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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.
Development of android-based gamification for hikayat text learning Purwati Zisca Diana; Roni Sulistiyono; Zultiyanti Zultiyanti; Daroe Iswatining
BAHASTRA Vol. 44 No. 1 (2024): BAHASTRA
Publisher : Universitas Ahmad Dahlan

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Abstract

Research on the use of learning media has great significance in helping teachers and students overcome learning challenges. The latest innovation in this research is the development of Android-based gamification learning media targeted at high school grade X students in learning Indonesian hikayat text. The research aims to analyze the need for learning media for teachers and students, and develop the media. The research method used is research and development with a modified approach from Borg & Gall adapted by Sugiyono. Data were collected through interviews, questionnaires, observation, and documentation, with product validation by three experts. The subjects of this research were teachers and students from SMAN 1 Kalasan, Sleman, Yogyakarta. The results of the needs analysis showed the need for learning media that is more interesting, interactive, and in accordance with current technology. Meanwhile, the evaluation results of the Android-based gamification media showed positive responses from teachers and students, with increased student engagement and effectiveness of material delivery by teachers, as well as students' interest in learning and better understanding of hikayat text.
Integration of classroom assessment techniques in authentic assessment for literature learning in higher education: A conceptual literature review Sri Lestari; Ria Kasanova; Roni Sulistiyono
BAHASTRA Vol. 46 No. 2 (2026): BAHASTRA
Publisher : Universitas Ahmad Dahlan

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Abstract

Conventional assessment in university literature courses often prioritises theoretical knowledge while providing limited evidence of students’ interpretive, applicative, performative, research, and reflective competencies. This conceptual literature review investigated how classroom assessment techniques (CAT) could be incorporated into an authentic assessment framework for literature education. A structured search across Scopus, ERIC, ScienceDirect, Google Scholar, and Garuda identified 38 publications for theory-informed thematic analysis. The analysis integrated conceptual definitions, assessment principles, task characteristics, student actions, learning evidence, and relationships among authentic assessment, CAT, and literary competence. Five interrelated competency dimensions emerged: interpretation, application, performance, research, and reflection. Based on these dimensions, the review proposes primary but non-exclusive alignments with five CAT techniques: directed paraphrasing, application cards, human tableau, paper or project prospectuses, and student-generated questions. The resulting framework positions authentic assessment as the overarching approach and CAT as a potential mechanism for eliciting varied evidence of literary competence. Rather than prescribing fixed one-to-one correspondences, the framework recognises that each technique may address multiple competencies and may be adapted to literary genre, learning outcomes, classroom conditions, and assessment purposes. The study contributes a conceptually grounded and context-sensitive model for designing participatory, competency-oriented assessment in university literature education. As the framework derives from literature synthesis rather than classroom implementation, its feasibility, effectiveness, and educational value remain to be established through empirical validation across diverse courses and institutional contexts.
Co-Authors Annisa Rahma Anggraeni Daroe Iswatining Harsal Nikmah Febias Heru Pramono Joko Pitoyo Kasanova, Ria 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 Sri Lestari Triwati Rahayu Ummi Kulsum Wachid Eko Purwanto Yosi Wulandari Yulia Setyaningsih Ziadatu Zzulfa Zultiyanti Zultiyanti