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All Journal Jurnal Pendidikan BAHASTRA Seminar Nasional Pendidikan Bahasa Indonesia SALINGKA Bahasa: Jurnal Keilmuan Pendidikan Bahasa dan Sastra Indonesia Jurnal Pendidikan dan Konseling Jurnal Gramatika: Jurnal Penelitian Pendidikan Bahasa dan Sastra Indonesia Alinea: Jurnal Bahasa, Sastra, dan Pengajaran Jurnal Praktik Baik Pembelajaran Sekolah dan Pesantren BAHASTRA
Roni Sulistiyono
Universitas Ahmad Dahlan
Religion Arts Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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The Role of Creative Writing Education in Developing the Creative Economy: A Comparative Study of Vocational High Schools in Indonesia and Malaysia Roni Sulistiyono; Pujiati Suyata; Desta Rizky Kusuma; Norjietta Julita Binti Taisin; Robe'ah Yusuf
Alinea: Jurnal Bahasa, Sastra dan Pengajaran Vol. 6 No. 2 (2026): Alinea: Jurnal Bahasa, Sastra, dan Pengajaran
Publisher : Bale Literasi: Lembaga Riset, Pelatihan & Edukasi, Sosial, Publikasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/alinea.v6i2.2854

Abstract

The increasing demand for twenty-first-century competencies, including creativity, productivity, and entrepreneurial capacity, has prompted a reorientation of language education toward more adaptive and context-responsive pedagogies. Within this shift, creative writing is increasingly recognized as a strategic means of preparing students for the evolving demands of the contemporary workforce. However, empirical evidence linking creative writing instruction to career readiness in the creative economy remains limited, particularly in cross-national comparative contexts. This study investigates the contribution of creative writing instruction to students’ career readiness in the creative economy sectors of Indonesia and Malaysia. Employing a quantitative approach with an ex-post facto design, data were collected through a structured questionnaire measuring students’ perceptions of creative writing instruction, along with indicators of career readiness, including academic aspirations, resilience, and awareness of career opportunities. The data were analyzed using descriptive and comparative statistical techniques. The findings indicate that creative writing instruction is associated with the development of productive literacy, creativity, and entrepreneurial orientation. Comparative analysis further reveals that Malaysian students tend to demonstrate higher levels of academic aspiration and resilience, whereas Indonesian students exhibit stronger adaptive capacities in responding to contextual learning constraints. These findings suggest that creative writing instruction extends beyond linguistic development and plays a meaningful role in supporting students’ transition into the creative economy. The study provides empirical support for integrating creative literacy and entrepreneurship into vocational language curricula to enhance students’ career readiness.
AI-Supported Classroom Learning: Strengthening Students’ Creativity, Critical Thinking, Confidence, and Growth Mindset Retno Azizah; Ummi Kulsum; Ziadatu Zzulfa; Roni Sulistiyono
Jurnal Praktik Baik Pembelajaran Sekolah dan Pesantren Vol. 5 No. 02 (2026): Jurnal Praktik Baik Pembelajaran Sekolah dan Pesantren
Publisher : The Indonesian Institute of Science and Technology Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56741/IISTR.pbpsp.002273

Abstract

The rapid integration of artificial intelligence (AI) in educational environments has transformed teaching and learning processes worldwide. AI-based tools provide adaptive learning environments, personalized feedback, and new opportunities for reflective learning that may foster students’ growth mindset and higher-order thinking skills. This study explores how AI can influence students’ confidence, reflective learning, creativity, and critical thinking in classroom settings. Using a qualitative literature review approach, this research analyzes recent scholarly works on AI in education from the past five years. The findings indicate that AI can function as a cognitive partner that enhances students’ self-confidence, supports reflective evaluation of mistakes, stimulates creativity, and promotes critical thinking skills when integrated with appropriate pedagogical strategies. However, the impact of AI also depends heavily on instructional design and students’ AI literacy. The results suggest that educators should use AI not merely as a technological tool but as a scaffold for developing a growth mindset and deeper cognitive engagement in learning. The study proposes a framework for AI-supported classroom learning that integrates reflective practice, metacognitive feedback, and creative exploration to enhance student learning outcomes.
Co-Authors Annisa Rahma Anggraeni Daroe Iswatining Harsal Nikmah Febias Heru Pramono Joko Pitoyo Kusuma, Desta Rizky Muh Saeful Effendi Muryanto Muryanto Muryanto Muryanto Nia Ulfa Martha Nika Fisari Norjietta Julita Binti Taisin Nur Ajizah Khasanah Pujiati Suyata Purwati Zisca Diana R Kunjana Rahardi Retno Azizah Rizka Abri Pradani Robe'ah Yusuf Seli Tria Febriani Triwati Rahayu Ummi Kulsum Wachid Eko Purwanto Yosi Wulandari Yulia Setyaningsih Ziadatu Zzulfa Zultiyanti Zultiyanti