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All Journal Jurnal Ilmu Pendidikan Indonesian Journal of Applied Linguistics (IJAL) Jurnal Penelitian Pendidikan ABDIMAS SILIWANGI Jurnal Sastra Indonesia INDONESIA: Jurnal Pembelajaran Bahasa dan Sastra Indonesia Lingua Rima: Jurnal Pendidikan Bahasa dan Sastra Indonesia Indonesian Journal of Educational Development (IJED) Jurnal bahasa, sastra, seni, dan pengajarannya Journal of General Education and Humanities Populer: Jurnal Penelitian Mahasiswa DIMASATRA Prawara: Jurnal Pendidikan Bahasa dan Sastra Indonesia JAZIRAH: JURNAL PERADABAN DAN KEBUDAYAAN Sintaksis: Publikasi Para Ahli Bahasa dan Sastra Inggris Riksa Bahasa: Jurnal Bahasa, Sastra, dan Pembelajarannya @Artikulasi Jurnal bahasa, sastra, seni, dan pengajarannya Ranah: Jurnal Kajian Bahasa
Rosita Rahma
Universitas Pendidikan Indonesia
Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Library & Information Science Mathematics Social Sciences Other

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EFEK INFERIORITAS LAYAR TERHADAP KECEPATAN EFEKTIF MEMBACA: STUDI KOMPARATIF MEDIA DIGITAL DAN KERTAS Rosita Rahma; Faizal Arvianto; Asep Purwo Yudi Utomo
INDONESIA: Jurnal Pembelajaran Bahasa dan Sastra Indonesia Volume 7 Number 2 June 2026
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59562/indonesia.v7i2.83737

Abstract

This study aimed to examine the effect of screen inferiority on students' effective reading rate (KEM) through a between-subjects experimental design involving 80 students. Data analysis employed descriptive statistics, Welch’s t-test with Cohen's d effect size, Pearson correlation, and hierarchical regression to assess differences, relationships, and the unique contributions of motivation, metacognition, and cognitive load to KEM. The results showed that the paper-media group achieved a mean KEM of 174.51 words per minute, while the digital-media group obtained 154.20 words per minute with an effect size of Cohen's d = 0.267. Intrinsic reading motivation and metacognitive strategy were significantly positively correlated with KEM in both conditions, whereas extraneous cognitive load was negatively correlated, particularly in the digital-media condition. Hierarchical regression analysis revealed that motivation and metacognition explained 18.3% of the variance in KEM beyond the influence of media type. These findings indicate that the screen inferiority effect is moderated by individuals’ metacognitive capacity and intrinsic motivation, rather than uniformly affecting all readers.
Tren Penelitian Kesadaran Fonologis dan Asesmen Diagnostik Vivih Karlina; Yeti Mulyati; Halimah Halimah; Rosita Rahma; Khaerudin Kurniawan
Ranah: Jurnal Kajian Bahasa Vol 15, No 1 (2026): Ranah: jurnal Kajian Bahasa
Publisher : Badan Pengembangan dan Pembinaan Bahasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26499/rnh.v15i1.8502

Abstract

Research on phonological awareness has developed rapidly, yet the position of diagnostic assessment in early reading has not been mapped in an integrated manner. This study aims to map research trends in phonological awareness and diagnostic assessment in early reading during the 2014–2024 period. This study employed bibliometric analysis and a systematic literature review. Data were collected by retrieving articles from the Scopus database using Boolean queries. From an initial 103 articles, 40 met the inclusion criteria following the PRISMA 2020 flow diagram. The data were analyzed using VOSviewer to map publication trends, contributions by countries and institutions, author collaboration, and keyword co-occurrence, followed by thematic analysis to identify research focuses, methods, populations, and major findings. The results show that publications have increased since 2020 and that the United States is the dominant contributor. Thematically, the literature is dominated by studies on phonological awareness and phonological processing (35%), followed by decoding and word-reading development (25%), whereas diagnostic assessment and screening account for only 15%. The findings further indicate that phonological awareness is the main predictor of early reading in 20 articles, decoding contributes to word-reading development in 11 articles, and only 6 articles report diagnostic assessment instruments for screening. This study confirms that stronger integration between phonological awareness and diagnostic assessment is needed to support the early detection of reading difficulties. Abstrak Penelitian mengenai kesadaran fonologis berkembang pesat, tetapi posisi asesmen diagnostik dalam membaca awal belum dipetakan secara terintegrasi. Penelitian ini bertujuan memetakan tren penelitian kesadaran fonologis dan asesmen diagnostik dalam membaca awal pada periode 2014–2024. Penelitian ini menggunakan analisis bibliometrik dan tinjauan pustaka sistematis. Pengumpulan data dilakukan melalui penelusuran artikel pada basis data Scopus menggunakan kueri Boolean. Dari 103 artikel awal, diperoleh 40 artikel yang memenuhi kriteria inklusi berdasarkan alur PRISMA 2020. Data dianalisis menggunakan VOSviewer untuk memetakan tren publikasi, kontribusi negara dan institusi, kolaborasi penulis, serta ko-kemunculan kata kunci, kemudian dilanjutkan dengan analisis tematik untuk mengidentifikasi fokus penelitian, metode, populasi, dan temuan utama. Hasil penelitian menunjukkan bahwa publikasi meningkat sejak 2020 dan didominasi oleh Amerika Serikat. Secara tematik, penelitian didominasi oleh kesadaran dan pemrosesan fonologis (35%) serta decoding dan perkembangan membaca kata (25%), sedangkan asesmen dan skrining diagnostik hanya menempati 15%. Temuan lain menunjukkan bahwa kesadaran fonologis menjadi prediktor utama membaca awal pada 20 artikel, decoding memperkuat perkembangan membaca kata pada 11 artikel, dan instrumen asesmen diagnostik untuk skrining masih terbatas pada 6 artikel. Penelitian ini menegaskan bahwa integrasi antara kesadaran fonologis dan asesmen diagnostik masih perlu diperkuat untuk mendukung deteksi dini kesulitan membaca.
Implementation of HOTS-Oriented Short Story Learning Assessment from a Feminist Perspective Sumiyati Sumiyati; Vismaya S. Damayanti; S. Sumiyadi Sumiyadi; H. Halimah Halimah; Rosita Rahma
Journal of General Education and Humanities Vol. 5 No. 2 (2026): April
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i2.1265

Abstract

The development of Higher Order Thinking Skills (HOTS) has become a central objective in contemporary language and literature education, particularly in short story learning, which requires students to interpret meanings, evaluate values, and reflect on social realities represented in literary texts. However, assessment practices in literature learning often remain focused on lower-order cognitive skills and have not fully accommodated critical perspectives that encourage deeper analysis. This study aims to describe the implementation of HOTS-oriented short story assessment in Indonesian language learning by integrating a feminist perspective as a framework for critical literary analysis. The research employed a qualitative descriptive approach conducted in a vocational high school context. Data were collected through document analysis, classroom observation, and the examination of students’ assignments related to short story learning activities. The findings indicate that HOTS-based assessment tasks, such as analytical questions, evaluative responses, and reflective writing, encourage students to develop interpretative, critical, and reflective thinking when engaging with literary texts. Students were able to analyze narrative conflicts, evaluate gender relations represented in the stories, and connect textual meanings with broader social experiences. The integration of a feminist perspective in literary assessment adds a dimension that promotes critical awareness of social and gender issues while strengthening higher-order thinking processes. This study contributes to the development of literary learning assessment by demonstrating that integrating HOTS and feminist perspectives can support more contextual, critical, and meaningful practices of literature learning.
Co-Authors Afina Naufalia Ahmad Ripai Akhmar Aribuma Andoyo Sastromiharjo Asep Purwo Yudi Utomo Astini, Meilani Puji Aswan Aswan Aswan Aswan Aswan, A Elis Listiani Ellsa Monica Haliza Erika Nurul Farah Fadilah, Afi Fahmi Nur Hidayana Faizal Arvianto Faizal Arvianto Fifi Auliya Hakiki Fiky Nafian Fuadin, Ahmad H. Halimah Halimah Halimah Halimah Hana Mumtazia Nurhaq Izmi Ayyita Rahmawati Khaerudin Kurniawan Ma'mur Saadie Memen Durachman Nilam Aliya Putri Novi Resmini Nunung Sitaresmi Nurhadi, Jatmika Nurhaq, Hana Mumtazia Nurnaningsih Nurnaningsih Ricky Febianto S. Sumiyadi Sumiyadi Saadie, Ma’mur Sagita Tiara Dewi Siti Helmyati Suci Sundusiah Sumarlam Sumarlam, Sumarlam Sumiyati Sumiyati Suwandi, Sarwiji Syafira Oktavia Pramesti Syavrina Fatwa Aulia Utomo, Asep Purwo Y. Vismania S. Damaianti, Vismania S. Vismaya S. Damayanti Vivih Karlina Widia, Ida Winda Dwi Hudhana Yunus Abidin