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All Journal Humaniora Litera Imaji: Jurnal Seni dan Pendidikan Seni Jurnal Sekolah Dasar Wacana, Jurnal Sosial dan Humaniora ECSOFiM (Economic and Social of Fisheries and Marine Journal) KEMBARA Jurnal Penelitian Humaniora Kajian Linguistik dan Sastra Sekolah Dasar: Kajian Teori dan Praktik Pendidikan Jurnal Metamorfosa Belajar Bahasa : Jurnal Ilmiah Program Studi Pendidikan Bahasa dan Sastra Indonesia Waskita: Jurnal Pendidikan Nilai dan Pembangunan Karakter Ghancaran: Jurnal Pendidikan Bahasa dan Sastra Indonesia Jurnal Abdi: Media Pengabdian Kepada Masyarakat Jurnal Paedagogy Jurnal Pengabdian UNDIKMA Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran JOLLT Journal of Languages and Language Teaching Journal La Sociale International Journal of Agricultural Social Economics and Rural Development (Ijaserd) COMSERVA: Jurnal Penelitian dan Pengabdian Masyarakat Jurnal Pembelajaran Sastra Jurnal Gramaswara: Jurnal Pengabdian kepada Masyarakat J-ABDIPAMAS (Jurnal Pengabdian Kepada Masyarakat) Multiverse: Open Multidisciplinary Journal Aksara
Lilik Wahyuni
Faculty Of Cultural Studies, Universitas Brawijaya
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Decision Sciences, Operations Research & Management Earth & Planetary Sciences Economics, Econometrics & Finance Education Energy Engineering Environmental Science Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Medicine & Pharmacology Nursing Physics Public Health Social Sciences Other

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ENCODING AGRICULTURAL DISCOURSE IN THE CONSTRUCTION OF AGRARIAN LITERACY OF FARMERS IN THE MASS MEDIA Wahyuni, Lilik; Islahuddin, Islahuddin
Jurnal Penelitian Humaniora Vol 24, No 1: Februari 2023
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/humaniora.v24i1.21028

Abstract

Agricultural discourse is the result of conveying a message to increase the agrarian literacy of a community to become agriculturally literate. The goal of this research is to obtain an objective picture about the text structures, social cognition, and social contexts used in the construction of agricultural discourse to establish the agrarian literacy of farmers. The research uses a qualitative method with a symbolic interactionism design to study the way a social interaction is constructed and developed. The data collection methods used were documentation and a content review. The data sources for the research were newspapers and YouTube. The data analysis used a descriptive qualitative method with the stages of identification, classification, and interpretation. The results of the research show that (1) the text structures used to establish agrarian literacy include elements of semantics and syntax, (2) the forms of social cognition utilized by speakers to shape the discourse are person schemes, role schemes, and event schemes, and (3) the social contexts that influence speakers in carrying out encoding are food security and sovereignty, agricultural consultants, and millennial farmers.
Culturally Responsive Learning : Linguistic Landscape Study of MINHA Tebuireng Jombang, Indonesia Wahyuni, Lilik; Faizi, Ahmad; Islahuddin, Islahuddin; Sohnui, Suhailee; Novitasari, Meisya
Jurnal Kependidikan : Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran, dan Pembelajaran Vol. 10 No. 2 (2024): June
Publisher : LPPM Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jk.v10i2.10976

Abstract

This study aims to explore the learning of various values through the MINHA Islamic linguistic landscape, the learning of exemplary values of figures through the linguistic landscape of MINHA figures, and the learning of multicultural communication from information boards and sign names. The research employed Linguistic Landscape Research with a qualitative approach. The linguistic data used in this study were obtained from images containing written text and videos providing information about Islamic history, figures, and guidelines. The data collection methods included observation and interviews. The findings revealed that three groups of linguistic features could serve as educational tools in MINHA, including linguistic features related to Islam, characters, and instructions for using MINHA and its facilities. The diverse values embedded in these linguistic features can enhance the effectiveness of learning by catering to students with varied backgrounds. The use of language in public spaces, such as in MINHA, constitutes a form of Linguistic Landscape, which may manifest as stickers on buildings in formal or informal settings. Linguistic Landscape (LL) serves as a tool to promote multilingualism and highlight the benefits of language.
The Role of Critical Thinking in The Preparation of High-Level Indonesian Questions by Pre-Service Teachers Sri Wahyuni; Frida Siswiyanti; Itznaniyah Umie Murniatie; Prayitno Tri Laksano; Lilik Wahyuni; Ifit Novita Sari
Aksara Vol 37, No 2 (2025): AKSARA, EDISI DESEMBER 2025
Publisher : Balai Bahasa Provinsi Bali

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29255/aksara.v37i2.4888.454-463

Abstract

This study aims to (1) describe the role of pre-service teachers’ critical thinking skills in their ability to formulate higher-order Indonesian language questions, and (2) identify which aspects of critical thinking have the most significant influence on this ability. A quantitative correlational approach was employed, with data collected from 71 pre-service teachers through a critical thinking skills test and an analysis of the higher-order questions they created. The data were analyzed using correlation tests, one-way ANOVA, and Post Hoc LSD analysis to examine relationships and differences in performance based on levels of critical thinking. The findings show a significant positive relationship between critical thinking and the ability to design analytical, evaluative, and creative questions. Pre-service teachers with higher levels of critical thinking demonstrated better performance in constructing cognitively complex questions. The ANOVA results (F = 55.632; p < 0.05) confirmed significant differences among the low-, medium-, and high-critical-thinking groups. These findings affirm that critical thinking is a key foundation for developing higher-order questioning skills. Therefore, teacher education programs should integrate inquiry-based learning, metacognitive reflection, and technology-based supports such as AI-assisted scaffolding to strengthen pre-service teachers’ critical and reflective thinking abilities. AbstrakPenelitian ini bertujuan untuk (1) mendeskripsikan peran keterampilan berpikir kritis guru prajabatan dalam kemampuan mereka menyusun pertanyaan Bahasa Indonesia tingkat tinggi, serta (2) mengidentifikasi aspek berpikir kritis yang paling berpengaruh terhadap kemampuan tersebut. Penelitian ini menggunakan pendekatan kuantitatif dengan desain korelasional. Data dikumpulkan dari 71 guru prajabatan melalui tes berpikir kritis dan analisis terhadap pertanyaan tingkat tinggi yang mereka buat. Data dianalisis menggunakan uji korelasi, ANOVA satu arah, dan uji Post Hoc LSD untuk melihat hubungan dan perbedaan kemampuan berdasarkan tingkat berpikir kritis. Hasil penelitian menunjukkan adanya hubungan positif yang signifikan antara keterampilan berpikir kritis dan kemampuan menyusun pertanyaan analitis, evaluatif, serta kreatif. Guru prajabatan dengan kemampuan berpikir kritis tinggi menunjukkan hasil yang lebih baik dalam menyusun pertanyaan kompleks secara kognitif. Hasil ANOVA (F = 55,632; p < 0,05) juga menegaskan adanya perbedaan yang bermakna antara kelompok berpikir kritis rendah, sedang, dan tinggi. Temuan ini menegaskan bahwa berpikir kritis merupakan dasar penting dalam mengembangkan kemampuan bertanya tingkat tinggi. Oleh karena itu, program pendidikan guru perlu mengintegrasikan pembelajaran berbasis inkuiri, refleksi metakognitif, serta dukungan teknologi seperti AI-assisted scaffolding untuk memperkuat kemampuan berpikir kritis dan reflektif calon guru.
Co-Authors Abdul Syukur Ibrahim Ahmad Faizi Ahmad Lani Ajizah, Lutfia Wirdatul Alifiulahtin Utaminingsih Almira, Nabila Sella Amami, Della Yunia Ardhian, M.Hum., Dr. Dany Arifin, Aprilina Arifin, Nur Hikmah Arthania, Nesia Neo Cao Jia Dhia Al Uyun, Dhia Endang Sholihatin Endang Sumarti Eti Setiawati, Eti Fitriyah, Ikhrotul Frida Siswiyanti Galisong, Ridwan Danuarta Gigit Mujianto Harsuko Riniwati Hipi, Tiara Wahyuni Rahmawati Ifit Novita Sari Igoy Aryo Bimo Ina Irawati, Ina Irfansyah, Mohamad Lutfi Ishak, Mega Maulidia Islahuddin Islahuddin Islahuddin, Islahuddin Isna, Fariha Nurul Itznaniyah Umie Murniatie Jamila Wijayanti Jhauharotul Muchlisyiyah, Jhauharotul Keppi Sukesi Khalid Rahman KIKI FIBRIANTO Lisa Aulia, Lisa M. A. Haris Firismanda Maulfi Syaiful Rizal Meisya Novitasari Meisya Novitasari Melati, Inka Krisma Millatuz Zakiyah, Millatuz Muhammad Hambali Muhammad Hambali, Muhammad Mumtaz, Tsabitah Zain Ndoen, Daisy Pangalila Novitasari, Meisya Nurcholis Sunuyeko Nurizkya, Azhara Prasetyaningrum, Dian Islami Prayitno Tri Laksano Purnama, Putri Dewi Intan Putri, Zhelyta Aulia Andriani Qomariyatus Sholihah Rahmastya Putri, Wanda Ramadhan, Dede Retty Ratnawati Rokhyanto Rokhyanto Setyawati, Eti Setyiawati, Eti SITI KHOLIFAH Sohnui, Suhailee Sri Minarti Sri Wahyuni Sri Wahyuni Sugeng Riyanto Sugeng Riyanto Suhailee Sohnui Uyun, Dhia Al Uyun, Dhia Al- Vinahari, Dessy Kusuma Wandayani Goeyardi Warsiman Wike, Wike