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All Journal Abdimas Lembaran Ilmu Kependidikan Lingua Jurnal Bahasa dan Sastra BAHASA DAN SASTRA JURNAL PROFESI KEGURUAN Jurnal SOLMA Pendas : Jurnah Ilmiah Pendidikan Dasar Jurnal Pendidikan Bahasa dan Sastra Indonesia Sarwahita : Jurnal Pengabdian Kepada Masyarakat Jurnal Sastra Indonesia Bahtera Indonesia; Jurnal Penelitian Bahasa dan Sastra Indonesia DEDIKASI PKM Journal of Language Education, Linguistics, and Culture PAKDEMAS : Jurnal Pengabdian Kepada Masyarakat Prosiding Seminar Nasional Pengabdian Kepada Masyarakat Jurnal Pendidikan Bahasa Indonesia Tabasa: Jurnal Bahasa, Sastra Indonesia, dan Pengajarannya Journal of Community Empowerment Indonesian EFL Journal
Santi Pratiwi Tri Utami
Universitas Negeri Semarang
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IMPLEMENTATION OF DEEP LEARNING OF CRITICAL LISTENING SKILLS IN HIGHER EDUCATION: A STRATEGY TO IMPROVE THE QUALITY OF EDUCATION Deby Luriawati Naryatmojo; Santi Pratiwi Tri Utami; Dyah Prabaningrum
Indonesian EFL Journal Vol. 12 No. 1 (2026)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v12i1.86

Abstract

This study aimed to evaluate the effectiveness of a deep learning-based instructional model in improving critical listening skills in higher education. A quantitative approach was employed using a quasi-experimental design with a nonequivalent control group. Two classes from Indonesian Language and Literature Education programs at two state universities with “A” accreditation were purposively selected. The instrument was a seven-item essay test that had been validated for reliability, item difficulty, and discrimination power. Assumption checks (Shapiro–Wilk and Levene tests) confirmed data normality and homogeneity of variance. Baseline differences were analyzed using independent-samples t-tests; within-group gains were tested with paired-samples t-tests; between-group posttest differences with independent-samples t-tests; and learning efficiency was summarized using the N-gain index. Both groups demonstrated significant improvement from the pretest to the posttest (p < 0.001). The experimental group achieved a higher mean posttest score of 83.54 ± 7.33 compared to the control group, which was 79.63 ± 5.31, representing a statistically significant difference (p = 0.012). The experimental group also demonstrated a significantly higher N-gain (p = 0.020), with a high-gain category (13.51%) observed only in this group. Deep learning-based instruction proved more effective than conventional teaching in enhancing critical listening skills, both in absolute achievement and learning efficiency. These findings support the adoption of deep learning pedagogy as an instructional strategy to strengthen students’ critical literacy and 21st-century competencies in higher education.
Mapping the Misconception of Literacy Education among Indonesian Language Teachers: A Certainty of Response Index Analysis Santi Pratiwi Tri Utami; Deby Luriawati Naryatmojo; Apri Pendri; Suhailee Sohnui
Tabasa: Jurnal Bahasa, Sastra Indonesia, dan Pengajarannya Vol. 7 No. 01 (2026)
Publisher : UIN Raden Mas Said Surakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/tabasa.v7i01.14843

Abstract

Indonesia's low literacy achievement in various international assessments indicates that strengthening literacy education remains a significant challenge. At the same time, global literacy concepts have expanded beyond reading and writing to encompass critical, digital, and multimodal competencies. However, in schools where literacy education is often entrusted to Indonesian language teachers, it is still frequently interpreted as merely reading and writing activities, potentially leading to misconceptions. This study aimed to map the levels and types of misconceptions encountered in secondary schools in Central Java, Indonesia. The study employed a mixed-method design in which quantitative data from a Certainty of Response Index (CRI)-based questionnaire and qualitative data from written explanations were integrated during interpretation. The instrument was based on the CRI. The sample included 155 Indonesian language teachers. Data were analyzed using frequency tables and response-type scores. The results showed that misconceptions reached 52.90%, while understanding and not understanding accounted for 34.20% and 12.90%, respectively. The identified misconceptions included (1) implementation patterns, where 66.1% did not differentiate practices across educational levels, 22.4% differentiated them only temporarily, and 11.5% did so routinely; and (2) implementation duration, where 69.9% limited literacy activities to 15 minutes before lessons, while 22.1% implemented them before lessons, during breaks, and throughout learning activities. The integration of CRI scores and participants' explanations indicates that literacy education remains dominated by procedural practices. This study provides empirical mapping of literacy education misconceptions among Indonesian language teachers and highlights the need to redesign literacy education implementation to better support school literacy culture.   Rendahnya capaian literasi Indonesia pada berbagai asesmen internasional menunjukkan bahwa penguatan pendidikan literasi masih menjadi tantangan signifikan. Pada saat yang sama, konsep literasi global telah berkembang melampaui kemampuan membaca dan menulis, mencakup kompetensi kritis, digital, dan multimodal. Namun, di sekolah yang cenderung mempercayakan pelaksanaan pendidikan literasi kepada guru Bahasa Indonesia, literasi masih sering dimaknai sebatas aktivitas membaca dan menulis sehingga berpotensi menimbulkan miskonsepsi. Penelitian ini bertujuan memetakan tingkat dan jenis miskonsepsi yang ditemui pada sekolah jenjang menengah di Jawa Tengah, Indonesia. Penelitian menggunakan desain mixed method, dengan integrasi data kuantitatif dari kuesioner berbasis Certainty of Response Index (CRI) dan data kualitatif dari uraian alasan responden pada tahap interpretasi. Instrumen penelitian disusun berdasarkan CRI. Sampel penelitian terdiri atas 155 guru Bahasa Indonesia. Data dianalisis menggunakan tabel frekuensi dan skor tipe respons. Hasil penelitian menunjukkan bahwa tingkat miskonsepsi mencapai 52,90%, sedangkan respons paham dan tidak paham masing-masing mencapai 34,20% dan 12,90%. Miskonsepsi yang teridentifikasi meliputi (1) pola implementasi pendidikan literasi, yaitu 66,1% responden tidak membedakan praktik literasi antarjenjang pendidikan, 22,4% membedakannya secara temporer, dan 11,5% secara rutin; serta (2) durasi implementasi pendidikan literasi, yaitu 69,9% responden membatasi kegiatan literasi pada 15 menit sebelum pembelajaran, sedangkan 22,1% mengimplementasikannya sebelum pembelajaran, saat istirahat, dan selama proses pembelajaran. Integrasi skor CRI dan uraian responden menunjukkan bahwa pendidikan literasi masih didominasi oleh praktik yang bersifat prosedural. Penelitian ini memberikan pemetaan empiris mengenai miskonsepsi pendidikan literasi pada guru Bahasa Indonesia serta menegaskan perlunya redesain implementasi pendidikan literasi agar lebih mendukung penguatan budaya literasi di sekolah.  
EKSPLORASI PERTIMBANGAN ETIS GENERATIVE AI UNTUK MEMBANGUN LITERASI AI PESERTA DIDIK SMK NEGERI JAWA TENGAH Rustono Rustono; Santi Pratiwi Tri Utami; Nadia Sigi Prameswari
PAKDEMAS : Jurnal Pengabdian Kepada Masyarakat Vol 5 No 1 (2025): Desember
Publisher : Fakultas Pertanian

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58222/pakdemas.v5i1.616

Abstract

Kecerdasan artifisial (AI) telah menjadi teknologi yang dekat dengan peserta didik SMK Negeri Jawa Tengah. Mereka telah mengenal dan memberdayakan berbagai perangkat pendukung pembelajaran berbasis AI. Namun, literasi AI peserta didik di SMK Negeri Jawa Tengah masih perlu ditingkatkan karena belum adanya sosialisasi secara masif mengenai pedoman etik penggunaan AI dan belum adanya pemodelan praktik baik (best practices) penggunaan AI bagi peserta didik. Berdasarkan permasalahan tersebut, kegiatan pengabdian kepada masyarakat ini menjawab (1) bagaimanakah upaya meningkatkan literasi AI peserta didik SMK Negeri Jawa Tengah?, (2) bagaimanakah implementasi sosialisasi pedoman etik penggunaan AI dalam pembelajaran bagi peserta didik SMK Negeri Jawa Tengah?, (3) bagaimanakah implementasi pelatihan praktik baik penggunaan AI bagi peserta didik SMK Negeri Jawa Tengah? Kegiatan ini telah dilaksanakan di Aula SMK Negeri Jawa Tengah pada tanggal 17 Juni 2025. Kegiatan diikuti total 46 peserta, yang meliputi 38 peserta didik, 3 guru bahasa Indonesia, 2 anggota tim pengabdi, dan 3 tenaga pembantu pengabdi. Hasil kegiatan pengabdian, meliputi (1) upaya meningkatkan literasi AI peserta dilakukan dengan sosialisasi pedoman etik penggunaan AI dalam pembelajaran dan memberikan pelatihan praktik baik penggunaan AI secara etis, (2) implementasi sosialisasi pedoman etik penggunaan AI dilakukan dengan pemberian materi oleh tim pengabdi, meliputi materi (a) Permasalahan Etis: Konten Berbahaya, Hak Cipta, Pelanggaran Privasi, dan Orientasi Konten; serta (b) Etika Penggunaan AI: Kritis, Validasi Kerja AI, Produk Setengah Jadi, dan Jujur, dan (3) praktik baik penggunaan AI meliputi simulasi penggunaan AI Image Generator oleh para peserta dan menghasilkan konten dalam format grafis dan multimedia.
Co-Authors Abdul Rachman Abdul Rahman Abdul Rahman Aditia, Restu Ahmad Syaifudin Ahmad Syaifudin Amalia, Febri amalia, febri Apri Pendri Arif Setiawan Bambang Hartono Bambang Hartono Cahyo Hasanudin Chusnul Chotimah Dina Purnama Sari Dina Purnama Sari Eka Jayanti, Dyta Fajrina Ridianur, Fajrina Fatehatun Nikmah Handoko, Liliek Hardyanti, Sitti Hardyanti, Sitti Hastuti, Desi Ida Zulaeha Ihsan Wahyu Primadani Imas Juidah Indah Sari Iqbal Daika Febrian, Iqbal Daika Lestari, Erna Tri Lestari, Erna Tri Moh. Iqbal Mabruri Mohammad Iqbal Mabruri, Mohammad Iqbal Muharudin, Eko Munira, Faiza Murniasih Murniasih Murniasih, Murniasih Nadia Sigi Prameswari Naryatmojo, Deby Luriawati Neina, Qurrota Ayu Ninuk Sholikhah Akhiroh Nurhadi, Muhammad Fahmi Prabaningrum, Dyah Prayogo, Ilham Rif’an Prihatini, Ika Aprilia Restu Aditia Rustono - Rustono Rustono Septina Sulistyaningrum Sri Endah Setyo Rini Suhailee Sohnui Suhendi Syam Sumarlam, Sumarlam Supriyono, Areni Yulitawati Suratno Suseno - Suseno - Syam, Suhendi Titi Indah Rahayu Tommi Yuniawan Wagiran Wagiran Wati Istanti Wati Istanti Wiwik Handayani Yu'ti A'yunina Zuliyanti, Zuliyanti