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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 Jurnal Skripta IJORER : International Journal of Recent Educational Research Vokatek : Jurnal Pengabdian Masyarakat 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 Foreign Language Instruction Probe Jurnal Vokatif: Pendidikan Bahasa, Kebahasaan, dan Sastra 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 INTELEKTUAL: JURNAL ILMIAH MULTIDISIPLIN MAHASISWA DAN AKADEMISI JURNAL EDUKASI DAN PEMBELAJARAN ANAK USIA DINI Jurnal Abdi Masyarakat dan Pemberdayaan Inovatif Pendiri: Jurnal Riset Pendidikan JOURNAL SULTRA ELEMENTARY SCHOOL Jurnal Pendidikan, Kepelatihan, Olahraga, dan Kesehatan
Anita Candra Dewi
Unknown Affiliation
Religion Agriculture, Biological Sciences & Forestry Humanities Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Electrical & Electronics Engineering Engineering Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Mechanical Engineering Medicine & Pharmacology Nursing Physics Public Health Social Sciences Other

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Strategi Deep Learning Dalam Pembelajaran Menulis Untuk Mengembangkan Berpikir Kritis Dan Kreatif Siswa Sakinah Fitri; Anita Candra Dewi
Jurnal E-MAS (Edukasi dan Pembelajaran Anak Usia Dini) Vol. 1 No. 4 (2026): Edisi Januari 2026
Publisher : FKIP UNSULTRA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/e-mas.v1i4.594

Abstract

Writing instruction is a strategic tool for developing students' critical and creative thinking skills. However, writing instruction in schools remains largely procedural and emphasizes technical aspects of language, thus under-motivating students to think deeply. This article aims to systematically examine deep learning strategies in writing instruction and their contribution to the development of students' critical and creative thinking. The research employed a literature review method with a descriptive qualitative approach. Data sources were national and international journal articles published between 2018 and 2025 and relevant to the topics of writing instruction, deep learning, and Higher Order Thinking Skills (HOTS). Data were collected through database searches such as Google Scholar, DOAJ, and Sinta, and then analyzed using thematic analysis techniques. The study's results indicate that deep learning strategies in writing instruction can improve critical thinking skills through reflection, discussion, and analysis prior to writing. Furthermore, this approach fosters student creativity by generating more original and diverse ideas. Writing instruction based on real-world contexts has also been shown to increase student engagement and motivation. The writing process serves as a vehicle for HOTS development, rather than simply language practice, and the teacher's role shifts to that of a thinking facilitator guiding students' exploration of ideas and reflection. Thus, the application of deep learning strategies in writing learning has great potential to create a learning process that is meaningful, contextual, and relevant to the demands of 21st-century education.
Faktor-Faktor yang Mempengaruhi Pembelajaran Menulis pada Pendidikan Dasar dan Menengah Anita Candra Dewi
Jurnal Pendidikan, Kepelatihan, Olahraga, dan Kesehatan Vol. 1 No. 2 (2025): Edisi Desember 2025
Publisher : FKIP UNSULTRA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/sportika.v1i2.574

Abstract

Writing learning is a productive language skill that plays a crucial role in developing students' critical, creative, and systematic thinking skills at the elementary and secondary levels. However, the practice of writing learning still faces various challenges influenced by internal and external factors. This study aims to comprehensively analyze the factors influencing writing learning based on a review of the latest literature. The method used is a literature study with a descriptive analytical approach to reputable national and international journal articles relevant to writing learning. Data sources were obtained through searches of scientific databases such as Google Scholar, ERIC, and Scopus with publications spanning the last ten years. Data analysis was conducted thematically by grouping research findings into internal and external factors. The results of the study indicate that internal factors include language ability, intrinsic motivation, and student creativity, while external factors include teacher teaching strategies, feedback quality, the learning environment, and the use of digital media and technology. The interaction between internal and external factors has been shown to play a significant role in determining the success of writing learning. Effective writing learning requires a holistic approach that integrates strengthening language skills, increasing student motivation and creativity, and the application of adaptive and technology-based pedagogical strategies. The findings of this study are expected to provide a theoretical and practical foundation for educators in designing meaningful and relevant writing lessons to meet the demands of 21st-century education.
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.
Pembelajaran Menulis Berbasis Deep Learning: Upaya Meningkatkan Kreativitas Dan Daya Nalar Siswa Anita Candra Dewi
Jurnal Sultra Elementary School Vol 7 No 1 (2026): Edisi Februari 2026
Publisher : Prodi PGSD Unsultra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/jses.v7i1.640

Abstract

Writing instruction plays a strategic role in developing students' creativity and reasoning skills because writing is not only related to technical language skills but also involves higher-order thinking processes such as analysis, reflection, and meaning-making. However, writing instruction practices in schools still tend to be product-oriented and underemphasize in-depth thinking processes. Therefore, a deep learning approach in education is considered relevant to address these challenges. This study aims to systematically examine how deep learning-based writing instruction contributes to improving students' creativity and reasoning skills. The method used is a Systematic Literature Review (SLR) by examining scientific articles published between 2015 and 2025 through the Google Scholar, Garuda, and Scopus databases. The analysis was conducted using thematic techniques to identify key patterns and themes related to learning strategies, the role of teachers, and the impact on students' creativity and reasoning. The results of the study indicate that deep learning-based writing instruction can enhance students' creativity through the exploration of ideas, reflection, and the interpretation of experiences, as well as strengthen reasoning skills through the development of critical and argumentative thinking. Furthermore, the teacher's role as a facilitator, the use of technology, project-based learning, and continuous reflection are key factors in creating meaningful learning. Thus, the deep learning approach to writing instruction has proven effective in developing students who are creative, reasoning, independent, and responsible for their learning process.
Penguatan Literasi Menulis melalui Pendekatan Pembelajaran Mendalam Anita Candra Dewi
Jurnal Kajian Pendidikan dan Cakrawala Pembelajaran Vol. 2 No. 1 (2026): Edisi Februari 2026
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/jakap.v2i1.635

Abstract

Writing literacy is a fundamental competency that plays a crucial role in developing critical and creative thinking skills in elementary school students. However, writing instruction in schools tends to be product-oriented and does not provide enough space for students' in-depth thinking processes. This study aims to comprehensively examine how a deep learning approach can strengthen elementary school students' writing literacy. The method used was a Systematic Literature Review (SLR) of national and international scientific articles published between 2022 and 2025. Data was obtained through Google Scholar, DOAJ, SINTA, and Garuda databases with keywords related to writing literacy and deep learning. Selected articles were analyzed using thematic analysis techniques. The study results revealed five main findings: (1) writing literacy serves as a foundation for critical and creative thinking, (2) deep learning increases engagement and meaning in learning to write, (3) contextual and multiliteracies strategies strengthen the quality of students' writing, (4) the teacher's role as a facilitator is crucial to the success of writing learning, and (5) deep learning has a positive impact on students' motivation and writing independence. These findings confirm that writing instruction oriented toward understanding, reflection, and real-life contexts can develop students' writing quality and analytical thinking. Thus, an immersive learning approach is a relevant pedagogical strategy for building a culture of meaningful writing literacy in elementary schools.
Penggunaan Blended Learning dalam Pengajaran Menulis Bahasa Indonesia Usman, Usman; Anita Candra Dewi
Jurnal Ilmiah Multidisiplin Mahasiswa dan Akademisi Vol. 2 No. 1 (2026): Edisi Maret 2026
Publisher : Prodi PGSD Unsultra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/intelektual.v2i1.665

Abstract

enelitian ini bertujuan untuk mengkaji efektivitas penggunaan blended learning dalam pembelajaran menulis Bahasa Indonesia melalui pendekatan studi literatur. Latar belakang penelitian ini didasarkan pada masih rendahnya keterampilan menulis siswa yang disebabkan oleh berbagai faktor, seperti metode pembelajaran yang kurang variatif, rendahnya motivasi belajar, serta keterbatasan waktu pembelajaran di kelas. Blended learning hadir sebagai solusi inovatif dengan mengintegrasikan pembelajaran tatap muka dan pembelajaran berbasis teknologi digital, sehingga memberikan pengalaman belajar yang lebih fleksibel dan interaktif. Metode penelitian yang digunakan adalah pendekatan kualitatif dengan teknik pengumpulan data berupa dokumentasi dari berbagai sumber pustaka yang relevan, seperti jurnal ilmiah, buku, dan hasil penelitian terdahulu dalam kurun waktu lima hingga sepuluh tahun terakhir. Analisis data dilakukan melalui tahapan reduksi data, penyajian data, dan penarikan kesimpulan. Hasil kajian menunjukkan bahwa blended learning memiliki peran yang signifikan dalam meningkatkan keterampilan menulis siswa, terutama dalam pengembangan ide, penyusunan struktur tulisan, dan penggunaan bahasa yang sistematis. Selain itu, model ini juga mampu meningkatkan motivasi, keterlibatan, serta kemandirian belajar siswa. Blended learning juga memberikan kemudahan bagi guru dalam memberikan umpan balik yang cepat dan berkelanjutan. Namun demikian, implementasinya masih menghadapi beberapa kendala, seperti keterbatasan akses teknologi, rendahnya literasi digital, serta kesiapan guru dalam mengelola pembelajaran berbasis teknologi. Oleh karena itu, diperlukan dukungan dari berbagai pihak untuk mengoptimalkan penerapan blended learning dalam pembelajaran menulis Bahasa Indonesia.
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.
Co-Authors A. Ahmad Nadil Adinda Zahrani Cantika Ahmad Risal Ainun Aisyah Amirah Amanda Amanda Andi Ahriani Andi Jranasti Larashati Muchdy Andi Rajeng Anindya Rifki Arianti, Isnani Asrifan, Andi Baharman Baharman Baharman, Baharman Buniati Suman Chaerunnisa S. Lamasitudju Della Fadhilatunisa Erwin Eka Saputra Fadhlirrahman Baso Fatimah Aurora 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 Mantasia Mantasia MIFTAHUL JANNAH Muh. Eril Sumardi Mutiara Hati Asbar Natasya Aurelya Andana Nikmatul Azizah Ninik Rahayu Ashadi Nur Laila Zahra Nurhalisah Rahman Nurhusna Nuridayanti Nurul Ain Nurul Magfirah Pebriansa Rahmat Ramlah Risnah Rizki Herdiani Rusydi Saharuddin Sakinah Fitri Salsabila Salsafira Sitti Nur Aisyah Sutarsi Suhaeb Sutarsih Suhaeb Syakira Tuti Wijayanti Usman Usman Usman Uswatun Veni Kezia Septiani Mael Wa Liyyun WAHYUDI Wilmah Yudhistira Wikrama Desember Zakiya Firzana