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Andoyo Sastromiharjo

Universitas Pendidikan Indonesia

Author-ID : 3413839

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Literasi data: Dalam menulis karya ilmiah di perguruan tinggi Syaputra, Juni; Damayanti, Vismaia S; Anshori, Dadang S; Sastromiharjo, Andoyo
KEMBARA: Jurnal Keilmuan Bahasa, Sastra, dan Pengajarannya Vol. 9 No. 1 (2023): April
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/kembara.v9i1.23883

Karya tulis ilmiah merupakan wadah bagi mahasiswa untuk mengkomunikasikan pengetahuan, pengalaman, dan informasi yang diperoleh kepada pembaca. Litarasi data merupakan sarana yang dapat membantu mahsiswa menegembangkan, menganalisis dan mengkonklusi data yang diperoleh menjadi konstruksi karya tulis ilmiah yang baik. Penelitian ini bertujuan untuk mendeskripsikan kemampuan mahasiswa dalam menulis karya ilmiah ditinjau dari literasi data dalam menulis karya ilmiah di perguruan tinggi. Untuk mendapatkan data penelitian, peneliti menggunakan metode penelitian deskriptif kualitatif. Data yaitu hambatan menulis karya ilmiah ditinjau dari literasi data. Data diperoleh dari karya ilmiah yang dihasilkan mahasiswa. Teknik yang digunakan dalam mengumpulkan data yaitu dengan teknik pengamatan dan pembacaan secara teliti terhadap karya ilmiah yang dihasilkan oleh mahasiswa, teknik dokumentasi dengan cara menandai atau mencatat bagian-bagian penting karya. Teknik analisis data dengan melakukan pemetaan tingkat kesalahan yang selalu terjadi, dan perhitungan persentase kesalahan yang diperoleh. Hasil penelitian menunjukkan bahwa kemampuan menulis karya ilmiah mahasiswa masih rendah terutama pada bagian pengembangan ide dan pembahasan. Berikut perhitungan persentase kemampuan menulis karya ilmiah dan literasi data 14,25% mahasiswa mampu mengembangkan ide ditinjau dari 19% literasi data tahapan menganalisis. Kemampuan menulis karya ilmiah pada bagian hasil dan pembahasan dengan 13,55% ditinjau dari literasi data tahapan membuat konklusi 12,4%. Penulisan karya ilmiah pada bagian kesimpulan diperoleh hasil 72,2% ketepatan mahasiswa dalam membuat bagian simpulan dengan literasi data tahapan membaca sebesar 68,6%. Dari hasil penelitian ini, kemampuan menulis karya ilmiah di perguruan tinggi masih mengalami kendala pada bagian pengembangan ide dan bagian hasil dan pembahasan. Diharapkan untuk penelitian lanjutan untuk menyoroti bagian pengembangan ide dan pembahasan untuk mengatasi kesulitan yang telah ditemukan pada penelitian ini.

Critical Reading Profile: Analysis Of Literacy Skills And Habits Of The Kasepuhan Banten Kidul Community Mualimah, Eka Nurul; Damayanti, Vismaia S.; Sastromiharjo, Andoyo; Mulyati, Yeti
Alinea: Jurnal Bahasa, Sastra dan Pengajaran Vol. 6 No. 1 (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.v6i1.2421

This study aims to examine the profile of critical reading, including reading habits, critical reading skills, and reading activities of the Kasepuhan Banten Kidul community. Critical reading skills are an essential foundation for modern society, which requires not only understanding the content of information but also evaluating the accuracy, relevance, and credibility of the sources of information obtained. Research on critical reading in indigenous communities especially studies that integrate reading habits, skills, and activities simultaneously using a mixed-methods approach remains limited. This study employs a mixed-methods design, with a qualitative approach used to explore the community's experiences, practices, and perceptions related to critical reading activities, while the quantitative approach measures reading frequency and comprehension levels. The study involved 279 participants, using data collection instruments including a 34-item reading habits questionnaire, a reading comprehension test analyzing 3 news items, and observations of reading activities. The results indicate that reading habits were at a moderate level for 217 respondents (77.8%), while critical reading skills were low, with 119 respondents scoring between 50–59. Pre-reading attention was relatively good, with most respondents paying attention to the title before reading the text (205 of 279 respondents) and also to images or illustrations accompanying the text (218 respondents). These findings suggest that reading activities have not been fully accompanied by deep cognitive engagement or a critical attitude toward content and sources.

Old Paradigms in a New Curriculum: How Indonesian Language Teachers Perceive Learning Assessment under the Merdeka Framework Hamidah, Siti; S. Damaianti, Vismaia; Sastromiharjo, Andoyo; Mulyati, Yeti
Alinea: Jurnal Bahasa, Sastra dan Pengajaran Vol. 6 No. 1 (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.v6i1.2558

Curriculum reform is only as transformative as the paradigms teachers bring to its implementation. The Merdeka Curriculum places assessment at the core of the learning process, demanding a decisive departure from older, obligation-driven, summative paradigms toward integrated, formative, and student-centred orientations. Yet whether Indonesian language teachers have genuinely abandoned their prior assessment paradigms or continue to operate within them despite a new curricular mandate remains empirically underdocumented. This study examines how Indonesian language teachers at the junior secondary level perceive learning assessment under the Merdeka Curriculum, focusing on their understanding of assessment principles, curriculum orientation, and the three foundational assessment orientations: Assessment of Learning (AoL), Assessment for Learning (AfL), and Assessment as Learning (AaL). Using a qualitative descriptive design, structured interviews were conducted with teachers from five public junior secondary schools (SMP Negeri) in Bandung City. Data were analysed through the Miles and Huberman interactive model encompassing data reduction, data display, and conclusion drawing with trustworthiness ensured through member-checking and researcher triangulation. The findings reveal a consistent pattern: despite operating under a new curriculum, the majority of teachers continue to govern their assessment practice through an old paradigm that treats assessment as a bureaucratic obligation tied to formal examination schedules rather than as a holistic, ongoing component of the learning continuum. Most teachers demonstrated limited understanding of the Merdeka Curriculum’s five assessment principles and of the AoL/AfL/AaL orientations, and showed minimal engagement with self-assessment and peer assessment. These findings confirm that old paradigms are both real and pervasive, and underscore the urgency of targeted professional development to bring teachers’ assessment practice into genuine alignment with the Merdeka Framework.

Implementing PROFIT syntax for authentic financial literacy writing instruction Yani Andriyani Gustina; Yeti Mulyati; Vismaia S. Damaianti; Andoyo Sastromiharjo
JPPI (Jurnal Penelitian Pendidikan Indonesia) Vol. 12 No. 1 (2026): JPPI (Jurnal Penelitian Pendidikan Indonesia)
Publisher : Indonesian Institute for Counseling, Education and Theraphy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/020266719

This study examines the implementation of the PROFIT (Problem Orientation, Reflection, Organization, Facilitation, Interaction, Transformation) syntax, developed from the Authentic Learning Experiences model with Financial Literacy content (ALE-LF), in vocational writing instruction. The ALE-LF model supports real-life, experience-based learning relevant to vocational students, particularly in connecting writing skills with financial contexts. Using a Research and Development (R&D) approach, the study involved preliminary research, prototype development, and assessment phases with 32 eleventh-grade students and two Indonesian language teachers at SMK Sinar Parahyangan. Financial literacy was integrated through observation report writing based on simple financial projects, with teachers acting as facilitators and reflective partners. The model was validated by vocational education academics and practitioners. Challenges included teachers’ adaptation to project-based approaches and time limitations. The PROFIT syntax was most effective during the Organization, Interaction, and Transformation stages, improving writing structure, idea cohesion, and reflective expression. The model is pedagogically feasible, though findings are limited to similar vocational contexts.

Teks Aritmetika Sosial sebagai Bahan Ajar Membaca Pemahaman untuk Meningkatkan Kemampuan Literasi Numerasi Siswa Mekar Ismayani; Vismaia Sabariah Damaianti; Yeti Mulyati; Andoyo Sastromiharjo
Ranah: Jurnal Kajian Bahasa Vol 14, No 1 (2025): Ranah: jurnal Kajian Bahasa
Publisher : Badan Pengembangan dan Pembinaan Bahasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26499/rnh.v14i1.8230

The low numeracy literacy of students in Indonesia poses a challenge in the field of education, particularly in understanding mathematical concepts in real-life contexts. This study aims to analyze social arithmetic texts as instructional materials for reading comprehension in an effort to improve students' numeracy literacy. The research employs both quantitative and qualitative analysis by measuring text readability using the Flesch-Kincaid Grade Level, SMOG Index, and Cloze Test. Additionally, the text structure is analyzed based on information presentation patterns, and text effectiveness is tested through reading comprehension and numeracy literacy assessments among middle school students. The findings indicate that texts with a systematic structure, simple language, and context-based examples exhibit better readability and are more effective in enhancing students' numeracy comprehension. Moreover, a positive correlation is observed between text readability and numeracy comprehension scores, where students who read highly readable texts achieve better comprehension scores. The implications of this study suggest that the development of social arithmetic teaching materials should consider readability aspects, text structure, and the use of visual illustrations to enhance student understanding. Thus, the optimal utilization of social arithmetic texts can serve as an effective strategy to significantly improve students' numeracy literacy while also functioning as reading comprehension materials based on numeracy literacy. Abstrak Rendahnya literasi numerasi siswa di Indonesia menjadi tantangan dalam dunia pendidikan, terutama dalam memahami konsep matematika dalam konteks kehidupan nyata. Penelitian ini bertujuan untuk menganalisis teks aritmetika sosial sebagai bahan ajar membaca pemahaman dalam upaya meningkatkan literasi numerasi siswa. Metode penelitian yang digunakan adalah analisis kuantitatif dan kualitatif dengan mengukur keterbacaan teks menggunakan Flesch-Kincaid Grade Level, SMOG Index, dan Cloze Test. Selain itu, struktur teks dianalisis berdasarkan pola penyajian informasi, dan efektivitas teks diuji melalui tes pemahaman membaca serta literasi numerasi pada siswa SMP. Hasil penelitian menunjukkan bahwa teks dengan struktur yang sistematis, bahasa sederhana, dan contoh berbasis konteks kehidupan sehari-hari memiliki tingkat keterbacaan yang lebih baik dan lebih efektif dalam meningkatkan pemahaman numerasi siswa. Selain itu, terdapat korelasi positif antara keterbacaan teks dan skor pemahaman numerasi, di mana siswa yang membaca teks dengan keterbacaan tinggi memperoleh skor pemahaman yang lebih baik. Implikasi penelitian ini menunjukkan bahwa pengembangan bahan ajar aritmetika sosial perlu mempertimbangkan aspek keterbacaan, struktur teks, serta penggunaan ilustrasi visual untuk meningkatkan pemahaman siswa. Dengan demikian, pemanfaatan teks aritmetika sosial yang optimal dapat menjadi strategi efektif dalam meningkatkan literasi numerasi siswa secara signifikan sekaligus menjadi bahan membaca pemahaman berbasis literasi numerasi.

Profil Pembelajaran Membaca di Sekolah Menengah Atas sebagai Landasan Pengembangan Model Pembelajaran Kreatif melalui Pedagogi Digital Alfa Mitri Suhara; Vismaia S. Damayanti; Yeti Mulyati; Andoyo Sastromiharjo
Ranah: Jurnal Kajian Bahasa Vol 14, No 2 (2025): Ranah: jurnal Kajian Bahasa
Publisher : Badan Pengembangan dan Pembinaan Bahasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26499/rnh.v14i2.8492

This study aims to examine the profile of reading instruction in senior high schools as a basis for the development of a creative learning model grounded in digital pedagogy. A qualitative descriptive research design was employed, involving teachers and students from SMAN 1 Padalarang, SMAN 2 Padalarang, and SMAN 1 Ngamprah as research participants. Data were collected through classroom observations, semi-structured interviews, and questionnaire distribution. The data analysis procedure followed the stages of data collection, data reduction, data display, conclusion drawing, triangulation, and synthesis of final findings. Findings from classroom observations indicate that reading instruction has not yet systematically integrated creativity-oriented practices and digital-based learning components. Interview data reveal that although teachers attempt to implement various instructional models, approaches, strategies, and media aligned with learning objectives, reading instruction remains predominantly focused on literal and inferential text comprehension. Consequently, learning activities designed to foster students’ creative engagement, linguistic competence, and literary appreciation are still constrained within conventional textual reading practices. Furthermore, questionnaire results demonstrate that students’ abilities in language analysis and literary appreciation through reading instruction have not developed optimally, either in depth or in accordance with learners’ needs for creative expression and meaning-making. Overall, the findings suggest that reading instruction at the senior high school level necessitates the development of an innovative, digitally mediated learning model that emphasizes creativity enhancement, provides expanded learning spaces, and fosters student motivation in a more optimal and sustainable manner. Abstrak Penelitian ini bertujuan untuk mendeskripsikan profil pembelajaran membaca di SMA sebagai landasan dalam pengembangan model pembelajaran kreatif melalui pedagogi digital. Adapun metode penelitian menggunakan deskriptif kualitatif dengan subjek penelitian guru dan siswa SMAN 1 Padalarang, SMAN 2 Padalarang, dan SMAN 1 Ngamprah. Teknik pengumpulan data berupa lembar observasi, wawancara, dan lembar angket dengan teknik analisis data melalui pengumpulan data, reduksi data, peyajian data, menarik kesimpulan, triangulasi, dan temuan akhir. Hasil penelitian berdasarkan lembar observasi diketahui pelaksanaan pembelajaran membaca belum sepenuhnya mengintergrasikan kretivitas dan digital. Hasil wawancara mengemukakan pembelajaran membaca yang dilaksanakan di SMA berupaya menggunakan berbagai model, pendekatan, strategi, dan media yang sesuai dengan tujuan pembelajaran namun, pembelajaran masih dominan pada pemahaman isi teks, secara menyeluruh mengarahkan pada kegiatan kreatif dan potensi kemampuan berbahasa serta bersastra siswa masih terbatas pada kegiatan membaca tekstual. Kemudian hasil sebaran angket menunjukan bahwa kemampuan menganalisis bahasa dan mengapresiasi sastra melalui pembelajaran membaca yang dilaksanakan belum berkembang secara optimal, mendalam, dan memenuhi kebutuhan siswa dalam berkreasi dan berekspresi. Berdasarkan hasil penelitian dan temuan dapat disimpulkan bahwa pembelajaran membaca di sekolah menengah atas sehingga membutuhkan model pembelajaran inovatif dengan memanfaatkan teknologi digital untuk penguatan dan mendorong kreativitas, memberikan ruang lebih banyak, dan memotivasi siswa secara optimal.

Sundanese Cultural Values in Paribasa as a Guide to Language Politeness: An Ethnopragmapedagogy Approach Asep Hidayatullah; Dadang S. Anshori; Andoyo Sastromiharjo
Studies in English Language and Education Vol 12, No 3 (2025)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar

This research aims to identify and analyze the values contained in Sundanese paribasa and explore their application in learning language politeness in pragmatics courses using an ethnopragmappedagogy approach. Through a content analysis method with a qualitative approach, this research succeeded in finding nine indicators of language politeness contained in paribasa, namely: friendly, clear, correct, honest, wise, respectful, sensitive, true to promises, and quality. Friendly indicators emphasize the importance of being open and polite in communication, while clear indicators show the importance of conveying messages that are easy to understand. The correct and honest indicator underlines the importance of honesty and accuracy in every utterance, while the wise indicator emphasizes the ability to consider the impact of each word before conveying it. Respect and sensitivity indicators emphasize that language politeness must pay attention to the feelings and dignity of the interlocutor. Accurate promises underline the importance of consistency in fulfilling commitments that have been made, while quality indicators refer to the importance of speaking with quality that provides benefits and value to the listener. These nine indicators show that Sundanese paribasa can be used as a practical guide in learning language politeness in pragmatics courses through ethnopragmapedagogy. This research concludes that Sundanese paribasa is relevant as teaching material in learning language politeness in pragmatics courses to strengthen ethical awareness in communication

Co-Authors Abdul Latif Ade Kusnan Afandi Adrias Adrias Afandi, Ade Kusnan Afiati, Laksmita Nur Aisyah Putri Rahma Siregar Alamsyah, Zulfikar Alfa Mitri Suhara Anggy Giri Prawiyogi Arianto Arianto Arianto Asep Hidayatullah Aztry, Aisiyah Barkatun Nisa Alfia Bujaya, Muhammad Dadang S Anshori Dadang S. Anshori Dadang S., Anshori Dadang Sunendar Daman Huri Damayanti, Vismaia S Damayanti, Vismaia Sabariah Darmadi, Deden Much. Dede Dudu Abdul Rahman Dedi Saputra Desi Ratna Ayu DIAN LESTARI Dian Sudaryuni Kurnia Diena San Fauziya, Diena San Eka Rahmat Fauzy Encep Kusumah Evaline, Fransisca Putri Faisal, Abdul Haris Faradilla Intan Sari Farokhah, Laely Fasya, Mahmud Fauziya, Diena San Fauziyah, Rahmah Fitriani Lubis Frilia Shantika Regina Fuadin, Ahmad Gasanti, Rosi Gultom, Nanda Haerul Haerul Halimah Halimah Harras, Kholid A Helni Sadiyah Hidayatullah, Asep Ida Hamidah Ida Hamidah Indah Nurmahanani Indah Pujiastuti Indra Permana, Indra Isah Cahyani Islami, Nelita Indah Jasid, Adhara Kartadireja, Welly Nores Keken Wulansari Khaerudin Kurniawan Kholid Abdullah Harras Kusmadi Sitohang Kustina, Rika Lilis Amaliah Rosdiana Lu, Yingxuan Mekar Ismayani Mekar Ismayani, Mekar Minto, Deri Wan Mualimah, Eka Nurul Muhammad Bujaya Muhammad Zulfadhli, Muhammad Mujahida, Mahira Mulyati, Yeti Muna Aljamaliah, Syifa Nailul Munggaran, Nita Anjung Munir Munir Munir Munir, Munir Mutiarani Zahra, Rastya Nafisah, Yumna Nanda Gultom Nelita Indah Islami Neneng Maelasari Neneng Maelasari Nina Nina Nina Ninit Alfianika, Ninit Nissa, Barkatun Noeraeni, Rani Nouval Rumaf Novi Resmini Nugroho, Rudi Adi Nunung Sitaresmi Nuny Sulistiany Idris Nuphanudin, Nuphanudin Nurfidah Nurul Khairani Abduh Pertiwi, Ratnasari Putriani, Ananda Rachman, Reza Saeful Rahmad Nuthihar Rahman Rahman Regina, Frilia Shantika Resi Amalia Retnaningtyas, Nina Rina Yuliana Rizki Akbar Mustopa rohayati rohayati Rohayati Rohayati Rosita Rahma Rumaf, Nouval S. Daimaianti, Vismaia S. Damayanti, Vismaia Salis Hilda Yoviyani Saputra, Wendi Sihombing, Novita Asmi Sindrayuni, Dian Siti Fatihaturrahmah Al Jumroh Siti Fatihaturrahmah Al Jumroh Siti Hamidah Sofiatin Sofiatin Sofiatin Stella Talitha Stella Talitha Stofiana, Tofan Suci Sundusiah Sudaryuni Kurnia, Dian Sukawati, Sary Sulaiman, Zoni Sumiyadi Sumiyadi Syaputra, Juni Syihabuddin Syihabuddin Trisnawati Trisnawati Trisnawati Ulfah Nurzulfa Setiadi Utami Dewi Pramesti Velayeti Nurfitriana Ansas Vismaia S Damaianti Vismaia Sabariah Damayanti Vismania S. Damaianti, Vismania S. Wulan Handayani, Wulan Yani Andriyani Gustina Yani Andriyani Gustina Yeni Rostikawati, Yeni Yeti Mulyati Yeti Mulyati Yeti Mulyeti Yeti Mulyeti Yoviyani, Salis Hilda Yuenda Pratama Dewi Yulfiani, Siti Rahmah Yunus Abidin

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