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All Journal Al Ishlah Jurnal Pendidikan Syntax Literate: Jurnal Ilmiah Indonesia Al Qalam: Jurnal Ilmiah Keagamaan dan Kemasyarakatan Journal on Education Jurnal Review Pendidikan dan Pengajaran (JRPP) Jurnal Onoma: Pendidikan, Bahasa, dan Sastra Jurnal Pendidikan dan Konseling Jurnal Syntax Transformation jurnal syntax admiration DEIKTIS: Jurnal Pendidikan Bahasa dan Sastra al-fikrah: Jurnal Manajemen Pendidikan International Journal of Educational Research Excellence (IJERE) International Journal of Community Service (IJCS) Innovative: Journal Of Social Science Research Jurnal Pendidikan Siber Nusantara Jurnal Pengabdian Masyarakat dan Riset Pendidikan JOP Edumaspul: Jurnal Pendidikan Journal of Pedagogi International Journal of Teaching and Learning (INJOTEL) International Journal of Language and Ubiquitous Learning Journal of Social Science Utilizing Technology
Muh. Safar
Universitas Muhammadiyah Bone
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Analisis Buku Teks Bahasa Indonesia Untuk Siswa SMP/MTS Kelas VII Terhadap Implementasi Kurikulum 2013 Cindi; Muh. Safar; A. Muh. Taufiq
Jurnal Pengabdian Masyarakat dan Riset Pendidikan Vol. 4 No. 4 (2026): Jurnal Pengabdian Masyarakat dan Riset Pendidikan Volume 4 Nomor 4 April - Juni
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jerkin.v4i4.5548

Abstract

Penelitian ini bertujuan untuk menganalisis kesesuaian isi buku teks Bahasa Indonesia untuk siswa SMP/MTs kelas VII terhadap implementasi Kurikulum 2013, khususnya ditinjau dari aspek pendekatan pembelajaran, kompetensi, dan tujuan pembelajaran. Penelitian ini menggunakan metode deskriptif kualitatif dengan teknik analisis isi (content analysis). Sumber data utama berupa buku teks Bahasa Indonesia kelas VII Kurikulum 2013 yang digunakan di SMP Negeri 3 Ajangale. Data pendukung diperoleh melalui observasi, wawancara dengan guru Bahasa Indonesia, serta studi dokumentasi berupa silabus dan dokumen kurikulum. Teknik pengumpulan data meliputi observasi, wawancara, dan dokumentasi, sedangkan teknik analisis data dilakukan secara sistematis melalui reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa secara umum buku teks Bahasa Indonesia kelas VII telah mengimplementasikan prinsip-prinsip Kurikulum 2013. Hal tersebut terlihat dari penerapan berbagai pendekatan pembelajaran, seperti pendekatan partisipatif, berbasis siswa, kontekstual, kolaboratif, dan kritis yang mendorong keaktifan serta pengembangan kemampuan berpikir siswa. Dari aspek kompetensi, buku telah memfasilitasi pengembangan kompetensi sikap, pengetahuan, dan keterampilan yang mencakup keterampilan membaca, menulis, berbicara, dan menyimak sesuai dengan Kompetensi Inti (KI) dan Kompetensi Dasar (KD). Tujuan pembelajaran yang dirumuskan dalam setiap bab juga selaras dengan capaian pembelajaran Kurikulum 2013. Selain itu, respons guru dan siswa terhadap penggunaan buku teks tergolong positif karena dinilai membantu proses pembelajaran dan memudahkan pemahaman materi. Berdasarkan hasil analisis tersebut, dapat disimpulkan bahwa buku teks Bahasa Indonesia untuk siswa SMP/MTs kelas VII yang diteliti telah sesuai dan mendukung implementasi Kurikulum 2013, meskipun tetap diperlukan penyempurnaan pada aspek kedalaman materi dan variasi penyajian agar lebih optimal dalam menunjang pembelajaran.
Enhancing Early Childhood Education Outcomes through a Parental Involvement Program: A Community-Based Participatory Action Research in an Underserved Urban Community Monica Roito Ambarita; Rulik Endarwati; Muh. Safar; Ridayani Ridayani; Muhammad Syahrul; A. Fitriani
International Journal of Community Service (IJCS) Vol. 5 No. 2 (2026): July-December
Publisher : PT Inovasi Pratama Internasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55299/ijcs.v5i2.2012

Abstract

Parental involvement is a critical determinant of early childhood education (ECE) outcomes, yet it remains persistently low in underserved urban communities in Indonesia due to socioeconomic pressures, low parental self-efficacy, and fragmented school-community linkages. This study employed a qualitative community-based participatory action research (PAR) design to co-develop, implement, and evaluate a culturally grounded parental involvement program in a densely populated, low-income neighborhood in North Jakarta. Over eight months, 32 parents, 4 ECE teachers, and 2 community facilitators engaged in three iterative cycles of planning, action, observation, and reflection. Data were gathered through participant observation, in-depth interviews, focus group discussions, and reflective journals, and analyzed using thematic analysis. The PAR process catalyzed four interconnected outcomes: heightened parental self-efficacy, richer home learning environments, improved parent-teacher communication, and the emergence of informal community support networks. A pre-post involvement checklist corroborated qualitative shifts, showing marked increases in all involvement indicators. The findings suggest that a participatory, asset-based approach can transform parental involvement from a prescriptive school demand into a shared community practice, thereby strengthening ECE outcomes in marginalized urban settings. The study offers a replicable model for fostering sustainable family-community-school partnerships in similar resource-constrained contexts.
The Role of Indonesian Language Education in Facing the Society 5.0 Era: Curriculum Readiness to Face Technology and Innovation Muh. Safar; Grace Citra Dewi; Loso Judijanto; Khalid Rahman
Journal of Pedagogi Vol. 2 No. 1 (2025): Journal of Pedagogi - February
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/d2rmzk13

Abstract

The Society 5.0 era requires education to adapt to technological developments in order to improve the quality of learning, including in Indonesian language education. Digital literacy is a crucial aspect in the curriculum so that students are able to think critically, filter information, and communicate effectively in the digital space. This study aims to analyze the readiness of the Indonesian language education curriculum in facing the challenges of Society 5.0 through a literature review study. Data sources were obtained from scientific journals, books, and education policy reports in the period 2014–2024. The results of the analysis show that the integration of technology in language learning has great potential in increasing student engagement and learning effectiveness through e-learning, artificial intelligence (AI), and interactive digital media. However, its implementation still faces challenges in the form of digital infrastructure gaps, lack of readiness of educators, and a curriculum that is not fully adaptive to technological developments. Therefore, a comprehensive strategy is needed, including improving digital infrastructure, training for educators, and collaboration between the government, educational institutions, and the technology industry sector. With these steps, Indonesian language education can become a main pillar in building a literate, critical, and innovative generation in the Society 5.0 era.
Utilization of Short Films in Teaching Writing Review Texts to Middle School Students Muh. Safar
Journal of Pedagogi Vol. 2 No. 4 (2025): Journal of Pedagogi - August
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/tgvgrs42

Abstract

This research is a qualitative literature study that examines the use of short films as a pedagogical medium to improve review writing skills in high school students in Indonesia. The gap between the curriculum demands of in-depth understanding, critical evaluation, and structured arguments and the descriptive nature of student writing emphasizes the need for authentic, engaging, and culturally relevant media. Short films, with their dense narratives, rich visual-auditorial stimuli, and measured duration, enable a holistic viewing experience that serves as the basis for specific assessments of plot, characters, cinematic style, and thematic messages. The proposed learning framework includes pre-viewing (schema activation, prediction), directed viewing/paused viewing (multimodal critical observation), post-viewing (evaluative discussion HOTS; think pair share; gallery critique), and review writing based on an analytical rubric (orientation, interpretation, evaluation, summary, filmic evidence). Literature data was obtained through database searches (Google Scholar, Garuda, DOAJ, ERIC), rigorously selected, and analyzed through open, axial, and selective coding with source triangulation. The findings synthesize evidence that short films improve motivation, multimodal literacy, writing structure, and argument quality, while also creating opportunities for differentiation, formative assessment, and technology/LMS integration to strengthen classroom practice and action research. The implications are that teachers can utilize transparent rubrics, incremental digital feedback, and youth-themed film resources to align writing instruction with the Pancasila Student Profile and encourage further classroom-based research.
The Impact of Artificial Intelligence Technology Integration on the Indonesian Language Learning Process in Higher Education Muh. Safar
Journal of Pedagogi Vol. 2 No. 5 (2025): Journal of Pedagogi - October
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/347zbd28

Abstract

The integration of artificial intelligence (AI) technology into Indonesian language learning in higher education presents both significant opportunities and significant challenges. AI has been shown to improve the quality of learning through automated feedback, linguistic analysis, and personalized recommendations that support students' writing skills, vocabulary mastery, and academic literacy. Lecturers also benefit from reduced technical burdens, allowing them to focus more on the substance of their thinking and the development of critical thinking skills. However, research findings indicate the risk of over-reliance on technology, which can undermine students' creativity, reflection, and originality. Other challenges arise from ethical aspects, such as the potential for conceptual plagiarism and stylistic homogenization. To anticipate these issues, strong digital literacy, ethical awareness, and clear institutional regulations are needed so that AI can be positioned as a pedagogical partner, not a substitute for the intellectual process. This study used a descriptive qualitative approach involving lecturers and students as participants, and analyzed the dynamics of AI use through interviews, observations, and document reviews. The findings emphasize the importance of curriculum reform that integrates digital literacy, ethical use of technology, and critical thinking skills. With adaptive pedagogical strategies, AI can enrich the learning experience without sacrificing the humanistic values of language.
The Integration of Artificial Intelligence in Indonesian Language Learning: Pedagogical Opportunities and Risks Muh. Safar; Rustiyana Rustiyana
Journal of Pedagogi Vol. 2 No. 6 (2025): Journal of Pedagogi-December
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/30c69d53

Abstract

The rapid development of artificial intelligence (AI) has significantly transformed educational practices, including Indonesian language learning. AI offers various pedagogical opportunities such as personalized learning, enhanced literacy skills, and continuous feedback, while simultaneously posing risks that may undermine the core values of language pedagogy. This study aims to critically analyze the pedagogical opportunities and risks of AI integration in Indonesian language learning. A Systematic Literature Review (SLR) was conducted following PRISMA guidelines, drawing on reputable scholarly articles related to AI, language pedagogy, and education within the Indonesian context. The findings indicate that AI can enrich Indonesian language learning when positioned as a supportive tool within a reflective pedagogical framework. However, risks such as students’ cognitive dependency, decline in authentic language production, digital literacy gaps, and linguistic and cultural biases must be carefully addressed. This study concludes that the effectiveness of AI integration largely depends on teachers’ pedagogical competence, critical instructional approaches, and institutional policies governing AI use. The results provide a conceptual foundation for developing responsible AI-based practices and policies in Indonesian language education.
Development of Digital-Based Indonesian Language Teaching Materials to Enhance Language Skills Muh. Safar
Journal of Pedagogi Vol. 3 No. 1 (2026): Journal of Pedagogi - February
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/f7hez683

Abstract

The rapid digital transformation in education requires innovative Indonesian language teaching materials that are interactive, skill-oriented, and aligned with students’ digital learning habits. However, many existing materials remain text-based and insufficiently integrated with multimedia and contextual approaches. This study aimed to develop and evaluate digital-based Indonesian language teaching materials to enhance students’ language skills. The research employed a Research and Development (R&D) design using the ADDIE model, including needs analysis, design, development, implementation, and evaluation stages. Data were collected through expert validation sheets, student response questionnaires, observations, and pretest–posttest assessments measuring reading, writing, and speaking skills. The results indicated that the developed materials achieved a “very valid” category from experts (mean score 4.45; 88.9%). Statistical analysis showed significant improvement in students’ language skills after implementation (p < 0.001), with notable gains in reading, writing, and speaking performance. These findings demonstrate that digital-based teaching materials designed with interactive multimedia, contextual tasks, and cultural integration effectively enhance language competence. In conclusion, structured digital instructional design can serve as an evidence-based model for improving Indonesian language learning in primary education.
The Effectiveness of the Blended Learning Model in Indonesian Language Learning Muh. Safar
Journal of Pedagogi Vol. 3 No. 1 (2026): Journal of Pedagogi - February
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/h0nwe013

Abstract

The transformation of Indonesian language learning in the digital era requires innovative instructional models that effectively enhance students’ literacy skills. Blended learning, which integrates face-to-face instruction with online learning components, has emerged as a promising approach to address declining literacy performance and changing communication patterns. This study aimed to analyze the effectiveness of the blended learning model in improving students’ Indonesian language skills. A quasi-experimental design with a pretest–posttest control group was employed. The participants consisted of elementary school students divided into an experimental group receiving blended learning treatment and a control group receiving conventional instruction. Data were collected through standardized language proficiency tests covering reading, writing, speaking, and listening skills. The results revealed a significant difference between the experimental and control groups, with the experimental group demonstrating higher posttest scores and a large effect size. These findings indicate that a structured and contextually designed blended learning model significantly enhances students’ language competence. In conclusion, blended learning provides an effective and sustainable instructional strategy for Indonesian language education in the digital era, particularly when supported by adequate infrastructure and systematic instructional design.
Digital Literacy and Teacher Readiness in Post-Pandemic Primary Education: A Structural Equation Modeling Approach Baso Intang Sappaile; Wahyu; Muh. Safar; Arief Setyo Nugroho; Arum Putri Rahayu; Sumarni Rumfot
International Journal of Educational Research Excellence (IJERE) Vol. 6 No. 1 (2027): January-June
Publisher : PT Inovasi Pratama Internasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55299/ijere.v6i1.2066

Abstract

The abrupt transition to remote learning during the COVID-19 pandemic exposed critical gaps in primary teachers’ digital literacy and pedagogical readiness. While substantial quantitative research has measured these constructs, the intricate mechanisms through which digital literacy components shape teacher readiness remain underexplored from an interpretive perspective. This study employed a qualitative grounded theory design to construct a structural model delineating the relationships among digital literacy dimensions and readiness constructs in Indonesian post-pandemic primary education. Data were collected through semi-structured interviews with 32 purposively sampled primary school teachers, 14 classroom observations, and analysis of school digital policy documents across six public and private schools in West Java. Constant comparative analysis, encompassing open, axial, and selective coding, generated a substantive theory comprising five core digital literacy categories—technological proficiency, information evaluation, digital content creation, cyber-safety awareness, and collaborative digital communication—and three readiness dimensions—cognitive preparedness, affective commitment, and pedagogical agility. The emergent structural model posits that technological proficiency and cyber-safety awareness serve as foundational enablers; digital content creation acts as a central mediator; collaborative communication amplifies pedagogical agility; and information evaluation moderates the translation of skills into cognitive preparedness. The model reveals virtuous and vicious cycles, where insufficient cyber-safety awareness suppresses content creation, undermining overall readiness. The findings offer a contextually grounded, testable framework for future confirmatory studies using structural equation modeling, and provide actionable insights for teacher professional development policy in Indonesia’s decentralized education system
Learning Pattern Analysis through Learning Analytics: Improving Language Learning in Ubiquitous Contexts Muh. Safar; Luis Santos
International Journal of Language and Ubiquitous Learning Vol. 2 No. 4 (2024)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijlul.v2i4.1770

Abstract

Background. The increasing use of technology in education, particularly application-based learning, has the potential to enhance language learning. Effective language acquisition relies on analyzing learning patterns to improve student engagement and outcomes. With the growing role of learning analytics, this research explores how technology can be applied to understand and improve language learning in a broader context. Purpose. The study aims to analyze language learning patterns through learning analytics and explore how technology can contribute to enhancing language learning in various contexts. Specifically, it focuses on identifying how different learning behaviors and engagement levels influence language proficiency. Method. A quantitative research approach was used, collecting data from 200 learners who utilized language learning applications. The data were analyzed to identify patterns in user engagement and learning behaviors, focusing on the relationship between time spent on different types of learning materials and language proficiency outcomes. Results. The findings reveal that learners who spent more time engaging with conversation and writing materials generally showed better language skills. In contrast, students with basic language proficiency were found to focus more on grammar and vocabulary materials. This suggests that more advanced learners benefit from interactive, communicative tasks, while beginners need a focus on foundational elements like grammar and vocabulary. Conclusion. The study concludes that language learning is more effective when it involves social and contextual interaction, rather than relying solely on passive methods like memorization. These findings offer valuable insights for the design of language learning applications that are more adaptive to student preferences, encouraging more personalized and engaging learning experiences. The research highlights the importance of considering different learning patterns to enhance the overall effectiveness of language learning technology.
Co-Authors A. Fitriani A. Fitriani A. Muh. Taufiq A. Nurhabibi Marwil Agus Mukholid Agusalim Agusalim Agustinus Lewerissa Akmal Hamsa Almira Ulimaz Ambarita, Monica Roito Andi Srimularahmah Arief Setyo Nugroho Armita Permatasari Arum Putri Rahayu AUGUSTA DE JESUS MAGALHAES Baktiar Nasution Baso Intang Sappaile Cindi Citra Siwi Hanayanti Corolina Sasabone Debi Febianto Diana Sartika Didi Sudrajat Dini Anggraheni Dwi Syukriady Emanuel Bai Samuel Kase Endang Fatmawati Eneng Martini Faisal Kemal Fakhry Amin Fryan Sopacua Fujiono Fujiono Grace Citra Dewi Idrus Idrus Ihramsari Akidah Ilwandri Ilwandri Indra Tjahyadi Irna Fitriana Jasiah Jasiah Jihan Jihan Kaniah Kaniah Khalid Rahman Laros Tuhuteru Lestari Budianto Loso Judijanto Luis Santos M. Saufi Mas'ud Muhammadiah Mas’ud Muhammadiyah Mihrab Afnanda Moza Suzana MS. Viktor Purhanudin Muhammad Asdar Muhammad Ihsan Dacholfany Nina Anis Novelti Nur Indah Sari Nur Lilis Nuraini Nuramila Nuramila Nurmaya Medopa Nurwakia Nurwakia Peni Susapti R. Nurhayati Ratna Susanti Ria Agustina Ridayani Ridayani Rulik Endarwati Rustiyana, Rustiyana Sabil Mokodenseho Samuel Mamonto Sarniyati Sarniyati Sasabone, Carolina Sembiring, Darmawanta Septiana Wulandari Siti Shofiah Sitriah Salim Utina Solissa, Everhard Markiano Sri Yunita Ningsih St. Maryam Aras Suarnita Suarnita Sudadi Sukini Sukini Sumarni Rumfot Suud Sarim Karimullah Suwarni Suyatmo Suyuti Suyuti Syafruddin Syafruddin syahrul, muhammad Tabelessy, Novita Thrisia Monica Tomi Apra Santosa Tri Amanat Triyani Triyani Usmaedi Usmaedi Wahyu Windayanti Yoesoep Edhie Rachmad Yohanis Hukubun Yosep Heristyo Endro Baruno Yustina Sri Ekwandari