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Sujinah Sujinah
Pasca Sarjana Pendidikan Bahasa Dan Sastra Indonesia UMSurabaya
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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
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.
VARIASI DIALEK BAHASA JAWA MAHASISWA PENDIDIKAN BAHASA DAN SASTRA INDONESIA ANGKATAN 2020 FKIP UNIVERSITAS MUHAMMADIYAH SURABAYA (KAJIAN SOSIOLINGUISTIK) Rindiyani; Sujinah Sujinah; R. Panji Hermoyo
PROCEEDING UMSURABAYA Vol 1 No 1 (2024): Proceeding Fakultas Keguruan Ilmu Pendidikan
Publisher : Universitas Muhammadiyah Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/pc.v1i1.24070

Abstract

Penelitian ini bertujuan untuk mendekripsikan variasi dialek bahasa Jawa dalam bentuk fonologi dan leksikal yang digunakan oleh mahasiswa Pendidikan Bahasa dan Sastra Indonesia Angkatan 2020 Fakultas Keguruan dan Ilmu Pendidikan Universitas Muhammadiyah Surabaya. Penelitian ini menggunakan kajian sosiolinguistik. Metode penelitian yang digunakan pada penelitian ini yaitu kualitatif deskriptif dengan metode simak yakni teknik simak libat cakap, rekam, dan catat. Hasil penelitian yang terdapat di mahasiswa Pendidikan Bahasa dan Sastra Indonesia Angkatan 2020 Fakultas Keguruan dan Ilmu Pendidikan Universitas Muhammadiyah Surabaya pada variasi fonologi, yaitu berupa perubahan fonem vokal seperti /I/ dengan /ε/, /u/ dengan /U/, /i/ dengan /I/, dan /e/ dengan /a/, perubahan fonem konsonan seperti /ŋ/ dengan /k/ dan /m/ dengan /p/, serta penghilangan fonem konsonan seperti /w/, /ŋ/, dan /n/. Hasil penelitian yang terdapat di mahasiswa Pendidikan Bahasa dan Sastra Indonesia Angkatan 2020 Fakultas Keguruan dan Ilmu Pendidikan Universitas Muhammadiyah Surabaya pada variasi leksikal sebanyak 26 kosakata seperti “asap” menjadi [asǝp] dan [bǝlU?], “baring” menjadi [barIŋ], [mlumah], dan [ŋleset] , “benih” menjadi [biji] dan [bibIt], “danau” menjadi [danau], [tǝlϽgϽ], dan [wadU?], “debu” menjadi [awu] dan [blǝdU?], “dekat” menjadi [cidǝ?], [εrǝ?], dan [parǝ?], “gali” menjadi [gǝdU?], [kǝrU?], dan [ndudU?], “garuk” menjadi [garU?], [kukUr], dan [ŋUkUr], “hantam” menjadi [antǝm] dan [gǝpU?], “hapus” menjadi [apUs] dan [busǝ?], “hisap” menjadi [isǝp], [sǝdϽt], dan [sǝsǝp], “hutan” menjadi [alas] dan [hutan], “ikat” menjadi [cancaŋ], [ikǝt], dan [tali], “jatuh” menjadi [cicIr], [nǝblϽ?], dan [tibϽ], “kepala” menjadi [ǝndas] dan [sirah], “kotor” menjadi [kϽtϽr], [rǝgǝt], dan [rusUh], “laut” menjadi [laUt] dan [sǝgϽrϽ], “lempar” menjadi [sawat] dan [uncal], “malam” menjadi [bǝŋi] dan [dalu], “matahari” menjadi [matahari] dan [srǝŋeŋe], “pasir” menjadi [pasIr] dan [wǝdi], “potong” menjadi [kǝtϽ?], [pϽtϽŋ], dan [tugǝl], “tarik” menjadi [batǝ?] dan [tarI?], “terbang” menjadi [mabUr], [mibǝr], dan [mUmbUl], “tikam” menjadi [juju], [sUdU?], dan [tUsU?], “tongkat” menjadi [tǝkǝn] dan [tϽŋkat].
KESANTUNAN BERBAHASA DALAMDEBAT CALON WAKIL PRESIDEN 2024 DI AKUN YOUTUBE METRO TV Zainab; Sujinah Sujinah; Ngatma’in
PROCEEDING UMSURABAYA Vol 1 No 1 (2024): Proceeding Fakultas Keguruan Ilmu Pendidikan
Publisher : Universitas Muhammadiyah Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/pc.v1i1.24093

Abstract

Penelitian ini bertujuan: (1) Tuturan antartokoh yang mengandung maksim kesantunan berbahasa dalam debat calon wakil presien 2024 di akun youtube metro tv. (2) Tuturan antartokoh yang mengandung ketidaksantunan berbahasa dalam debat calon wakil presiden 2024 di akun youtube metro tv, meliputi (a) maksim kebijaksanaan, (b) maksim kedermawanan, (c) maksim pujian, (d) maksim kerendahan hati, (e) maksim kesepatan, (f) maksim simpati. Teori yang digunakan adalah teori kesantunan berbahasa milik Leech. Metode penelitian yang digunakan adalah deskriptif kualitatif, sumber data yang digunakan debat calon waki presiden, teknik pengumpulan data yang digunakan adalah teknik dokumentasi, simak, dan catat. Hasil penelitian ditemukan sebagai berikut: (1) maksim kesantunan berbahasa dalam debat calon wakil presiden 2024 di akun Metro TV ditemukan lima maksim, meliputi, (1) maksim kebijaksanaan, (2) maksim pujian, (3) maksim kerendahan hati, (4) maksim kesepakatan, (5) maksim simpati, maksim yang tidak ditemukan adalah maksim kedermawanan, (2) ketidaksantunan maksim berbahasa dalam debat calon wakil presiden 2024 di akun youtube Metro TV ditemukan lima maksim, meliputi, (1) ketidaksantunan maksim kebijaksanaan, (2) ketidaksantunan maksim kedermawanan (3) ketidaksantunan maksim pujian, (4) ketidaksantunan maksim kerendahan hati, (5) ketidaksantunan maksim ksepakatan, ketidaksantunan maksim yang tidak ditemukan adalah maksim simpati.
DIAGNOSTIC ASSESSMENT AS AN EQUITY-ORIENTED PRACTICE: FICTION-BASED DEEP LEARNING FOR CULTURALLY AND SOCIALLY DIVERSE ELEMENTARY SCHOOL LEARNERS Sujinah Sujinah; Dian Karina Rachmawati; Henry Trias Puguh Jatmiko; Alvenita Putri Aulia; Mahesa Ishak Ramdhani; Bouchra Aboura
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.
Digital Multiliteracy Flipbooks: A Novel Pedagogical Approach to Observational Report Writing in High Schools Azmi Faqihatul Ilmi; Sujinah Sujinah; Achmad Hidayatullah
Journal of Educational Management Research Vol. 5 No. 4 (2026)
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jemr.v5i4.2768

Abstract

Writing skills are an essential competency in Indonesian language learning; however, teaching observational report writing continues to face challenges, including low student engagement, limited understanding of the material, and difficulties in generating ideas. This study aimed to develop a multiliteracy-based flipbook and evaluate its feasibility, effectiveness, and students’ responses as a digital teaching material for observational report writing. The study employed a Research and Development approach using the Four-D model, consisting of the define, design, develop, and disseminate stages. Data were collected through expert validation, pretests, posttests, classroom observations, and student response questionnaires. The findings revealed that the flipbook achieved an average expert validation score of 89.59%, indicating that it was highly feasible for classroom implementation. Students’ average writing scores improved from 71 on the pretest to 84 on the posttest. In addition, teacher and student learning activities each reached 97%, categorized as very good, while student responses reached 81%, indicating positive acceptance. These findings suggest that the multiliteracy-based flipbook is a feasible and effective digital teaching material that enhances students’ writing skills, promotes active learning, and supports the integration of multiliteracy pedagogy in Indonesian language instruction.
Co-Authors Ach. Jauza Achmad Hidayatullah Agus Budiman Agus Budiman Agustiani, Nurwulan Albaburrahim Ali Nuke Afandy Alvenita Putri Aulia Anas Ahmadi Angwidya, Fancy Anggraini Asror . Azmi Faqihatul Ilmi Bouchra Aboura Chalimah Chalimah Dedy Wahyudi Desti Nur Aini, Desti Nur Dewi Ratna Sari Diniaty, Rossa Dudy Syafruddin, Dudy 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 Henry Trias Puguh Jatmiko Humaira, Husina Indah Kurniawati Indra Gunawan Indrastuti Apri Rumanti Insani Wahyu Mubarok, Insani Wahyu Jauza, Ach. Jayawarsa, A.A. Ketut Kartika, Pheni Cahya Kusnarto kusnarto, kusnarto LA SAHARA, LA Lailatul Irmiah Leny Ocktalia Luh Putu Ratna Sundari Lusi Afritrianita Agtha Isnandar M. Azadien Nuzul Zhuhuri M. Kharis M. Ridlwan Mahesa Ishak Ramdhani Margaret, Swisci Maria Endang P Maria Endang Pudyastuti Maria Endang Pudyastuti Maria Endang Widyastuti Mar’atus Sholihah Mawaddah, Nir Mintowati Mintowati Misnawati Misnawati muhammad fahrul roji nasution 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 Ngatma’in Ningsih, Rina Dirgahayu Novieanti, Linggar Iba Nurul Hidayat Pheny Cahya Kartika Prasetyawati, Dian Qurrota Ayun R. Panji Hermoyo RACHMAWATI, DIAN KARINA Rahma, Ulfa Rindiyani Saada Omar Sakti Sakti Sholekhah, Siti Siti Aminah Siti Sholekhah Sri Prameswari Indriwardhani Suher, Suher Sulistyowati, Heny Sunarsih Sunarsih Sunarsih Sunarsih Susi Darihastining Susi Darihastining Suyoto Suyoto Tining Hariyanti Ulfa Sufiya Rahmah Ulfa Sufiya Rahmah Umi Nur Qomariyah Wiwi Wikanta Wiwik Mardiana Yarno, Yarno Yeni Rahmawati Yuliani Yuliani Yunita, Vika Zainab