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All Journal Lingua Jurnal Bahasa dan Sastra Pendidikan Bahasa Indonesia Jurnal Gramatika Jurnal KATA : Penelitian tentang Ilmu Bahasa dan Sastra GERAM (GERAKAN AKTIF MENULIS) Bahasa: Jurnal Keilmuan Pendidikan Bahasa dan Sastra Indonesia Jurnal Gramatika: Jurnal Penelitian Pendidikan Bahasa dan Sastra Indonesia INTERNATIONAL JOURNAL OF LANGUAGE PEDAGOGY
Titiek Fujita Yusandra
STKIP PGRI Sumatera Barat
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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The Validity and Practicality of Journalistic Practice Learning Tools based on Project-Based Learning for Higher Education Yusandra, Titiek Fujita; Fitri, Laila; Rinaldi, Rio
International Journal of Language Pedagogy Vol. 5 No. 1 (2025)
Publisher : Language Pedagogy Study Program, Faculty of Languages and Arts, Universitas Negeri Padang, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ijolp.v5i1.112

Abstract

This study aims to produce learning tools in the form of Semester Learning Plans, Course Learning Activity, and Journalism Practice Modules based on Project-Based Learning (PjBL) that are valid and practical. The method used is Research and Development (R&D) with a one group pretest-posttest design. The sample consisted of 20 students of the Indonesian Language and Literature Education Study Program at Universitas Bung Hatta and 10 students of the Universitas Muhammadiyah Sumatera Barat. Data were collected through an instrument in the form of a validation questionnaire reviewed by reviewers, experts (lecturers), and practitioners. The practicality questionnaire was filled out by lecturers and students, covering aspects of ease of use, time efficiency, and benefits. The results of the validation of the journalistic practice learning tools obtained an average validity score of 0.83 for Semester Learning Plans, 0.85 for Course Learning Activity, and 0.86 for the module. These scores indicate that the validity of the learning tools is in the very high category. The results of the practicality of the journalistic practice learning tools are in the very practical category. The average practicality scores of students towards Semester Learning Plans and modules were 86.1 and 83.1% respectively, while from lecturers it was 90.8% (Semester Learning Plans), 88.7% (Course Learning Activity), and 88.7% (Module). The research product, consisting of project-based learning tools for journalism practice, namely the Semester Learning Plan, Course Learning Activities, and Learning Modules based on Project-based Learning, demonstrated high levels of validity and practicality, indicating its suitability for implementation in higher education.
Shaping Communicative Identity Through Group- Discovery Learning Model: Enhancing 21st Century Skills in Language Education Helda, Trisna; Indriyani, Vivi; Yusandra, Titiek Fujita; Marni, Silvia; Yulianti DN, Upit
Jurnal Gramatika Vol 11, No 1 (2025): Spring Issue (April-September)
Publisher : Universitas PGRI Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22202/jg.2025.v11i1.9584

Abstract

This study investigates the impact of the Group-Discovery Learning Model on students’ communicative identity and the development of essential 21st-century skills, including critical thinking, creativity, collaboration, and communication. This model is rooted in constructivist principles and encourages active learning through peer interaction, problem-solving tasks, and self-directed inquiry. Employing a quasi-experimental design, data were collected from 104 high school students across two schools in Padang who participated in either experimental or control classes. A validated performance-based assessment instrument was used to measure student outcomes across multiple dimensions of skill development. The results revealed significant improvements in 21st-century skills among students in the experimental group, with average post-treatment scores of 84.3 and 84.8, indicating a positive effect of the model. The normalized gain (N-Gain) scores showed medium effects (0.51 and 0.45), demonstrating measurable progress over four sessions. No significant interaction was found between the school category and the model's effectiveness, suggesting its potential adaptability across diverse educational settings. These findings support the Group-Discovery Learning Model as an effective approach for enhancing both cognitive and social competencies essential for modern learners. Despite these positive outcomes, challenges remain, particularly in developing higher-order critical thinking skills such as evaluating peer arguments and synthesizing complex ideas. This suggests that while the model fosters collaborative learning and engagement, additional scaffolding may be required to strengthen analytical reasoning. The study recommends integrating digital tools into the model to enrich collaborative learning experiences and reinforce students’ evolving communicative identities in contemporary language education.
Co-Authors Asmawati Asmawati Desi Eriza Desi Melia Sari Efendi Efendi Eva Krisna Fini Saswanti Iffan Setiawan Indriani Nisja Indriyani, Vivi Ismail Nasution Iswadi Bahardur Laila Fitri, Laila Lira Hayu Afdetis Mana Muhardis Muhardis Mutiara Faulina Nila Susanti Nofrianti Nofrianti Nurpida Nurpida Nursaid Rahmi, Afrini Rio Rinaldi Sartika Sartika Satini, Ria Septia Tania Putri Septia, Emil Silvia Aprilisma Silvia Marni Silvia Rahmi Tatalia, Ricci Gemarni Trisna Helda UpitYulianti DN Wirnita Eska Wirsal Chan Yolanda, Meriska Yulianti DN, Upit