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All Journal Jurnal Pembangunan Pendidikan: Fondasi dan Aplikasi Jurnal Ilmiah WUNY
Hilma Oktaviana Fajrin
SMP Negeri 4 Pakem
Humanities Computer Science & IT Education Public Health

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THE INFLUENCE OF TECHNOLOGY-BASED MEDIA OF DIGITAL JAVANESE SCRIPT AMONG JUNIOR HIGH SCHOOL STUDENTS Hilma Oktaviana Fajrin
Jurnal Ilmiah WUNY Vol 5, No 1 (2023): Jurnal Ilmiah WUNY
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jwuny.v5i1.58374

Abstract

The impact of advances in digital technology has eroded the existence of the Javanese language as one of the regional languages used in Indonesia. The Javanese Script, an important component of the Javanese language, is less attractive to the younger generation. Digital literacy can be used to develop culture because it fits the characteristics of the current generation as digital natives. Now, people can write Javanese scripts using a computer because the Javanese Script has been successfully included in the digital standard writing system (Unicode) since 2009. This is also utilised by developing a Javanese script keyboard called Aksaraya which can be installed on the IPad. The method chosen in this research is quasi-experimental. It was carried out by giving treatment with Aksaraya media to reveal its influence through a pretest-posttest control group design experimental design. The analysis in this study is the Paired sample T-Test with the help of SPSS 21 for windows. In this study, the population used was SMP Negeri 4 Pakem, while the sample taken was the eighth-grade students. Their conceptual understanding of data is gained from tests conducted before and after using digital-based Javanese script learning media. The analysis showed that the students' mean scores after using digital-based Javanese writing learning media were higher (80.05) than before (60.96). It showed the correlations (0.670) that indicated a strong relationship with Sig. (0.000) ˂ α = 0.05. It can be concluded that Aksaraya learning media significantly influences students' learning results.
Curriculum reform and language pedagogy: Rethinking policy and practice in Indonesia Haryo Aji Pambudi; Hilma Oktaviana Fajrin
Jurnal Pembangunan Pendidikan: Fondasi dan Aplikasi Vol. 13 No. 2 (2025): December
Publisher : Graduate School, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jppfa.v13i2.91132

Abstract

This study aims to investigate how Indonesia’s Merdeka Curriculum reform influences English language pedagogy, focusing on the alignment between policy expectations and classroom practices. Grounded in the framework of curriculum and instructional development, the research employs a qualitative descriptive design involving document analysis, teacher interviews, and classroom observations in selected junior and senior high schools. Data were analyzed thematically to identify recurring patterns in pedagogical adaptation and implementation challenges. Validation of the instruments and data interpretation were ensured through expert judgment, triangulation, and member checking to maintain credibility and dependability. The findings reveal that while the Merdeka Curriculum encourages a significant pedagogical shift toward learner-centered, contextual, and genre-based English teaching, teachers still struggle with interpreting curriculum guidelines, designing authentic learning activities, and assessing students’ communicative competence. The analysis indicates that limited professional training and institutional support have constrained the effectiveness of the reform at the classroom level. This study concludes that successful curriculum transformation requires stronger teacher capacity-building programs, clearer instructional frameworks, and sustained policy communication between stakeholders. The research contributes to the broader discourse on curriculum reform and educational development by highlighting the interaction between national education policy and pedagogical practice in the context of a developing country.
Co-Authors Haryo Aji Pambudi