaman Pangan Jurnal Teknik Pertanian Lampung (Journal of Agricultural Engineering) Seminar Nasional Lahan Suboptimal JURNAL PANGAN Stilistika: Jurnal Pendidikan Bahasa dan Sastra Bahastra: Jurnal Pendidikan Bahasa dan Sastra Indonesia Imajeri: Jurnal Pendidikan Bahasa dan Sastra Indonesia Ideas: Jurnal Pendidikan, Sosial dan Budaya Jurnal Pendidikan dan Kewirausahaan Jurnal Pendidikan Madrasah Edukasi Lingua Sastra Humanism : Jurnal Pengabdian Masyarakat SECONDARY : Jurnal Inovasi Pendidikan Menengah (JIPM) Journal of English Language and Education STRATEGY : Jurnal Inovasi Strategi dan Model Pembelajaran Kode : Jurnal Bahasa Jurnal bahasa, sastra, seni, dan pengajarannya Jurnal Gramatika: Jurnal Penelitian Pendidikan Bahasa dan Sastra Indonesia Journal of Pedagogy and Education Science Belajar Bahasa : Jurnal Ilmiah Program Studi Pendidikan Bahasa dan Sastra Indonesia Jurnal bahasa, sastra, seni, dan pengajarannya
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Pasca Sarjana Pendidikan Bahasa Dan Sastra Indonesia UMSurabaya
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Effect of Drought Periods on Rice Lines Growth and Yield Margaret, Swisci; Nafisah, Nafisah; Sujinah, Sujinah; Rumanti, Indrastuti Apri; Yunani, Nani
Jurnal Teknik Pertanian Lampung (Journal of Agricultural Engineering) Vol. 13 No. 1 (2024): March 2024
Publisher : The University of Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jtep-l.v13i1.49-59

Abstract

Numerous variables, such as drought period, growth stage, and varieties, influence rice growth and yield in response to drought. This study was conducted to determine the effect of drought periods on the growth and yields of several rice lines and varieties as well as to select drought-tolerant lines. Using a split-plot design with three replications, the pot experiment was carried out in the greenhouse from December 2015 to April 2016 at the Sukamandi Experimental Site of Indonesian Center for Rice Research (BB Padi). Drought periods were treated as the main-plot, while the rice lines/varieties were treated as sub-plots. The main-plot consists of four levels: control, drought at the maximum tillering stage, drought at the primordia stage, and drought at the grain filling stage. The rice lines used are expand lines of rainfed lowland rice and upland rice from the BB Padi breeding program. The results showed that of the 36 rice lines and 6 varieties tested, drought periods during maximum tillering and primordia affected plant height, while the tiller number was not affected by all drought periods. From the yield characters, drought periods increased unfilled grain percentage and decreased 1000 grains weight and also grain weight per plant. Jatiluhur is consistently tolerant and has the highest yield. There are 8 rice lines with consistent tolerance and not significantly different yields with Jatiluhur: B13650E-TB-80-2, B14168E-MR-6, B14168E-MR-10, B14168E-MR-11, B14168E-MR-12, B14168E-MR-13, B12480D-MR-7-1-1, and B12056F-TB-1-29-1. Keywords:  Drought periods, Rice lines,  Growth, Yield 
Pola Tanam Padi untuk Produktivitas Tinggi dan Indeks Pertanaman yang Optimal di Lahan Rawa Pasang Surut Gunawan, Indra; Margaret, Swisci; Sujinah, Sujinah; Agustiani, Nurwulan
Jurnal Agronomi Indonesia (Indonesian Journal of Agronomy) Vol. 50 No. 3 (2022): Jurnal Agronomi Indonesia
Publisher : Indonesia Society of Agronomy (PERAGI) and Department of Agronomy and Horticulture, Faculty of Agriculture, IPB University, Bogor, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (451.026 KB) | DOI: 10.24831/jai.v50i3.40983

Abstract

Optimalisasi penggunaan lahan rawa pasang surut untuk meningkatkan produktivitas dan hasil padi dapat dilakukan dengan peningkatan indeks pertanaman (IP). Penelitian ini dilakukan untuk mendapatkan informasi peluang peningkatan indeks pertanaman melalui penggunaan varietas unggul baru padi. Penelitian dilaksanakan pada Januari-Desember 2019 di Desa Sukaraja, Kabupaten Banyuasin, Sumatera Selatan dengan menguji tiga kombinasi pola tanam yang diulang empat kali. Perlakuan pola tanam yaitu: P1: Regas (musim tanam /MT 1)-Regas (MT 2); P2: Inpara 2 (MT 1)-Inpara 2 (MT 2); P3: Inpara 2 (MT 1)-Inpari 19 (MT 2)-Inpari 19 (MT 3). Regas adalah varietas lokal yang umum ditanam petani, Inpara 2 adalah varietas unggul baru (VUB) adaptif lahan rawa, dan Inpari 19 adalah VUB berumur genjah. Budidaya yang diterapkan yaitu Rawa Pasang Surut Intensif, Super, dan Aktual (RAISA). Pengamatan dilakukan terhadap karakter pertumbuhan dan hasil, serta perbandingan hasil antar pola tanam. Pola tanam padi-padi dengan VUB adaptif rawa (Inpara 2) merupakan pola tanam dengan hasil tertinggi sebesar 11.35 ton ha-1 GKG atau 34.6% lebih tinggi dibanding padi lokal. Indeks pertanaman di lahan rawa pasang surut berpeluang ditingkatkan menjadi tiga kali tanam pada kondisi curah hujan tahunan tinggi dengan didukung pendekatan varietas hasil tinggi dan umur pendek. Kata kunci: budidaya lahan rawa, optimalisasi lahan, padi rawa, pola tanam, RAISA
Persepsi Guru PPG terhadap Integrasi TPACK dalam Pembelajaran Bahasa Indonesia Sari, Dewi Ratna; Sujinah, Sujinah; Fatin, Idhoofiyatul
BELAJAR BAHASA: Jurnal Ilmiah Program Studi Pendidikan Bahasa dan Sastra Indonesia Vol 9 No 1 (2024): Belajar Bahasa: Jurnal Ilmiah Program Studi Pendidikan Bahasa dan Sastra Indonesi
Publisher : Universitas Muhammadiyah Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32528/bb.v9i1.1734

Abstract

The focus of this research is to determine PPG teachers' perceptions of the integration of TPACK in Indonesian language learning. There are seven known components in TPACK that must be mastered by teachers, namely CK (Content Knowledge), TK (Technological Knowledge), PK (Pedagogical Knowledge), PCK (Pedagogical Content Knowledge), TCK (Technological Content Knowledge), TPK (Technological Pedagogical Knowledge) and TPACK (Technological Pedagogical Content Knowledge). The data collection technique was through a closed questionnaire with a sample size of 30 PPG Daljab category 1 class 3 teachers. Researchers used a Likert scale in their research with intervals of 1-4. Research data was analyzed using quantitative analysis. The results of this research are displayed through percentages. The results of the research conducted show that PPG teachers have a good perception of the implementation of TPACK in Indonesian language learning. The CK component is 82% in the very good category, the TK component is 76% in the good category, the PK component is 79% in the good category, the PCK component is 79% in the good category, the TCK component is 70% in the good category, the TPK component is 78 % in the good category, and the TPACK component is 74% in the good category.
PENINGKATAN KETERAMPILAN MENULIS CERPEN MELALUI MEDIA KARTU BERGAMBAR PADA SISWA KELAS IX SMP Humaira, Husina; Sujinah, Sujinah
SECONDARY: Jurnal Inovasi Pendidikan Menengah Vol. 6 No. 1 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/secondary.v6i1.9003

Abstract

ABSTRACT This study was conducted to address the low level of short story writing skills among ninth-grade students at SMP IT Zurriyatul Qurani Almaarif, Lhokseumawe, which has been influenced by the limited use of varied instructional media and students’ low motivation to write. The research focuses on strengthening students’ short story writing ability through the use of picture cards as visual learning aids. The study employed a Classroom Action Research (CAR) design carried out in two cycles, each consisting of planning, action, observation, and reflection stages, involving 23 students as research participants. Data were collected through classroom observations and assessments of students’ written work, which were then analyzed using both quantitative and qualitative approaches. The findings indicate that the use of picture cards significantly improved students’ short story writing skills, as reflected in the increase in the average score from 71.22% in Cycle I to 86.65% in Cycle II. In addition to academic improvement, students also demonstrated positive growth in terms of engagement, focus, and enthusiasm during the writing process. These results suggest that picture cards function not only as visual supports but also as effective stimuli that foster students’ creativity and involvement. Therefore, picture cards can be considered an effective alternative instructional strategy for enhancing short story writing skills at the junior secondary school level. ABSTRAK Penelitian ini dilakukan untuk mengatasi rendahnya kemampuan menulis cerpen siswa kelas IX SMP IT Zurriyatul Qurani Almaarif Kota Lhokseumawe yang selama ini dipengaruhi oleh minimnya penggunaan media pembelajaran yang variatif serta rendahnya motivasi menulis. Penelitian ini memfokuskan upaya pada penguatan keterampilan menulis cerpen melalui pemanfaatan kartu bergambar sebagai sarana visual yang menunjang kegiatan pembelajaran. Penelitian ini menggunakan rancangan Penelitian Tindakan Kelas (PTK) yang dilaksanakan dalam dua siklus, dengan setiap siklus mencakup tahap perencanaan, pelaksanaan tindakan, pengamatan, dan refleksi, serta melibatkan 23 siswa sebagai subjek penelitian. Data penelitian dikumpulkan melalui pengamatan terhadap aktivitas belajar serta evaluasi terhadap tulisan siswa, kemudian dianalisis menggunakan pendekatan kuantitatif dan kualitatif. Temuan penelitian memperlihatkan bahwa penggunaan media kartu bergambar secara signifikan meningkatkan kemampuan menulis cerpen siswa, yang terlihat dari peningkatan nilai rata-rata dari 71,22% pada siklus I menjadi 86,65% pada siklus II. Di samping meningkatnya capaian akademik, siswa juga menunjukkan kemajuan yang positif dalam tingkat keterlibatan, fokus, dan semangat selama proses penulisan berlangsung. Hasil ini menegaskan bahwa kartu bergambar tidak sekadar menjadi media visual pendukung, tetapi juga berperan sebagai pemicu yang efektif dalam meningkatkan kreativitas dan keterlibatan siswa. Dengan demikian, penggunaan kartu bergambar dapat dijadikan sebagai salah satu alternatif strategi pembelajaran yang efektif dalam meningkatkan keterampilan menulis cerpen siswa di tingkat SMP.
UPAYA MENGATASI KETERGANTUNGAN SISWA TERHADAP CHATGPT DALAM PEMBELAJARAN CERPEN KELAS XI DI SMA DENGAN MENGGUNAKAN METODE PEER REVIEW DISCUSSION Elmirna, Nora; Sujinah, Sujinah
SECONDARY: Jurnal Inovasi Pendidikan Menengah Vol. 6 No. 1 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/secondary.v6i1.9004

Abstract

ABSTRACT The development of artificial intelligence, particularly ChatGPT, has provided convenience in writing instruction; however, its uncontrolled use has the potential to create dependency and reduce students’ creativity. This study aims to reduce students’ reliance on ChatGPT in short story writing instruction through the implementation of the Peer Review Discussion method among eleventh-grade students at SMA Negeri 02 Bombana. The study employed a Classroom Action Research design based on the Kemmis and McTaggart model, conducted in two cycles. In Cycle I, students were still allowed to use ChatGPT as a stimulus for generating initial ideas, whereas in Cycle II the use of ChatGPT was completely eliminated to encourage independent thinking. The findings indicate that in Cycle I, students’ short stories were still dominated by uniform language patterns and low levels of originality, and participation in peer review activities had not yet been optimal. In Cycle II, the strengthened implementation of Peer Review Discussion increased students’ active engagement in providing feedback, deepened their understanding of the intrinsic elements of short stories, and resulted in more varied and original written works. Overall, the quality of students’ short stories improved, and their dependence on ChatGPT decreased significantly. Thus, the Peer Review Discussion method proved effective in enhancing students’ creativity, independence, and short story writing skills amid the challenges posed by the use of AI technology in education. Perkembangan kecerdasan buatan, khususnya ChatGPT, memberikan kemudahan dalam pembelajaran menulis, namun penggunaannya yang tidak terkontrol berpotensi menimbulkan ketergantungan dan menurunkan kreativitas siswa. Penelitian ini bertujuan untuk mengurangi ketergantungan siswa terhadap ChatGPT dalam pembelajaran menulis cerpen melalui penerapan metode Peer Review Discussion pada siswa kelas XI SMA Negeri 02 Bombana. Penelitian menggunakan desain Penelitian Tindakan Kelas model Kemmis dan McTaggart yang dilaksanakan dalam dua siklus. Pada siklus I, siswa masih diperkenankan memanfaatkan ChatGPT sebagai pemicu ide awal, sedangkan pada siklus II penggunaan ChatGPT ditiadakan sepenuhnya untuk mendorong kemandirian berpikir. Hasil penelitian menunjukkan bahwa pada siklus I cerpen siswa masih didominasi pola bahasa yang seragam dan tingkat orisinalitas yang rendah, serta partisipasi dalam kegiatan peer review belum optimal. Pada siklus II, penguatan Peer Review Discussion mampu meningkatkan keaktifan siswa dalam memberikan umpan balik, memperdalam pemahaman unsur intrinsik cerpen, serta menghasilkan karya yang lebih variatif dan orisinal. Secara keseluruhan, kualitas cerpen siswa meningkat dan ketergantungan terhadap ChatGPT menurun secara signifikan. Dengan demikian, metode Peer Review Discussion terbukti efektif dalam meningkatkan kreativitas, kemandirian, dan kemampuan menulis cerpen siswa di tengah tantangan penggunaan teknologi AI dalam pembelajaran.
PEMANFAATAN MEDIA ERROR CARDS DALAM MENGATASI KESALAHAN PENULISAN BAHASA INDONESIA YANG DIPENGARUHI BAHASA TOLAKI PADA SISWA KELAS IX SMP Rahma, Ulfa; Sujinah, Sujinah
SECONDARY: Jurnal Inovasi Pendidikan Menengah Vol. 6 No. 1 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/secondary.v6i1.9005

Abstract

ABSTRACT The dominant use of local languages in students’ daily lives often leads to linguistic interference in Indonesian language learning, particularly in writing skills. This study aims to identify the types of Indonesian writing errors influenced by the Tolaki language and to describe the use of error cards as a pedagogical strategy to address these errors among ninth-grade students at SMP Negeri 1 Uluiwoi. The research employed a descriptive qualitative approach, with data collected through analysis of students’ written work, classroom observations, and interviews. The research stages included identifying writing errors, implementing error cards in the learning process, and analyzing changes in students’ writing ability and language awareness. The findings reveal that the dominant writing errors involve spelling, word choice, affix usage, and sentence structure, which are influenced by interference from the Tolaki language. The implementation of error cards enables students to recognize errors concretely, understand their underlying causes, and revise their writing in accordance with standard Indonesian language conventions, while also enhancing students’ engagement and accuracy in learning. Therefore, error cards are effective as a contextual instructional medium for reducing the influence of local languages and improving Indonesian writing skills in bilingual school settings. ABSTRAK Penggunaan bahasa daerah yang dominan dalam kehidupan sehari-hari siswa sering menimbulkan interferensi dalam pembelajaran Bahasa Indonesia, khususnya pada keterampilan menulis. Penelitian ini bertujuan untuk mengidentifikasi jenis kesalahan penulisan Bahasa Indonesia yang dipengaruhi oleh Bahasa Tolaki serta mendeskripsikan pemanfaatan media error cards sebagai upaya pedagogis untuk mengatasi kesalahan tersebut pada siswa kelas IX SMP Negeri 1 Uluiwoi. Penelitian ini menggunakan pendekatan kualitatif deskriptif dengan pengumpulan data melalui analisis hasil tulisan siswa, observasi proses pembelajaran, dan wawancara. Tahapan penelitian meliputi identifikasi kesalahan penulisan, penerapan media error cards dalam pembelajaran, serta analisis perubahan kemampuan dan kesadaran berbahasa siswa. Hasil penelitian menunjukkan bahwa kesalahan penulisan yang dominan meliputi kesalahan ejaan, pilihan kata, penggunaan imbuhan, dan struktur kalimat yang dipengaruhi oleh interferensi Bahasa Tolaki. Penerapan media error cards membantu siswa mengenali kesalahan secara konkret, memahami penyebab kesalahan, serta memperbaiki penulisan sesuai kaidah Bahasa Indonesia, sekaligus meningkatkan keaktifan dan ketelitian siswa dalam pembelajaran. Dengan demikian, media error cards efektif digunakan sebagai alternatif media pembelajaran kontekstual untuk meminimalkan pengaruh bahasa daerah dan meningkatkan keterampilan menulis Bahasa Indonesia di lingkungan sekolah bilingual.
PENERAPAN MODEL DISCOVERY LEARNING DALAM MENINGKATKAN KEMAMPUAN SISWA MENGIDENTIFIKASI STRUKTUR ISI TEKS ANEKDOT DI MAN Aminah, Siti; Sujinah, Sujinah
STRATEGY : Jurnal Inovasi Strategi dan Model Pembelajaran Vol. 6 No. 1 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/strategi.v6i1.9008

Abstract

ABSTRACT Text-based Indonesian language learning requires students not only to comprehend textual content but also to systematically analyze the structural elements that construct a text. One type of text studied at the Madrasah Aliyah level is the anecdote text, which is characterized by a specific structure consisting of abstraction, orientation, crisis, reaction, and coda. Classroom realities indicate that students still experience difficulties in accurately identifying these structural components. This study aims to examine the effectiveness of implementing the Discovery Learning model in improving students’ ability to identify the structural elements of anecdote texts. This research employed a quantitative approach using a pre-experimental method with a One Group Pretest–Posttest design. The research subjects were tenth-grade students of MAN 1 Merangin. Data were collected through tests measuring students’ ability to identify text structure, classroom observations, and documentation. The Discovery Learning model was implemented through stages of stimulation, problem identification, data collection and processing, verification, and conclusion drawing. The findings reveal a significant improvement in students’ abilities following the implementation of the Discovery Learning model. Both the mean scores and the percentage of learning mastery increased across all structural aspects of anecdote texts. In addition, students demonstrated higher levels of active engagement in text analysis and a deeper understanding of the function of each structural component. Therefore, the Discovery Learning model is proven to be effective and suitable as an alternative instructional approach for text-based Indonesian language learning at the Madrasah Aliyah level. ABSTRAK Pembelajaran Bahasa Indonesia berbasis teks menuntut kemampuan siswa untuk memahami isi sekaligus menganalisis struktur pembangun teks secara sistematis. Salah satu jenis teks yang dipelajari di Madrasah Aliyah adalah teks anekdot yang memiliki struktur khas, meliputi abstrak, orientasi, krisis, reaksi, dan koda. Kenyataan di lapangan menunjukkan bahwa siswa masih mengalami kesulitan dalam mengidentifikasi struktur tersebut secara tepat. Penelitian ini bertujuan untuk mengkaji efektivitas penerapan model Discovery Learning dalam meningkatkan kemampuan siswa mengidentifikasi struktur isi teks anekdot. Penelitian ini menggunakan pendekatan kuantitatif dengan metode pre-eksperimental melalui desain One Group Pretest–Posttest. Subjek penelitian adalah siswa kelas X MAN 1 Merangin. Pengumpulan data dilakukan melalui tes kemampuan identifikasi struktur teks, observasi aktivitas pembelajaran, dan dokumentasi. Model Discovery Learning diterapkan melalui tahapan pemberian rangsangan, identifikasi masalah, pengumpulan dan pengolahan data, verifikasi, serta penarikan simpulan. Hasil penelitian menunjukkan adanya peningkatan kemampuan siswa yang signifikan setelah penerapan model Discovery Learning. Nilai rata-rata dan persentase ketuntasan belajar siswa mengalami peningkatan pada seluruh aspek struktur teks anekdot. Selain itu, siswa menunjukkan keterlibatan yang lebih aktif dalam menganalisis teks dan memahami fungsi setiap bagian struktur secara mendalam. Dengan demikian, model Discovery Learning terbukti efektif dan layak digunakan sebagai alternatif pembelajaran Bahasa Indonesia berbasis teks di Madrasah Aliyah.
Model pengembangan kurikulum siswa cerdas istimewa mata pelajaran bahasa Indonesia Sujinah, Sujinah
Bahasa dan Seni: Jurnal Bahasa, Sastra, Seni, dan Pengajarannya Vol. 40, No. 2
Publisher : citeus

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

Abstract

Without the provision of differentiated services for gifted students, a program would merely label them as gifted students without offering a truly gifted program. The potential risk that may arise when gifted students receive regular instructional services is underachievement; therefore, it is necessary to implement a differentiated curriculum model for gifted students. This article describes not only the curriculum model used in schools with gifted student programs or acceleration classes, but also examines the model’s validity, practicality, and effectiveness. The method employed was a combined model of RDR (research, development, research) and R2D2 (recursive, reflective, design, and development), incorporating adaptations, modifications, and/or specific transformations. Data were collected through documentation, unstructured interviews, questionnaires, and observation. The curriculum was developed based on the following procedures: Minister of National Education Regulation (Permendiknas) No. 22 of 2006, identification, escalation, determination of essence, mapping, organization, and time allocation.
Solutions and Challenges to Low Reading Interest among Students at SMP Negeri 3 Satu Atap Tabona Sahara, La; Sujinah, Sujinah
Journal of English Language and Education Vol 11, No 1 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i1.1980

Abstract

The low reading interest of junior high school students in remote areas is a serious problem exacerbated by limited infrastructure and access to books, especially in one-roof schools such as SMP Negeri 3 Satu Atap Tabona. This study aims to identify the literacy solutions implemented and the internal and external challenges faced. Using a qualitative case study design approach, the population included the entire school community with purposive and snowball sampling until data saturation from 7 key informants (principal, teachers, students, librarian). The instruments consisted of semi-structured interview guides, participant observation, and document analysis, analyzed using the Miles and Huberman model and thematic analysis. The results showed that the 15-minute reading program and library visits were ineffective, while review competitions and assignment integration received the highest positive response (83%). The main challenges include outdated book collections, minimal infrastructure, gadget distractions, low family support, and geographic isolation. The study concluded the need for a holistic, contextual strategy that transforms a quantitative approach into a meaningful reading experience through competitive activities and community partnerships.
DIAGNOSTIC ASSESSMENT AS AN EQUITY-ORIENTED PRACTICE: FICTION-BASED DEEP LEARNING FOR CULTURALLY AND SOCIALLY DIVERSE ELEMENTARY SCHOOL LEARNERS Sujinah, Sujinah; Rachmawati, Dian Karina; Jatmiko, Henry Trias Puguh; Aulia, Alvenita Putri; Ramdhani, Mahesa Ishak; Aboura, Bouchra
Jurnal Gramatika Vol 12, No 1 (2026): Spring Issue (April-September)
Publisher : Universitas PGRI Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22202/jg.2026.v12i1.10641

Abstract

In classrooms characterized by cultural and social diversity, diagnostic assessment is essential for determining students' academic preparedness and influencing how learners' identities are acknowledged or overlooked in educational decision-making. This research investigates cognitive and non-cognitive diagnostic assessment as practices aimed at equity within fiction-based deep learning, rooted in culturally responsive teaching (CRT) at the elementary school level. Employing a sequential mixed-methods approach, the study included validation of the assessment tool by experts and teachers, followed by pilot testing with 25 fifth-grade students from diverse cultural backgrounds. The cognitive assessment focused on understanding fictional texts, while the non-cognitive assessment examined students' learning preferences to gain insights into differences in affective and engagement aspects. The findings indicate significant differences in students' cognitive profiles and non-cognitive inclinations, highlighting the dangers of standardized instruction that disregards cultural differences, experiences, and identities. By incorporating culturally relevant fictional texts, diagnostic tools can more accurately reflect students' meaning-making processes, especially for those whose cultural experiences are often underrepresented in standardized assessments. However, the results also highlight the limitations of the instruments in eliciting high-level, critical responses, suggesting a need for more open and reflective assessment formats. This study adds to the research on culturally responsive assessment by redefining diagnostic testing as a pedagogical tool for inclusion rather than mere categorization. It offers practical implications for creating fiction-based immersive learning experiences that affirm students' identities, support differentiated instruction, and reduce the marginalization of culturally minoritized students. Future research should build on this work by using longitudinal and participatory methods that emphasize students' voices and sociocultural context.
Co-Authors Aboura, Bouchra Ach. Jauza Agus Budiman Agus Budiman Agustiani, Nurwulan Albaburrahim Ali Nuke Afandy Anas Ahmadi Angwidya, Fancy Anggraini Asror . Aulia, Alvenita Putri Ayun, Qurrota Chalimah Chalimah Dedy Wahyudi Dewi Ratna Sari Diniaty, Rossa Dwi Guntoro Eko Suoriyanto Eko Supriyanto Eko Supriyanto Elmirna, Nora Encik Savira Isnah Endang Suprapti Eni Soelistiowati Fajarisman Gunawan Fancy Anggraini Angwidya Fatin, Idhoofiyatul Haryanti, Tining Heny Sulistyowati Humaira, Husina Inayati Inayati Indah Kurniawati Indra Gunawan Indrastuti Apri Rumanti Insani Wahyu Mubarok, Insani Wahyu JATMIKO, HENRY TRIAS PUGUH Jauza, Ach. Jayawarsa, A.A. Ketut Kusnarto kusnarto, kusnarto LA SAHARA, LA Lailatul Irmiah Leny Ocktalia Luh Putu Ratna Sundari Lusi Afritrianita Agtha Isnandar M. Azadien Nuzul Zhuhuri M. Ridlwan, M. Margaret, Swisci Maria Endang P Maria Endang Pudyastuti Maria Endang Pudyastuti Maria Endang Widyastuti Mar’atus Sholihah Mawaddah, Nir Mintowati Mintowati Misnawati Misnawati Mulyadi, Agus Nafisah Nafisah Nani Yunani, Nani Ngatma'in Ngatma'in Ngatma'in Ngatma'in Ngatma'in, Ngatma'in Ngatma’in Ngatma’in Ngatma’in Ngatma’in Ngatma’in, Ngatma’in Ngatmain Ngatmain Ngatmain, Ngatmain Ningsih, Rina Dirgahayu Novieanti, Linggar Iba Pheni Cahya Kartika Pheni Cahya Kartika Pheny Cahya Kartika Prasetyawati, Dian R. Panji Hermoyo RACHMAWATI, DIAN KARINA Rahma, Ulfa Ramdhani, Mahesa Ishak Saada Omar Sakti Sakti Sholekhah, Siti Siti Aminah Siti Sholekhah Suher Suher Suher, Suher Sunarsih Sunarsih Sunarsih Sunarsih Susi Darihastining Susi Darihastining Suyoto Suyoto Tining Hariyanti Ulfa Sufiya Rahmah Umi Nur Qomariyah Wiwi Wikanta Wiwik Mardiana Yarno, Yarno Yeni Rahmawati Yuliani Yuliani Yunita, Vika