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All Journal ETERNAL(english, teaching, learning, and Research Journal) Pendas : Jurnah Ilmiah Pendidikan Dasar AIJER: Algazali International Journal Of Educational Research JKIP (Jurnal Keguruan dan Ilmu Pendidikan) as-sibyan : Jurnal Pendidikan Anak Usia Dini Didaktik : Jurnal Ilmiah PGSD STKIP Subang Jurnal Skripta IJORER : International Journal of Recent Educational Research Argopuro: Jurnal Multidisiplin Ilmu Bahasa Micronic: Journal of Multidisciplinary Electrical and Electronics Engineering International Journal of Sustainable Applied Sciences (IJSAS) Nusantara Journal of Multidisciplinary Science Jurnal Pendidikan dan Pembelajaran Jurnal Riset Guru Indonesia JISOSEPOL : Jurnal Ilmu Sosial Ekonomi dan Politik Foreign Language Instruction Probe Jurnal Vokatif: Pendidikan Bahasa, Kebahasaan, dan Sastra JURNAL PENDIDIKAN BAHASA Karya Nyata: Jurnal Pengabdian Kepada Masyarakat Jurnal MEKOM: Media Komunikasi Pendidikan Kejuruan Journal of Humanities, Social Sciences, and Education JURNAL KAJIAN PENDIDIKAN DAN CAKRAWALA PEMBELAJARAN Pendiri: Jurnal Riset Pendidikan JOURNAL SULTRA ELEMENTARY SCHOOL Jurnal Penerjemahan
Anita Candra Dewi
Unknown Affiliation
Religion Agriculture, Biological Sciences & Forestry Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Electrical & Electronics Engineering Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Mechanical Engineering Physics Social Sciences Other

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Menulis Reflektif melalui Pembelajaran Mendalam sebagai Sarana Penguatan Karakter Siswa Rizki Herdiani; Anita Candra Dewi
Journal of Humanities, Social Sciences, and Education Vol. 1 No. 11 (2026): Edisi Januari 2026
Publisher : FKIP UNSULTRA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/jhuse.v1i11.595

Abstract

21st-century education demands the development of students who are not only academically intelligent but also character- and socially mature. Reflective writing is an effective pedagogical strategy for connecting learning experiences with character development. This article systematically examines the role of reflective writing within a deep learning framework through a qualitative literature review approach. The study results indicate that reflective writing enhances students' self-awareness and integrity by encouraging introspection, evaluation of the learning process, and recognition of strengths and weaknesses. This activity also serves as a metacognitive tool, helping students organize, monitor, and evaluate their own learning strategies. Furthermore, reflective writing strengthens empathy and social awareness through engagement in collaborative projects, social experiences, and value reflection, enabling students to understand others' perspectives and foster environmental stewardship. Integrating reflection into contextual learning contexts for example, community service activities, class projects, or value discussions—facilitates the internalization of character values ​​such as responsibility, honesty, and cooperation. The effectiveness of reflective writing is even greater when it is designed as a core part of a deep learning strategy, rather than simply an additional assignment. By systematically integrating reflection, students are able to continuously connect learning experiences with moral and social values, build authentic understanding, and internalize character holistically. These findings confirm that reflective writing is not merely an academic exercise, but a crucial mechanism for developing students with self-awareness, integrity, social concern, and responsibility in real life.
PELATIHAN PENGEMBANGAN PERANGKAT PEMBELAJARAN BERBASIS STEM DI SMK UNTUK MENDUKUNG KEMAMPUAN LITERASI DAN NUMERASI Anita Candra Dewi; Chaerunnisa S. Lamasitudju; Hendra Jaya
Jurnal MEKOM (Media Komunikasi Pendidikan Kejuruan) Volume 9, Issue 2, Agustus 2022
Publisher : Fakultas Teknik, Universitas Negeri Makassar

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

Abstract

Pembelajaran berbasis STEM dapat memfasilitasi siswa SMK bagaimana mereka dapat belajar secara bermakna. Kegiatan PkM ini dilakukan secara offline dengan metode ceramah, modeling, tanya jawab/diskusi, tugas proyek, dan presentasi. Metode Ceramah:Pembelajaran elektronika dasar dengan pendekatan teori-konseptual STEM. Pemodelan: Mempraktikkan proyek STEM yang dapat dibuat dalam pembelajaran elektronika dasar di SMK. Kegiatan PkM yang diikuti peserta dalam hal ini guru sangat antusias, berjalanlancar, dan dapat meningkatkan pemahaman literasi dan numerasi. Guru SMK dapat menjadikan pembelajaran STEM dalam konteks elektronika dasar sebagai alternatif pembelajaran khususnya mata pelajaran produktif di kelas. Program Kemitraan Masyarakatmampu menjadi solusi atas permasalahan yang dihadapi oleh guru SMK, bahwa kegiatan ini sangat bermanfaat untuk tugas guru dan pengembangan karir (83,33%), Memperoleh tambahan atau pendalaman konsep di bidang kajian dan pengembangan modul (75 %), Strategi atau model yang digunakan dalam kegiatan ini selaras atau sesuai dengan tuntutan/harapan guru (83,33%), guru mampu menerima secara komprehensif dari materi yang telah disampaikan dalam kegiatan (66,67%) , guru mampu memahami STEM secara utuh (80%), Guru mampu menyelenggarakan pembelajaran produktif di sekolah dengan STEM (91,67%), dan kegiatan semacam ini perlu dilakukan secara berkala (95%).
TINDAK TUTUR EKSPRESIF PADA KANAL YOUTUBE DENNY SUMARGO EPISODE “DILAN JANIAR DISELINGKUHI DENGAN PULUHAN WANITA”:KAJIAN PRAGMATIK Hijja, Nurul; Usman; Anita Candra Dewi
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 01 (2026): Volume 11 No. 01 Maret 2026 Public
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i01.42459

Abstract

This study employs a descriptive qualitative approach to examine the forms of expressive speech acts that appear in conversations within Denny Sumargo’s YouTube podcast videos. The research applies the listening method with a note-taking technique, which involves observing the spoken utterances delivered by the host and the guest, then recording data relevant to the research objectives. The data source consists of spoken utterances that are transcribed verbatim from the interactive dialogues between the host and the guest in the podcast videos. Data analysis is conducted using the interactive analysis model proposed by Miles and Huberman, which comprises three main stages: data reduction, data display, and conclusion drawing and verification. During the data reduction stage, the researcher selects and simplifies utterances that contain expressive speech acts. Subsequently, the data are presented in the form of descriptive narratives and matrices to facilitate understanding. The final stage involves drawing conclusions based on the patterns and tendencies identified in the data.The results indicate that there are five dominant types of expressive speech acts, namely expressing gratitude, apologizing, blaming, praising, and expressing condolences. Among these types, blaming speech acts are the most dominant. These speech acts are used by the guest to express emotions of disappointment, anger, and dissatisfaction related to personal experiences. The findings demonstrate that the conversations in the podcast are rich in authentic emotional expressions and reflect the psychological condition of the speakers. Theoretically, this study reinforces Searle’s theory of expressive speech acts. In addition, the findings are expected to contribute to the development of pragmatic studies, particularly in the analysis of digital communication content on YouTube, and to serve as learning material for linguistics and mass communication.
Penerapan Model Project Based Learning dalam Pembelajaran Keterampilan Menulis Teks Laporan Hasil Observasi Siswa Kelas X SMAN 20 Pangkep Pebriansa; Nurhusna; Anita Candra Dewi
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 01 (2026): Volume 11 No. 01 Maret 2026 Public
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i01.42636

Abstract

This study aims to describe the implementation of the Project Based Learning (PjBL) model in teaching writing skills of observational report texts for grade X students of SMAN 20 Pangkep, to determine students' and teachers' perceptions of its implementation, and to identify obstacles that arise during the learning process. This study uses a qualitative descriptive approach with data collection techniques in the form of observation, interviews, and documentation. The results of the study indicate that the implementation of PjBL takes place through six stages: determining basic questions, project planning, scheduling, monitoring, testing results, and reflection. The teacher acts as a facilitator who helps students work collaboratively to compile project-based observational report texts. Students show enthusiasm, creativity, and improved writing skills through direct observation activities, data processing, and report preparation. Teachers' and students' perceptions of PjBL are very positive because this model helps improve understanding of text structure, encourages collaboration, and makes learning more contextual. Obstacles found include students' difficulties in constructing coherent sentences, organizing observational data, and time constraints. Overall, PjBL is effectively implemented in teaching writing observational report texts because it is able to increase student engagement and literacy skills.
Strategi Scaffolding dalam Pengajaran Menulis untuk Siswa dengan Kemampuan Heterogen Baharman, Baharman; Anita Candra Dewi
Journal of Humanities, Social Sciences, and Education Vol. 2 No. 1 (2026): Edisi Maret 2026
Publisher : FKIP UNSULTRA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/jhuse.v2i1.664

Abstract

This study aims to analyze the application of scaffolding strategies in teaching writing to elementary school students with heterogeneous abilities. This study used a qualitative approach with descriptive methods to obtain an in-depth overview of the learning process taking place in the classroom. The research subjects consisted of teachers and students involved in writing learning activities. Data collection techniques were conducted through observation, interviews, and documentation, while data analysis utilized the stages of data reduction, data presentation, and drawing conclusions. The results showed that the implementation of scaffolding strategies significantly improved students' writing skills. Teachers provided gradual support through providing sample texts, discussing ideas, developing writing outlines, and providing feedback throughout the writing process. This support was tailored to the students' ability levels and gradually reduced to encourage independent learning. Furthermore, this strategy also increased student engagement, motivation, and confidence in writing. Students who previously struggled to develop ideas became more active and able to organize their writing systematically. The findings of this study indicate that scaffolding strategies are effective in accommodating differences in student abilities and creating more inclusive and student-centered learning. Therefore, this strategy can be used as a relevant learning alternative for improving writing skills in elementary schools.
Revitalisasi Pembelajaran Menulis pada Generasi Digital: Kajian Pustaka tentang Strategi Pengajaran dalam Konteks Pembelajaran Abad 21 Anita Candra Dewi; Irma Satriani
Journal of Humanities, Social Sciences, and Education Vol. 2 No. 1 (2026): Edisi Maret 2026
Publisher : FKIP UNSULTRA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/jhuse.v2i1.669

Abstract

The development of digital technology has brought significant changes to the world of education, particularly in the teaching of writing to secondary school students. The digital generation tends to be more interested in visual and interactive media than conventional texts, resulting in low interest in reading and writing. This study aims to analyze various innovative and relevant writing learning strategies to address the challenges of 21st-century learning. This study used a qualitative approach with a library research method sourced from scientific journals, academic books, and other relevant publications. The results of the study indicate that the integration of digital technology in writing learning can increase student engagement and creativity. In addition, the implementation of the Project-Based Learning model, collaborative approaches, and contextual learning have proven effective in significantly improving students' writing skills. Strengthening literacy through children's literature also contributes to developing students' imagination, vocabulary, and expressive abilities. However, various challenges remain, such as limited access to technology, differences in student abilities, and a lack of variety in learning methods. Therefore, the role of teachers is crucial in designing innovative, adaptive, and student-centered learning strategies. By integrating technology, collaboration, and real-life contexts, writing learning is expected to be more effective, meaningful, and able to continuously improve students' literacy skills.
Strategi Think-Talk-Write dalam Pembelajaran Menulis untuk Mengembangkan Kreativitas Siswa Sekolah Menengah Pertama Anita Candra Dewi
Journal of Humanities, Social Sciences, and Education Vol. 2 No. 2 (2026): Edisi April 2026
Publisher : FKIP UNSULTRA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/jhuse.v2i2.689

Abstract

This study aims to assess the effectiveness of the Think-Talk-Write (TTW) strategy in teaching writing to develop the creativity of junior high school students. The method used was a literature review, analyzing various scientific sources, including national and international journals, books, and research reports relevant to the topic of TTW and writing. The results of the study indicate that the Think-Talk-Write strategy significantly contributes to improving students' writing skills, particularly in the areas of idea development, writing organization, and creative expression. The "think" stage helps students process ideas independently, the "talk" stage allows for social interaction to enrich perspectives, and the "write" stage provides a means for actualizing ideas in a more structured written form. Furthermore, the implementation of TTW has been shown to increase students' confidence in writing and encourage active involvement in the learning process. Student creativity develops through freedom of expression, collaborative discussions, and broader exploration of ideas. However, the effectiveness of this strategy is influenced by the teacher's readiness to manage the learning process and the availability of adequate time. Therefore, the Think-Talk-Write strategy can be an innovative alternative in teaching writing in junior high schools to optimally develop student creativity.
STUDI PENGALAMAN MAHASISWA DALAM MENERAPKAN SURFACE LEARNING DAN DEEP LEARNING MELALUI PENGGUNAAN AI DALAM PENULISAN AKADEMIK: Abstrak, pendahuluan, hasil & pembahasan, kesimpulan, daftar pustaka Akila Ghaniya Salsabila Rahman; Lutfiah Nur Sakinah; Shafiyah Asy-Syifa Siregar; Anita Candra Dewi
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 02 (2026): Volume 12 No. 2, Juni 2026 Publish
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i02.12984

Abstract

This study aims to examine the use of Artificial Intelligence (AI) in students’ academic writing, identify learning tendencies, and analyze its implications for information management in the digital era. The research employs a descriptive qualitative approach, with data collected through open-ended questionnaires involving seven students from different academic backgrounds, supported by a literature review. The data were analyzed thematically to identify patterns of AI use, levels of student engagement, and the benefits and challenges encountered. The findings show that AI is mainly used in the early to middle stages of writing, including idea generation, outlining, paragraph development, and sentence refinement. Two main tendencies are identified: the use of AI as a supportive tool combined with independent verification and information processing, and the use of AI as an instant solution without deep analysis. Although AI improves efficiency and facilitates understanding, it also raises concerns regarding information validity, lack of source verification, and potential dependency that may weaken critical thinking skills. Therefore, the effectiveness of AI depends largely on users’ digital literacy. Critical awareness, selectivity, and academic integrity are essential to ensure that AI supports meaningful and reflective learning.
PEMAKNAAN MAHASISWA TERHADAP PEMBELAJARAN DEEP LEARNING DALAM MENULIS ARGUMENTATIF DI PERGURUAN TINGGI Novriani, Maria; Fina Dwi Adelia; Nur Syahirah; Anita Candra Dewi
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 02 (2026): Volume 12 No. 2, Juni 2026 Publish
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i02.12987

Abstract

This study examines how university students make sense of deep learning in the process of writing argumentative essays. The research focuses on students’ experiences, their level of understanding, and their views regarding the use of this learning approach in writing activities. A descriptive qualitative method was employed, with participants selected purposively based on their prior involvement in deep learning practices. Data were gathered using a questionnaire that combined closed-ended and open-ended questions, allowing the researcher to capture both general patterns and more detailed insights. The analysis was conducted through several stages, including data reduction, data display, and drawing conclusions. The findings show that most students perceive deep learning as an approach that promotes thorough understanding, encourages active participation, and supports the development of more organized and coherent arguments. In addition, many students report that this approach helps them generate ideas more effectively and improves the overall quality of their argumentative writing. Despite these positive responses, some students still encounter challenges, particularly in grasping key concepts and adapting to a learning process that requires greater independence and active engagement. These difficulties suggest that not all students are equally prepared for this type of learning environment. Overall, the study indicates that deep learning has strong potential to enhance students’ argumentative writing skills. However, its implementation should take into account students’ readiness, learning habits, and individual differences to ensure more optimal outcomes.
Menulis sebagai Proses Kognitif Reflektif dalam Pembelajaran Bahasa Indonesia Mustainah Mustainah; Nurul Amaliah; Arsetia Megaputri; Anita Candra Dewi
JURNAL PENDIDIKAN BAHASA Vol. 16 No. 2 (2026): JURNAL PENDIDIKAN BAHASA
Publisher : STKIP Taman Siswa Bima

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37630/jpb.v16i2.4323

Abstract

Penelitian ini bertujuan untuk menganalisis proses menulis sebagai bentuk berpikir reflektif dalam perspektif pembelajaran mendalam, serta mengeksplorasi bagaimana hal tersebut dapat meningkatkan kualitas pembelajaran Bahasa Indonesia. Penelitian ini menggunakan pendekatan kualitatif dengan jenis studi pustaka, yaitu melalui analisis terhadap berbagai literatur yang berkaitan. Hasil penelitian menunjukkan bahwa menulis adalah aktivitas berpikir yang rumit dan membutuhkan beberapa langkah seperti merencanakan, mengatur ide, menerjemahkan pikiran menjadi tulisan, serta melakukan perbaikan secara berkelanjutan. Dalam pembelajaran yang mendalam, menulis tidak hanya menjadi hasil dari kemampuan berbahasa, tetapi juga alat untuk memahami lebih baik, berpikir kritis, kreatif, dan merefleksikan apa yang dipelajari. Menulis secara terpadu dengan proses pembelajaran yang mendalam mendorong siswa untuk lebih aktif terlibat, memahami konsep dengan lebih baik, serta mampu merefleksikan dan menghubungkan pengetahuan dengan situasi dalam kehidupan sehari-hari. Dengan demikian, pendekatan ini memberikan dampak positif dalam meningkatkan kualitas proses dan hasil belajar menulis yang lebih bermakna dan berkelanjutan.
Co-Authors A. Ahmad Nadil Adila Wafia Dahlan Adinda Zahrani Cantika Ahmad Risal Ainun Aisyah Amirah Akila Ghaniya Salsabila Rahman Al Narsya Haidar Amanda Amanda Andi Ahriani Andi Jranasti Larashati Muchdy Andi Rajeng Anindya Rifki Arianti, Isnani Arsetia Megaputri Asrifan, Andi Baharman Baharman Baharman, Baharman Buniati Suman Chaerunnisa S. Lamasitudju Della Fadhilatunisa Erwin Eka Saputra Fadhlirrahman Baso Fatimah Aurora Fina Dwi Adelia Fitra Novilani Geri Andrian Saputra Haryanto NP Hendra Jaya Hijja, Nurul Hikma Dwi Putri Indrawati Indri Frastika Intan Meliasari Irma Satriani Jenni Pannaco Johar Amir Juniarti Rara'Matande Kartika Saras Lola Lindiani Lutfiah Nur Sakinah Mantasia Mantasia MIFTAHUL JANNAH Muh Fikri Ainul Yakin Muh. Eril Sumardi Muh. Taufik Aris Muhammadong Mustainah Mappatoba Mutiara Hati Asbar Nasra Ami Rojuna Natasya Aurelya Andana Nikmatul Azizah Ninik Rahayu Ashadi Novriani, Maria Nur Laila Zahra Nur Syahirah Nurhalisah Rahman Nurhusna Nurul Ain Nurul Amaliah Nurul Magfirah Pebriansa Rahmat Ramlah Revalina Febrianti Risnah, Risnah Rizki Herdiani Rusydi Saharuddin Sakinah Fitri Salsabila Salsafira Shafiyah Asy-Syifa Siregar Sitti Nur Aisyah Stelani Yunianti Sunatri Sutarsi Suhaeb Sutarsih Suhaeb Syakira Taufik Afdal Tuti Wijayanti Usman Usman Usman Uswatun Veni Kezia Septiani Mael Wa Liyyun WAHYUDI Wilmah Yudhistira Wikrama Desember Zakiya Firzana