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All Journal Jurnal Dedikasi Jurnal Bestari Humanus: Jurnal ilmiah Ilmu-ilmu Humaniora Jurnal Pendidikan Dasar Nusantara Jurnal Al-Tadzkiyyah JINOP (Jurnal Inovasi Pembelajaran) KEMBARA Panrita Abdi - Jurnal Pengabdian pada Masyarakat Al Ishlah Jurnal Pendidikan SOSIOHUMANIKA Pendas : Jurnah Ilmiah Pendidikan Dasar MATAPPA: Jurnal Pengabdian Kepada Masyarakat Literasi: Jurnal Ilmiah Pendidikan Bahasa, Sastra Indonesia dan Daerah Acuity : Journal of English Language Pedagogy, Literature and Culture Bahtera Indonesia; Jurnal Penelitian Bahasa dan Sastra Indonesia JPDI (Jurnal Pendidikan Dasar Indonesia) Jurnal Civic Hukum Academia Open Lumbung Inovasi: Jurnal Pengabdian Kepada Masyarakat LEARNING : Jurnal Inovasi Penelitian Pendidikan dan Pembelajaran Jurnal Penelitian International Journal of Community Engagement Payungi Electronic Journal of Education, Social Economics and Technology Assyfa Learning Journal Jurnal Ilmiah Research Student JPPG (Jurnal Pendidikan Profesi Guru) Al-Hayat: Journal of Islamic Education Edumaspul: Jurnal Pendidikan
Hari Sunaryo
Universitas Muhammadiyah Malang
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Effectiveness of Implementing Productive Skills Evaluation for Students in BIPA Learning Haryanti, Novi; Eriyanti, Ribut Wahyu; Sunaryo, Hari
Acuity: Journal of English Language Pedagogy, Literature and Culture Vol. 10 No. 3 (2025): Acuity: Journal of English Language Pedagogy, Literature and Culture
Publisher : LPPM Universitas Advent Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35974/acuity.v10i3.4025

Abstract

This study aims to analyze the effectiveness of evaluation practices in developing students' productive skills in Indonesian Language Learning for Foreign Speakers (BIPA), particularly in speaking and writing. Using a mixed methods approach, data were collected through speaking and writing tests, questionnaires, semi-structured interviews, and observations. The findings show that consistent evaluation frequency and relevant learning contexts significantly influence students’ perceptions and the development of their productive skills. Performance-based evaluations—such as monologues, dialogues, and writing tasks grounded in real-life situations—were found to be the most effective and meaningful. However, feedback delivery remains a major weakness, as many students felt that the feedback they received was too vague and not helpful enough for improving their skills. Therefore, there is a need to develop an evaluation system that is not only regular and contextual but also provides practical and targeted feedback. These findings are expected to serve as a reference for designing more effective BIPA evaluation strategies, focusing on strengthening speaking and writing skills, and supporting students in becoming active users of the Indonesian language in their daily lives.
Penerapan Model Joyful Learning untuk Meningkatkan Minat Belajar Ngatun Lestari; Hari Sunaryo; Ismeini Tri Nugraheni; Desi Murtofiah; Mohtar Al Dadik; Muhammad Adi Kurniawan
JURNAL ILMIAH RESEARCH STUDENT Vol. 3 No. 1 (2026): Maret
Publisher : KAMPUS AKADEMIK PUBLISING

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61722/jirs.v3i1.8792

Abstract

Student interest in learning is a crucial factor in the educational process, and the Joyful Learning model effectively fosters this interest through a pleasant atmosphere. This study aims to describe the steps, advantages, and disadvantages of applying the Joyful Learning model in learning at Madrasah Tsanawiyah Negeri 3 Sukoharjo, Madrasah Tsanawiyah Negeri 11 Boyolali, Madrasah Aliyah Negeri Temanggung, Madrasah Aliyah Negeri Sukoharjo, and Madrasah Aliyah Negeri 1 Magelang. Using a descriptive qualitative approach, the research subjects were teachers as the main informants, with data collection techniques through interviews, observation, and documentation. The results show that the Joyful Learning steps include the preparation stage (stimulating student readiness), delivery (relating the material to real life), training (core learning activities with feedback), and closing (reinforcing the material). The advantages include a relaxed atmosphere, variety of strategies, and increased student creativity; while the disadvantages are the risk of uncontrolled classes, the demand for mastery of various methods, and the need for high teacher creativity. In conclusion, the Joyful Learning model is suitable for increasing learning interest in madrasahs.
REGISTER BAHASA GURU KREATOR KONTEN (GKK) DI MEDIA SOSIAL THREADS hida, nova; Hari Sunaryo; Hari Windu Asrini
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 01 (2026): Volume 11 No. 01 Maret 2026 Published
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i01.42384

Abstract

ABSTRACTThe development of social media such as Threads has given rise to the phenomenon of content creator teachers (GKK), which creates a unique linguistic dynamic between the language of formal education and digital communication. This study aims to describe the form, function, and meaning of GKK language registers on the platform. With a descriptive qualitative approach, data were collected from the uploads of five GKK accounts (@fatkoer, @fikrisuhardi, @fiikriabdilah, @fakurly, @muchsinridlo) using listening, screen capture, and note-taking techniques. Data analysis followed the Miles and Huberman model, referring to word form theory (Ramlan, Kridalaksana), language function (Halliday), and meaning theory (Santoso, Keraf). The results show that GKK registers are in the form of single and complex words through affixation, reduplication, and abbreviation, and are mediated multimodally via hashtags and emojis. Language functions are dominated by representational and heuristic, followed by personal, instrumental, regulatory, and interactional, while imaginative functions are not found. On the meaning aspect, the register contains denotative and connotative meanings with meaning changes such as metaphor and peyoration. The conclusion of the study confirms that the GKK register is a form of hybridization that serves multiple functions: as an educational tool and a strategy to build authority, closeness, and professional identity in the digital space. This register represents teachers' linguistic adaptation that combines the brevity and appeal of digital communication without leaving the pedagogical essence.Keywords: register, language, content creator teacher, social media, threads, sociolinguistics
PENGEMBANGAN MEDIA PEMBELAJARAN TEKS DESKRIPSI BERBASIS ASSEMBLR EDU BERMUATAN KEARIFAN BUDAYA LOKAL KALIMANTAN TENGAH PADA SISWA KELAS XII Ruliyani, Ruliyani; Sunaryo, Hari; Asrini, Hari Windu
LEARNING : Jurnal Inovasi Penelitian Pendidikan dan Pembelajaran Vol. 6 No. 2 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/learning.v6i2.9694

Abstract

Teaching descriptive text writing in senior high schools requires students to observe objects in detail, develop imagery, and express their observations in coherent and meaningful written language. However, classroom practices are still dominated by conventional learning media that do not adequately support concrete and contextual visualization, resulting in low-quality descriptive texts produced by students. In addition, the potential of local cultural wisdom as an authentic learning resource has not been optimally utilized. This study aimed to develop descriptive text learning media based on Assemblr Edu integrated with the local cultural wisdom of Central Kalimantan and to examine its feasibility and effectiveness in Indonesian language learning for twelfth-grade students. This study employed a research and development approach using the ADDIE model, which includes analysis, design, development, implementation, and evaluation stages. The research subjects involved Indonesian language teachers and twelfth-grade students at SMA Muhammadiyah 1 Palangka Raya and SMA NU Palangka Raya. Data were collected through observation, interviews, questionnaires, and descriptive writing tests. The results showed that the developed learning media were categorized as highly feasible based on validation by media experts, subject-matter experts, and teaching practitioners. The field trial results indicated that the media were effective in improving students’ descriptive writing skills, as reflected in better text structure, more detailed descriptions, and stronger relevance to local cultural contexts. Therefore, descriptive text learning media based on Assemblr Edu integrated with Central Kalimantan local cultural wisdom are feasible and effective for use in Indonesian language learning at the senior high school level. ABSTRAK Pembelajaran menulis teks deskripsi di SMA menuntut kemampuan siswa dalam mengamati objek secara rinci, mengembangkan imaji, dan menuangkannya ke dalam bahasa tulis yang runtut dan bermakna. Namun, praktik pembelajaran di sekolah masih didominasi penggunaan media konvensional yang kurang mendukung visualisasi objek secara konkret dan kontekstual, sehingga berdampak pada rendahnya kualitas teks deskripsi yang dihasilkan siswa. Selain itu, potensi kearifan budaya lokal sebagai sumber belajar autentik belum dimanfaatkan secara optimal. Penelitian ini bertujuan mengembangkan media pembelajaran teks deskripsi berbasis Assemblr Edu bermuatan kearifan budaya lokal Kalimantan Tengah serta menguji kelayakan dan efektivitas penggunaannya dalam pembelajaran Bahasa Indonesia kelas XII SMA. Penelitian ini menggunakan pendekatan penelitian dan pengembangan (Research and Development) dengan model ADDIE yang meliputi tahap analisis, perancangan, pengembangan, implementasi, dan evaluasi. Subjek penelitian melibatkan guru Bahasa Indonesia dan siswa kelas XII di SMA Muhammadiyah 1 Palangka Raya dan SMA NU Palangka Raya. Teknik pengumpulan data dilakukan melalui observasi, wawancara, angket, dan tes menulis teks deskripsi. Hasil penelitian menunjukkan bahwa media pembelajaran yang dikembangkan dinyatakan sangat layak berdasarkan validasi ahli media, ahli materi, dan praktisi pembelajaran. Hasil uji coba lapangan menunjukkan bahwa media pembelajaran efektif meningkatkan kemampuan menulis teks deskripsi siswa, ditandai dengan peningkatan kualitas struktur, kelengkapan deskripsi, dan keterkaitan isi teks dengan konteks budaya lokal. Dengan demikian, media pembelajaran teks deskripsi berbasis Assemblr Edu bermuatan kearifan budaya lokal Kalimantan Tengah layak dan efektif digunakan sebagai alternatif media pembelajaran Bahasa Indonesia di SMA.
Building a Learning Community: Deep Learning Implementation at SMP Muhammadiyah 9 Surabaya Amirul Fatah, Novi; Eriyanti, Ribut Wahyu; Sunaryo, Hari
Al-Tadzkiyyah: Jurnal Pendidikan Islam Vol 17 No 1 (2026): Al-Tadzkiyyah: Jurnal Pendidikan Islam
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/atjpi.v17i1.30331

Abstract

Education does not only function as a process of knowledge transfer, but also plays a role in shaping character, values, and 21st century skills. The implementation of deep learning requires a paradigm shift from teacher-centered learning to learner-centered learning. The success of deep learning implementation is greatly influenced by the role of schools as learning communities that involve all school members and stakeholders. This article aims to describe the good practices of SMP Muhammadiyah 9 Surabaya as a learning community in supporting deep learning based on the Merdeka Curriculum. This study uses a qualitative descriptive approach based on good practices carried out through On-the-Job Training (OJT) activities in the odd semester of the 2025/2026 academic year. The implementation stages include assess, design, implement, measure, and reflect. The results of the study show an increase in teacher collaboration through professional learning communities, increased student involvement in learning activities, and stronger partnerships between schools, parents, and the community. This program encourages the formation of a culture of reflection and continuous learning in the school environment. The findings of the study indicate that schools as learning communities are an effective strategy in supporting meaningful and sustainable deep learning.
Utilization of Artificial Intelligence-Based Canva as an Adaptive Learning Media for Students with Intellectual Disabilities Fauzi, Ali; Eriyanti, Ribut Wahyu; Sunaryo, Hari
Al-Tadzkiyyah: Jurnal Pendidikan Islam Vol 17 No 1 (2026): Al-Tadzkiyyah: Jurnal Pendidikan Islam
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/atjpi.v17i1.30351

Abstract

Students with intellectual disabilities frequently encounter cognitive and adaptive learning barriers that require structured, visual, and personalized instructional support within inclusive education environments. Despite the rapid advancement of artificial intelligence (AI) technologies in education, limited studies have examined the pedagogical potential of AI-supported design platforms such as Canva for adaptive learning in this population. This study aims to analyze the role of AI-based Canva as an adaptive learning medium for students with intellectual disabilities through a systematic literature review combined with thematic analysis of recent research on AI integration, visual learning media, and inclusive instructional practices. The findings indicate that AI-supported Canva facilitates material simplification, multimodal visualization, and flexible content personalization that enhance student engagement, conceptual understanding, and accessibility of learning materials while supporting teachers in implementing differentiated instruction. In addition, the platform contributes to improving instructional efficiency and promoting inclusive learning environments when supported by adequate pedagogical planning and digital literacy competencies. This study contributes to the literature by proposing a conceptual framework for integrating AI-based Canva as an adaptive visual learning medium in inclusive education contexts and provides practical guidance for educators and policymakers in designing accessible technology-enhanced instruction for students with intellectual disabilities.
Co-Authors Adolf Bastian Alfiyah ali fauzi Amirul Fatah, Novi Andalas, Eggy Fajar Arif Budi Wurianto Arif Budi Wurianto, Arif Budi Arti Prihatini Asrofi, Asrofi Candra Rahma Wijaya Putra Daroe Iswatiningsih Desi Murtofiah Dhiya Ulhaq Djoko Widodo Fatah, Novi Amirul Fikriah, Asfa Gigit Mujianto Hari Windu Asrini Haryanti, Novi Hiasa, Fina Hida, Nova Icha Biassari In’am, Akhsanul Isma’il, Isma’il Ismeini Tri Nugraheni Jakandar, Lalu Iwan Eko Lia Angela Rosalia Lia Angela Rosalia MARWANI Mohtar Al Dadik Muhammad Adi Kurniawan Nawangsari, Wulan Ngatun Lestari Novita Agung Wicaksono Nurbani Yusuf Nurul Zuriah Purwati Anggraini, Purwati Raharjo, Pamuji Razqyan Mas Bimatyugra Jati Ribut Wahyu Eriyanti Rosalia, Lia Angelia Ruliyani, Ruliyani Saputro, Zufrufin Siti Yuliani, Siti Sri Wahyuni Sugiarti Trisakti Handayani Tuti Kusniarti Wulan Nawangsari Yuni Pantiwati Zuhriah, Nurul