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All Journal Litera Erudio: Journal of Educational Innovation JURNAL IQRA´ QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Jurnal Kajian Bahasa, Sastra dan Pengajaran (KIBASP) Jurnal Ilmiah KORPUS Journal of Education, Humaniora and Social Sciences (JEHSS) MEDAN MAKNA: Jurnal Ilmu Kebahasaan dan Kesastraan Community Empowerment Jurnal Inovasi Pengabdian Masyarakat Pendidikan PKM Linggau: Jurnal Pengabdian dan Pemberdayaan Masyarakat Jurnal Pustaka Indonesia
Didi Yulistio
Universitas Bengkulu
Arts Humanities Economics, Econometrics & Finance Education Health Professions Languange, Linguistic, Communication & Media Public Health Social Sciences Other

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Kesiapan Guru Bahasa Indonesia dalam Melaksanakan Kurikulum Merdeka di SMP Negeri Kota Bengkulu Allya Try Sukma Dewy; Muhammad Arifin; Didi Yulistio
Jurnal Korpus Vol 10 No 1 (2026): April 2026
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jik.v10i1.37748

Abstract

The purpose of this study was to determine the Readiness of Indonesian Language Teachers in implementing the Merdeka Curriculum in State Junior High Schools in Bengkulu City. This research uses a descriptive method with a quantitative approach. The population used in this study were all Indonesian language teachers in Bengkulu City State Junior High Schools, totaling 129 people. The sample in this study which was taken using purposive sampling technique was 30 Indonesian language teachers, namely at SMPN 5 Bengkulu City, SMPN 8 Bengkulu City, SMPN 14 Bengkulu City, SMPN 18 Bengkulu City and SMPN 17 Bengkulu City. The data collection technique used was questionnaire technique. The readiness of Indonesian language teachers in implementing the Merdeka Curriculum is assessed from three aspects, namely, planning, implementation and evaluation. The data analysis technique used in this research is descriptive data analysis technique and calculating the average. The results of the study can be stated that in general it shows that Indonesian language teachers are ready with an average of 4.19 because they are in the average range of 3.4-4.1. The results specifically that (1) Indonesian language teacher readiness in the aspect of lesson planning with an average value (4.4) including the category very ready (2) Indonesian language teacher readiness in the aspect of lesson implementation with an average value (4.1) including the category ready and (3) Indonesian language teacher readiness in the aspect of evaluation with an average value (4.2) including the category very ready.
The Essential Needs in Developing Genre-Based Pedagogy Teaching Materials for Essay Writing Eka Yulianti; Johanes Sapri; Didi Yulistio; Elce Purwandari
QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Vol. 18 No. 1 (2026): Qalamuna - Jurnal Pendidikan, Sosial, dan Agama
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Program Pascasarjana IAI Sunan Giri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/qalamuna.v18i1.5538

Abstract

Essay writing is an important academic skill in higher education because it requires not only language proficiency but also critical and analytical thinking. However, existing teaching materials often do not fully support students in developing these skills. This study aims to analyze students’ needs for genre-based essay writing teaching materials in the Indonesian Language Education program. The research used a descriptive quantitative approach involving 150 undergraduate students from UIN Fatmawati Sukarno Bengkulu and IAIN Curup. Data were collected using a 15-item questionnaire on a five-point Likert scale, covering content, language, structure, and media aspects. The results showed a needs score of 60.16%, categorized as “needed,” indicating that current materials are still insufficient. Students need clearer explanations, structured writing steps, genre examples, simple academic language, and supportive visual media. All questionnaire items were valid and reliable (Cronbach’s Alpha = 0.971). Therefore, systematic, student-centered teaching materials need to be developed to support essay writing instruction better.
Interactive Podcast-Based Learning Model to Enhance ‎Speaking Skills of University Students Rio Kurniawan; Azhar Aziz Lubis; Panut Setiono; Didi Yulistio
JPI: Jurnal Pustaka Indonesia Vol. 6 No. 2 (2026): May-August
Publisher : Yayasan Darussalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/jpi.v6i2.2137

Abstract

University speaking courses require learning designs that provide repeated oral production, self-monitoring, and usable feedback. This study developed and preliminarily evaluated an interactive podcast-based learning model for third-semester students in the Indonesian Language Education Study Program at Universitas Bengkulu. A development-oriented mixed-methods design (QUAL → quan) was embedded in the ADDIE stages. Formal needs assessment involved three classroom observations, interviews with 15 students, two lecturers, and one educational technology specialist, and document analysis. One intact class of 30 students participated in five podcast cycles across ten meetings. Expert appraisal increased from 85.0% to 88.5% of the maximum possible score after revision, while students reported high practicality (M = 4.18, SD = 0.46); the two lecturers provided a combined descriptive mean of 4.38. The three-component speaking-performance score increased from 63.33 (SD = 8.10) to 81.00 (SD = 6.70), t(29) = 12.12, p < .001, dz = 2.21. Observable speaking assurance, reported separately from linguistic performance, also increased. Because the study used one intact class without a comparison group and did not systematically code feedback quality or individual change trajectories, the findings indicate feasibility and preliminary improvement rather than causal effectiveness. The study contributes a transferable practice–replay–feedback–revision sequence integrating culturally responsive task criteria and privacy-conscious implementation supports.
PELATIHAN PENULISAN PROPOSAL ACTION RESEARCH Didi Yulistio; Rio Kurniawan; Nurwinda Sulistyawati; Agung Nugroho
Jurnal PKM Linggau: Jurnal Pengabdian dan Pemberdayaan Masyarakat Vol. 6 No. 1 (2026): Jurnal PKM Linggau (Jurnal Pengabdian dan Pemberdayaan Masyarakat)
Publisher : LP3MKIL

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55526/pkml.v6i1.954

Abstract

Kegiatan Pengabdian kepada Masyarakat ini bertujuan untuk memberikan pengalaman menulis proposal penelitian tindakan bagi guru Mapel di SMKN 3 Kota Bengkulu. Kegiatan ini terselenggara atas kerjasama Tim Mitra SMKN 3 Kota Bengkulu dengan Tim PkM Prodi Pendidikan Bahasa Indonesia FKIP Universitas Bengkulu, secara virtual (daring) dalam suasana Covid-19. Kegiatan dilaksanakan hari Sabtu, 09 Januari 2021, Pukul 13.30—16.00 WIB., dengan peserta sebanyak 30 orang. Kegiatan pelatihan melalui metode ceramah, tanya jawab, dan bimbingan menulis praktis. Proses pelatihan mencakup tiga sesi, yakni sesi perencanaan, sesi pelaksanaan, dan sesi evaluasi pelaporan hasil PkM. Pada sesi pelaksanaan disajikan materi oleh narasumber dosen Pendidikan Bahasa Indonesia FKIP Universitas Bengkulu. Penyajian materi meliputi (1) penulisan judul dan permasalahan penelitian, (2) kajian teori, dan (3) metode penelitian serta (4) prosedur penelitian mencakup empat tahapan, yakni (a) perencanaan, (b) pelaksanan tindakan, (c) pengamatan, dan (d) refleksi. Hasil kegiatan pengabdian kepada masyarakat, bahwa (1) telah mengubah pola pikir (mindset) peserta, guru Mapel dalam mengikuti setiap tahapan pelatihan dengan menunjukkan aktivitas melalui bertanya dalam merancang draf proposal penelitian tindakan, (2) telah mengubah wawasan pengetahuan dan keterampilan guru mapel dalam menulis draf proposal penelitian tindakan secara baik dan bermakna. Hal ini terlihat dari hasil menulis praktis peserta, khususnya dalam (a) menulis permasalahan penelitian meliputi judul, rumusan masalah, tujuan penelitian dan ruang lingkup penelitian, (b) menulis draf awal kerangka teori dengan menyebutkan buku sumber yang akan digunakan sesuai permasalahan dan judul, dan (c) mendeskripsikan draf rancangan metode penelitian dan prosedur (siklus) tahapan penelitian tindakan. Dengan kata lain, kegiatan pelatihan telah memberikan pengalaman penting dalam menulis draf proposal penelitian tindakan atau penelitian tindakan kelas bagi guru mapel SMKN 3 Kota Bengkulu. Harapan peserta, bahwa kegiatan ini perlu ditindaklanjuti melalui bimtek mandiri hingga tersusun proposal lengkap yang siap digunakan.
Pelaksanaan Pembelajaran Menulis Teks Deskripsi Menggunakan Media Canva Siswa Kelas XI-6 SMA N 7 Kota Bengkulu Miratun Niska; Rio Kurniawan; Didi Yulistio
Jurnal Korpus Vol 10 No 1 (2026): April 2026
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jik.v10i1.40321

Abstract

The purpose of this study was to describe the implementation of learning the introduction, core, and closing activities of writing description text using canva media in class XI-6 SMA N 7 Bengkulu City.  This research uses qualitative approach and descriptive method. . The data collection technique in this research is observation technique. Data analysis techniques used in this research are observing, recording, classifying, repeating observing, analyzing, interpreting, and drawing conclusions.  According to the study's findings, students in class XI-6 SMA N 7 Bengkulu City are learning how to create descriptions utilizing Canva medium has been carried out in accordance with the 2013 curriculum which includes actions that are introductory, central, and concluding. During the introductory exercises, the instructor welcomed the pupils, students and teachers prayed before learning activities, and students responded actively to the subject information that would be taught, the teacher did not explain the learning objectives. During the core activities, the teacher uses Canva to teach students about the description material, students use Canva to study the description material that has been taught by the teacher, students record important information about the simulated material, the teacher makes a question session about the description material, students return the questions they have, and the teacher gives an example text about the description material. While students and teachers participated in the learning activities, teachers supported the learning activities by guiding students and did not do reflection.  
Co-Authors Abdul Muktadir Aceng Joyo Agung Nugroho Agus Joko Purwadi Allya Try Sukma Dewy Anita Fhitri Auliya Hikmah Azhar Aziz Lubis Ecandra Julianto Eka Yulianti Elce Purwandari Ferny Rohmayanti Gumono Gumono Gumono Gumono Johanes Sapri Kholis Abdika Pitawan Luci Fitri M. Arifin Meiselina Irmayanti Memi Agustina Miratun Niska Muhammad Arifin Muhammad Solihin Mutiara Wulandari Nafri Yanti Nurwinda Sulistyawati Padi Utomo Panut Setiono Ria Ariesta Rio Kurniawan Rio Kurniawan S Susetyo Sandiya Desti Ayunisyah Sarwono, Sarwit Sudarwan Danim Suprapto Suprapto Susetyo Susetyo Syukri Hamzah Wulan Febrina Yindri Yahya