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All Journal International Journal of Evaluation and Research in Education (IJERE) Jurnal Pendidikan Karakter Cakrawala Pendidikan Jurnal Kependidikan: Penelitian Inovasi Pembelajaran DIKSI Litera INOTEKS : Jurnal Inovasi Ilmu Pengetahuan, Teknologi, dan Seni Jurnal Prima Edukasia Jurnal Arbitrer Indonesian Language Education and Literature Al Ishlah Jurnal Pendidikan Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini Diksa : Jurnal Pendidikan Bahasa dan Sastra Indonesia Jurnal Pendidikan Bahasa dan Sastra Indonesia Metalingua Journal of Humanities and Social Studies Literasi : Jurnal Bahasa dan Sastra Indonesia serta Pembelajarannya Jurnal Onoma: Pendidikan, Bahasa, dan Sastra Bahasa: Jurnal Keilmuan Pendidikan Bahasa dan Sastra Indonesia Jurnal Syntax Imperatif : Jurnal Ilmu Sosial dan Pendidikan JOLLT Journal of Languages and Language Teaching Journal of English Education Program (JEEP) Journal of Educational Management and Instruction (JEMIn) Indonesian Journal of EFL and Linguistics Edukasia: Jurnal Pendidikan dan Pembelajaran Journal of Educational Sciences JPK: Jurnal Pendidikan dan Kebudayaan REGISTER JOURNAL ASEAN Journal of Educational Research and Technology JHSS (Journal of Humanities and Social Studies)
Kastam Syamsi
Universitas Negeri Yogyakarta
Religion Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Social Sciences Other

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Dialectics of Independence and Hegemony in the Novel Bakri Sang Guru Demonstran Zulita, Diana; Syamsi, Kastam; Efendi, Anwar; Hartono, Hartono
Jurnal Arbitrer Vol. 10 No. 4 (2023)
Publisher : Masyarakat Linguistik Indonesia Universitas Andalas

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25077/ar.10.4.348-359.2023

Abstract

This research aims to describe the dynamics that occur as a result of conflict between two opposing parties, namely the minority party and the ruling party. The approach used is qualitative descriptive with a three-dimensional analysis of Norman model discourse Fairclough, namely texts, discourse practices, and sociocultural practices. The steps in this research include: reading the novel Bakri Sang Guru Demonstran; sorting data accordingly; and interpreting and concluding data. The results of this research are as follows following. First, text analysis shows that the author uses linguistic features to convey ideology about the ideal teacher figure and how the powerful try to intervene against minority groups. Second, seen from the perspective of discourse practice, text production is influenced by the author’s background as a practitioner of education and this novel was written to provide education to readers about the ideals of teachers and the challenges they face. Third, the sociocultural dimension shows that the flow story in the novel represents various problems that occur in society, especially in the field of education. That matter can be seen from various reports that appear in space public. Implications from the study This is possible to increase the breadth community (reader) understanding of the dynamics of the world of education and improvement system education through policy.
Increasing interest in writing and ability to write explanatory texts through project-based learning models in students Afrizal, Eri; Syamsi, Kastam
JHSS (JOURNAL OF HUMANITIES AND SOCIAL STUDIES) Vol. 9 No. 2 (2025): JHSS (Journal of Humanities and Social Studies)
Publisher : UNIVERSITAS PAKUAN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33751/jhss.v9i2.88

Abstract

This study aims to increase interest in writing explanatory texts through a project-based learning model in class XIC students of SMA Negeri 1 Bunyu and improve the ability to write explanatory texts through a project-based learning model in students of class XIC of SMA Negeri 1 Bunyu. The research conducted is a Classroom Action Research (PTK) developed by Kemmis and Taggart. The research design consists of four stages, namely: (a) planning, (b) action, (c) observation, and (d) reflection. The subject of the study was 31 students of class XIC of SMA Negeri 1 Bunyu. The research was carried out in two cycles, each cycle consisted of two meetings. Data collection uses observation sheets, interview guidelines, questionnaires, learning outcome tests, activity documentation, and field notes. Data analysis techniques include the process of classroom actions carried out qualitatively and the results of action analysis in the form of scores and scores quantitatively. The results of this study concluded that after learning using a project-based learning model, students' interest in writing and ability to write explanatory texts increased. The increase in students' interest in writing, the average initial condition was 53.03, which was in the low category. In the first cycle, it increased to 76.22, in the medium category. In the second cycle, it increased to 104.42, which is in the high category. The improvement of students' ability to write explanatory texts from the initial condition averaged 49.52, increased in the first cycle to 71.19 and in the second cycle to 83.39. It is proven that the Project-Based Learning Model is able to increase students' interest in writing and ability to write explanatory texts.
Improving the Ability to Read Biographical Texts Through a Student Process Approach Rajatman; Kastam Syamsi
JHSS (JOURNAL OF HUMANITIES AND SOCIAL STUDIES) Vol. 9 No. 2 (2025): JHSS (Journal of Humanities and Social Studies)
Publisher : UNIVERSITAS PAKUAN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33751/jhss.v9i2.93

Abstract

This study aims to find out the improvement of the learning process in reading biographical texts through the process approach and the improvement of the results of the ability to read biographical texts through the process approach method in students. The method used in this study is a process approach. The subjects taken were 35 students in class X DKV B SMK Negeri 1 Nunukan. This Classroom Action Research is carried out with a process approach The steps taken in reading learning through a process approach, namely the preparation stage are (1) choosing the text; (2) relate the text to personal experience and previous reading experience; (3) predict the content of the text; and (4) conduct a preliminary review of the text. There is a second stage, namely reading, students read the text in its entirety. In the third stage, responding, students respond to their reading activities and continue to try to understand the content. Data collection uses documentation, interviews, observations and tests. The data analysis techniques used in this study are descriptive statistical analysis and quantitative data are analyzed with a flow model. The results of this study concluded that the process approach of increasing interest and reading ability to read biographical texts was seen from 34 students whose interest increased from cycle to cycle, both those whose students' interest was classified as less to sufficient, from sufficient to high, or from high to very high. It can also be seen that only one student whose interest has not increased. (2) The process approach is able to improve the ability to read biographical texts as evidenced by the initial conditions, cycle I, and cycle II, there are 28 students or around (75%) whose grades increase from cycle to cycle, there are 3 students whose grades are fixed, and there are 4 students whose grades decrease.
The Effectiveness of Ethno-Pedagogy-Based Role Playing Models in Improving Language and Reading Skills in Early Childhood Siti Sani; Kastam Syamsi; Abul Wahid; Everhard Markiano Solissa; Hasyim Mahmud Wantu; Tongam E Panggabean; Andri Kuniawan; Tomi Apra Santosa
Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini Vol. 8 No. 6 (2024)
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/obsesi.v8i6.6273

Abstract

This study aims to determine the effectiveness of the role playing model with an ethno-pedagogical approach to early childhood language and reading skills. This study is a meta-analysis study. The inclusion criteria in this study are 1) the research must be relevant; 2) data is obtained from national or international journals indexed by SINTA or Scopus; 3) the study was published in the 2022-2024 time frame; and 4) the study must report complete data to calculate the effect size value. Analyze data with the help of JASP and Microsoft Excel applications. The results concluded that the 19 studies analyzed showed that the ethno-pedagogy-based role playing model had a significant influence on early childhood language and reading skills with a score of (g= 0.895; 95% CI 0.706-1.084; P < 0.001) high effect size category.  These findings explain that the ethno-pedagogical role playing model effectively improves early childhood language and writing skills in the learning process.
Needs Analysis for the Development of a Balanced Literacy Approach Model for Beginning Reading in Elementary Schools Sugiarsih, Septia; Suhardi, Suhardi; Syamsi, Kastam; Anggito, Albi
Journal of Educational Sciences Vol. 10 No. 1 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.1.p.530-543

Abstract

This study aims to identify the needs for developing a Balanced Literacy Approach (BLA) model to improve beginning reading instruction in elementary schools. The research was conducted in three public elementary schools in Sentolo District, Kulon Progo, involving 15 lower-grade teachers, Grade II students, and instructional documents used in the schools. Using a descriptive method within the preliminary phase of the Borg & Gall R&D model, data were collected through document analysis, classroom observations, teacher questionnaires, interviews, and an early reading test. The findings indicate that instructional documents were still general in nature and not tailored to the specific needs of early literacy development. Classroom practices were dominated by lecture-based activities and round-robin reading, with limited use of shared reading, guided reading, or independent reading. Teachers reported challenges in guiding students to understand texts and identified the lack of engaging reading materials such as Big Books. Students showed low reading interest, and test results revealed disparities between technical decoding skills and reading comprehension. These results highlight the urgent need for a structured, engaging, and applicable instructional model. The Balanced Literacy Approach is considered relevant to provide systematic, meaningful, and developmentally appropriate reading experiences for early grade learners.
Improving Procedural Text Writing Skills Through Cooperative Learning Methods for Grade VII Students at SMP Negeri Satu Atap 5 Dusun Selatan Ermianto, Ermianto; Syamsi, Kastam
Journal of Educational Sciences Vol. 10 No. 1 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.1.p.1237-1251

Abstract

This study was motivated by the low procedural writing skills of seventh-grade students at SMP Negeri Satu Atap 5 Dusun Selatan, which were influenced by conventional learning methods that did not actively engage students. This study aimed to (1) improve the quality of the procedural writing learning process through cooperative learning methods and (2) improve students' procedural writing skills. The research used a classroom action research (CAR) design with 17 students (8 male, 9 female) as subjects and was conducted in two cycles through the stages of planning, implementation, observation, and reflection collaboratively with Indonesian language teachers. Data were collected through observation, questionnaires, and interviews, and supported by assessments of students' writing. Data analysis was conducted using qualitative descriptive methods supported by quantitative data. The results showed an increase in procedural text writing skills from the pre-cycle (score 40–58; mastery 0%), cycle I (score 59–78; mastery 35%), to cycle II (score 72–85; mastery 100%). These findings indicate that cooperative learning can increase student engagement and the quality of procedural text writing.
Co-Authors Abul Wahid Adi Iwan Hermawan Afrizal, Eri Alfi Laila, Alfi Alfi, Kunti Zahrotun Andri Kuniawan Anggito, Albi Anik Ghufron Anwar Efendi Ari Kusmiatun Arif Nugroho Arif Nugroho Ashadi, Ashadi Azzah, Safrina Ilmi Nur Budiningsih, Chatarina Asri Catur Wulandari Darmiyati Zuchdi Ermianto, Ermianto Ertinawati, Yuni Esti Swatika Sari Fathul Hidayati Ferawati, Denny Indria Hartono Hartono Hartono Hartono Hartono Hartono Hasyim Mahmud Wantu Hieu, Ho Ngoc Himawan, Riswanda Indah Perdana Sari Ismail Marzuki Izzati, Lulu Keenness Kuniawan, Andri Kunti Zahrotun Alfi Maman Suryaman Masae, Aleeyah Muhammad Luthfi Muhsinatun Siasah Masruri Nindyaningrum, Fitria Wiyarti Nira Kusumawati Warsito Noraning Diarani Nur Hidayanto Pancoro Setyo Putro Pujiati Suyata Rajatman Rintani Hidayat Sani, Siti Santosa, Tomi Apra Sari, Esti Swastika Sembiring, Rinawati Septia Sugiarsih Setyawan Pujiono Siti Sani Siti Zubaidah Siti Zuraidah Solissa, Everhard Markiano St. Nurbaya Suhardi Suhardi Sulis Triyono Suri Amelia Syafira Mahfuzi Ardiyati Syaharuddin M, Rabiah Teguh Setiawan Tomi Apra Santosa Tongam E Panggabean Tongam E Panggabean Wahid, Abul Wantu, Hasyim Mahmud Widyastuti Purbani Wijayani Sukma Haqiya Zarnzani Zarnzani Zulita, Diana