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Vismania S. Damaianti, Vismania S.

Indonesia University Of Education

Author-ID : 635350

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Critical Literacy in Literacy Studies as Global Research: Bibliometrics Analysis Nouval Rumaf; Dadang S. Anshori; Vismaia S. Damaianti; Andoyo Sastromiharjo; Siti Fatihaturrahmah Al Jumroh
KEMBARA: Jurnal Keilmuan Bahasa, Sastra, dan Pengajarannya Vol. 11 No. 1 (2025): April
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/kembara.v11i1.39795

This study examines critical literacy as one of the important elements of literacy research in the global digital era using a bibliometric analysis approach. The background of this study shows that literacy development not only focuses on basic skills but also extends to important aspects needed to deal with the flood of information in the multimedia era. The purpose of this article is to analyse global research on the topic of critical literacy in the field of literacy studies. This study uses a qualitative method with data-based bibliometric analysis techniques from Dimensions and Publish or Perish, which are analysed using VOSviewer. The method used in analysing Preferred Reporting Items for Systematic Reviews and Meta-Analysis. The data collected are scientific articles with the keyword Critical Literacy, which were collected from the Dimensions database on June 29, 2023, with a publication year limit of 2019–2023. The data extraction results presented in the form of the number of publications, citations, research fields, journals, and authors. Furthermore, in the VOSviewer analysis, the presentation focuses on Network visualisation for co-occurrence, Overlay visualisation for co-occurrence, Density visualisation for co-occurrence, and Network visualisation for co-authorship. So that it results in the conclusion that the topic of critical literacy in the field of literacy studies which is global research still provides opportunities for other researchers to continue to develop this research trend through online publications, by linking critical literacy with other topics such as literacy education, digital technology, digital thinking skills, and covid.

Interrogatives as a pedagogical discourse strategy: Reinterpreting Propp’s narrative structure in children’s storybooks and its implications for critical literacy development Eliya, Ixsir; Nuthihar , Rahmad; Damaianti, Vismaia S.; Seles , Susi; Aljamaliah, S. Nailul Muna; Afriani , Zelvia Liska
BAHASTRA Vol. 46 No. 1 (2026): BAHASTRA
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26555/bs.v46i1.2062

This study aims to reinterpret Propp’s narrative structure in children’s storybooks by positioning interrogative sentences as pedagogical discourse strategies and examining their implications for the development of children’s critical literacy. This study adopts a qualitative approach within a pedagogical discourse framework, drawing on Vladimir Propp’s model to identify narrative functions in the text. The results showed that Lomba Tebak Cepat and Bermain Teka-teki followed similar narrative patterns, repeating Propp’s functions ξ, M, and Pr eleven times. On the other hand, Buah Apa, ya? followed a different sequence—ξ – M – Pr – G – Q – N – I—with the M – Pr – G pattern appearing three times. The interrogative sentences in all three books were either total or partial and mainly informative, using the word “apa” and the Indonesian particle “-kah.” Repeating these questions helped shape new narrative patterns. Overall, Propp’s structure can be simplified as E – P – p1, p2, p3… – X – Y – R – E, showing how a mix of interrogatives and narrative functions makes these storybooks more engaging and interactive for children. The findings show that interrogative sentences function as pedagogical strategies that actively engage children in understanding the story. Through interrogative sentences, children are encouraged to think critically and use their reasoning to make sense of the text, thereby supporting their literacy development, especially in critical and reflective thinking.

Student needs in digital persuasive writing: Integration of literacy, rhetoric, and reflective awareness Nurfidah, Nurfidah; Damaianti, Vismaia S.; Anshori, Dadang S.; Kurniawan, Khaerudin
LITERA Vol. 25 No. 1: LITERA (MARCH 2026)
Publisher : Faculty of Languages, Arts, and Culture Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/ltr.v25i1.90276

This research examines how students learn to produce digital persuasive writing across social, business, and theoretical areas, emphasizing skills in digital literacy and rhetorical competence and reflexivity regarding social and business fields. The findings indicate a mismatch between what students are currently able to do and what they will require in academic and professional settings. Drawing on both quantitative and qualitative data collected using questionnaires, interviews, classroom observations, and documents of Akademi Bisnis Lombok’s digital business program students, this research utilizes a mixed-methods approach. The findings of this study show that many students have difficulty with forming coherent arguments, using rhetorical strategies (ethos, pathos, and logos), and making use of visual components in digital media. These issues demonstrate an incapacity to transfer rhetorical skills to authentic situations. The study identifies this and stresses the importance of project-based learning including collaborative and reflective work within digital and digital-based media in advancing adaptive, critical, and context-specific communication skills within digital and digital-based contexts.

Digital Rhetoric Integration Gaps In Learning Business Persuasive Writing Nurfidah, Nurfidah; Damaianti, Vismaia S.; Anshori, Dadang S.; Kurniawan, Khaerudin
Alinea: Jurnal Bahasa, Sastra dan Pengajaran Vol. 6 No. 1 (2026): Alinea: Jurnal Bahasa, Sastra, dan Pengajaran
Publisher : Bale Literasi: Lembaga Riset, Pelatihan & Edukasi, Sosial, Publikasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/alinea.v6i1.2386

The transformation of digital business communication has shifted persuasive practices from linear textual approaches toward multimodal, interactive, and data-driven communication. However, business persuasive writing instruction in higher education remains largely conventional, limiting the development of multimodal competence, audience analysis, and data utilization. This study aims to identify the gap in the integration of digital rhetoric in business persuasive writing instruction at Lombok Business Academy (AKBIL). This study employed a mixed-methods approach with a sequential explanatory design, involving a survey of 80 students, analysis of written documents, and interviews with students and lecturers. Quantitative data were analyzed using descriptive statistics, while qualitative data were examined through thematic analysis to enrich interpretation. The findings indicate that the overall level of digital rhetoric integration is moderate (M = 3.12). Audience awareness shows a relatively higher score (M = 3.34), yet remains general and not supported by data-driven analytics. Multimodal integration (M = 3.05) is not yet strategic, as visual elements are primarily used decoratively. Data-driven persuasion emerges as the weakest dimension (M = 2.84), characterized by limited use of quantitative evidence and data visualization. Qualitative findings further reveal that instruction remains text-oriented, with limited pedagogical readiness among lecturers and low levels of student data literacy. The study highlights a gap between the demands of digital business communication and current pedagogical practices. Therefore, it underscores the need for developing a digital–rhetorical pedagogy model that systematically integrates multiliteracies, data-driven audience analysis, and evidence-based argumentation in business persuasive writing instruction.

Optimizing Children's Emotional Literacy Through Fairy Tales with Emotional Self-Regulation Syifa, S Nailul Muna Aljamaliah; Yulianeta; Sumiyadi; Halimah; Kusuma, Dewi; Damaianti, Vismaia S
Alinea: Jurnal Bahasa, Sastra dan Pengajaran Vol. 6 No. 1 (2026): Alinea: Jurnal Bahasa, Sastra, dan Pengajaran
Publisher : Bale Literasi: Lembaga Riset, Pelatihan & Edukasi, Sosial, Publikasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/alinea.v6i1.2390

This research is motivated by the low attention paid to the development of emotional literacy in elementary school students in learning, which has so far been dominated by cognitive aspects. In fact, the ability to recognize, understand, and manage emotions is an important part of 21st-century competencies. The use of folklore as a learning medium rich in moral and emotional values has not been optimally developed in the form of interactive digital media integrated with an emotional self-regulation approach. This indicates a gap between the potential of learning resources based on local wisdom and the needs of modern learning. This study aims to develop a folklore-based flipbook media with an Emotional Self-Regulation approach and to test its feasibility and effectiveness in students' emotional literacy. The study used the Research and Development method with the ADDIE model which includes the stages of analysis, design, development, implementation, and evaluation. The research subjects were fourth-grade students of Trikarsa Elementary School, Bandung. Data collection techniques were carried out through expert validation, observation, interviews, questionnaires, and pretests and posttests. The results showed that the developed flipbook media received a very feasible category based on the assessment of media experts (97.08%) and material experts (82.3%), and was feasible according to literary experts (64.3%). The implementation results showed an increase in students' emotional literacy from 82.2% in the pretest to 90.7% in the posttest, a 9% increase. These findings confirm that folktale-based flipbooks with an Emotional Self-Regulation approach are effective in improving students' emotional literacy. The novelty of this research lies in the integration of digital interactive media, local wisdom, and an Emotional Self-Regulation approach in a single learning design. The implications of this research indicate that innovative media based on local culture can be an alternative strategy in supporting holistic learning in elementary schools.

Critical Reading Profile: Analysis Of Literacy Skills And Habits Of The Kasepuhan Banten Kidul Community Mualimah, Eka Nurul; Damayanti, Vismaia S.; Sastromiharjo, Andoyo; Mulyati, Yeti
Alinea: Jurnal Bahasa, Sastra dan Pengajaran Vol. 6 No. 1 (2026): Alinea: Jurnal Bahasa, Sastra, dan Pengajaran
Publisher : Bale Literasi: Lembaga Riset, Pelatihan & Edukasi, Sosial, Publikasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/alinea.v6i1.2421

This study aims to examine the profile of critical reading, including reading habits, critical reading skills, and reading activities of the Kasepuhan Banten Kidul community. Critical reading skills are an essential foundation for modern society, which requires not only understanding the content of information but also evaluating the accuracy, relevance, and credibility of the sources of information obtained. Research on critical reading in indigenous communities especially studies that integrate reading habits, skills, and activities simultaneously using a mixed-methods approach remains limited. This study employs a mixed-methods design, with a qualitative approach used to explore the community's experiences, practices, and perceptions related to critical reading activities, while the quantitative approach measures reading frequency and comprehension levels. The study involved 279 participants, using data collection instruments including a 34-item reading habits questionnaire, a reading comprehension test analyzing 3 news items, and observations of reading activities. The results indicate that reading habits were at a moderate level for 217 respondents (77.8%), while critical reading skills were low, with 119 respondents scoring between 50–59. Pre-reading attention was relatively good, with most respondents paying attention to the title before reading the text (205 of 279 respondents) and also to images or illustrations accompanying the text (218 respondents). These findings suggest that reading activities have not been fully accompanied by deep cognitive engagement or a critical attitude toward content and sources.

Old Paradigms in a New Curriculum: How Indonesian Language Teachers Perceive Learning Assessment under the Merdeka Framework Hamidah, Siti; S. Damaianti, Vismaia; Sastromiharjo, Andoyo; Mulyati, Yeti
Alinea: Jurnal Bahasa, Sastra dan Pengajaran Vol. 6 No. 1 (2026): Alinea: Jurnal Bahasa, Sastra, dan Pengajaran
Publisher : Bale Literasi: Lembaga Riset, Pelatihan & Edukasi, Sosial, Publikasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/alinea.v6i1.2558

Curriculum reform is only as transformative as the paradigms teachers bring to its implementation. The Merdeka Curriculum places assessment at the core of the learning process, demanding a decisive departure from older, obligation-driven, summative paradigms toward integrated, formative, and student-centred orientations. Yet whether Indonesian language teachers have genuinely abandoned their prior assessment paradigms or continue to operate within them despite a new curricular mandate remains empirically underdocumented. This study examines how Indonesian language teachers at the junior secondary level perceive learning assessment under the Merdeka Curriculum, focusing on their understanding of assessment principles, curriculum orientation, and the three foundational assessment orientations: Assessment of Learning (AoL), Assessment for Learning (AfL), and Assessment as Learning (AaL). Using a qualitative descriptive design, structured interviews were conducted with teachers from five public junior secondary schools (SMP Negeri) in Bandung City. Data were analysed through the Miles and Huberman interactive model encompassing data reduction, data display, and conclusion drawing with trustworthiness ensured through member-checking and researcher triangulation. The findings reveal a consistent pattern: despite operating under a new curriculum, the majority of teachers continue to govern their assessment practice through an old paradigm that treats assessment as a bureaucratic obligation tied to formal examination schedules rather than as a holistic, ongoing component of the learning continuum. Most teachers demonstrated limited understanding of the Merdeka Curriculum’s five assessment principles and of the AoL/AfL/AaL orientations, and showed minimal engagement with self-assessment and peer assessment. These findings confirm that old paradigms are both real and pervasive, and underscore the urgency of targeted professional development to bring teachers’ assessment practice into genuine alignment with the Merdeka Framework.

Enhancing Elementary School Students' Reading Comprehension Skills Using the Assurance, Relevance, Interest, Assessment, Satisfaction (ARIAS) Model based on Project-Based Learning (PjBL) Milah, Neneng Hayatul; Damaianti, Vismaia S.; Mardiah, Dede
Mimbar Sekolah Dasar Vol 12, No 3 (2025)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53400/mimbar-sd.v12i3.89165

Reading comprehension is a crucial language skill for elementary school students in the 21st century. However, the quality of reading instruction in Indonesian schools remains inadequate. An assessment of fourth-grade narrative text comprehension found that only 30% of students answered questions effectively, while 70% struggled. This study aimed to evaluate the effectiveness of the ARIAS (Assurance, Relevance, Interest, Assessment, Satisfaction) model, integrated with Project-Based Learning (PjBL), in improving reading comprehension among fourth-grade students in Cimahi, Indonesia. Using a one-group pretest-posttest design with 30 students as participants, the intervention was conducted over four sessions. The teacher implemented ARIAS through Project-Based Learning. Students created an explosion box project based on 5W+1H questions (Who, What, Where, When, Why, and How), targeting skills such as identifying main ideas, locating details, interpreting vocabulary, making inferences, and evaluating text structure. The pretest mean score was 62.70, rising to 77.10 on the posttest. A paired sample t-test showed a t-value of -14.133 with a significance level of 0.001, indicating significant improvement. These findings suggest that integrating ARIAS with PjBL fosters student engagement and enhances reading comprehension. The study offers insights for educators on using structured motivational strategies and hands-on projects to improve literacy skills in elementary students.

Effective Sentence Writing in Story Problems on the Arithmetic Operations of Whole Numbers in Grade IV of State Elementary School Pelandakan 1 Jannah, Widia Nur; Herman, Tatang; Agustin, Mubiar; Damaianti, Vismaia S.; Mamat, Nordin Bin
Mimbar Sekolah Dasar Vol 11, No 4 (2024)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53400/mimbar-sd.v11i4.78770

This study aims to evaluate the advantages and disadvantages of using effective sentences in writing story problems related to integer arithmetic operations. The research methodology used is descriptive analysis with a qualitative approach, and case study design to explore in depth a phenomenon or problem. Data were collected through a documentary study of story problems used in resources for arithmetic procedures involving integers. Furthermore, interviews were conducted with teachers to find out their perspectives on the formulation of the problems. The data analysis technique was carried out by categorizing sentences in narrative story problems and assessing their effectiveness based on linguistic criteria and clarity of information. The results of the study showed that most of the narrative story problems analyzed did not fully meet the criteria for effective sentences. There were vague, long, and imprecise sentences so that they did not convey the information needed. Certain questions also contained terminology that was less familiar to students. This study identified the need for improvements in sentence structure and vocabulary selection to be more appropriate to students' level of understanding. This study shows the need for teacher training in composing effective sentences for story problems in order to improve the quality of questions presented to students.

CONTEXTUAL AND PHONOLOGICAL APPROACHES IN EARLY READING INSTRUCTION IN ELEMENTARY SCHOOLS Nurul Fatonah; Vismaia S Damaianti; Ernawulan Syaodih
Jurnal Cakrawala Pendas Vol. 12 No. 2 (2026)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jcp.v12i2.17841

Early reading is a fundamental skill that supports students’ cognitive and academic development in elementary education. However, many students still experience difficulties in recognizing letters, associating sounds with symbols, and understanding simple texts. These challenges indicate that early reading instruction has not optimally integrated phonological and contextual aspects of learning. This study aimed to develop a learning approach that integrates contextual and phonological aspects in early reading instruction. The research employed an Educational Design Research approach consisting of analysis, design, and evaluation stages. The participants included expert validators, elementary school teachers, and first-grade students. Data were collected through validation sheets, observation, questionnaires, and early reading tests. The results show that the developed learning approach is valid and feasible to be implemented in early reading instruction. The validation results indicate a high level of validity, and the learning process becomes more meaningful through the integration of contextual experiences and sound-symbol recognition. Students demonstrate better engagement and participation during the learning process. In conclusion, the integration of contextual and phonological approaches is appropriate for early reading instruction and has the potential to improve students’ early reading skills in elementary schools.

Co-Authors - Warsa Abdul Latif Abdul Latif Abdul Razak Abdul Razak ABDUL ROZAK Adiningsih, Yulia Adrias Adrias Afiati, Laksmita Nur Afriani , Zelvia Liska Agus Salim Ai Santi Alamsyah, Zulfikar Alfa Mitri Suhara Ananda Putriani Ananda Siti Khoirunnisa Andoyo Sastromihardjo Andoyo Sastromihardjo Andoyo Sastromiharjo Andoyo Satromiharjo Andoyo Satromiharjo Anggraini, Gian Fitria Annisa Kharisma Apriliya, Seni Ari Kartini Ari Prayogi Astini, Meilani Puji Ayundha Nabilah Aztry, Aisiyah Bachrudin Musthafa Bachrudin Musthafa Bunyamin Maftuh Chandra Chandra Chandra Chandra Dadang S Anshori Dadang S Anshori Dadang S. Anshori Dadang S. Anshori Dadang Sunendar Damaianti, Lira Fessia Danan Darajat Darmawan, Hana Mumtazia Nurhaq Dede Endang Mascita Dedi Saputra Dedi Saputra Dena Silvia Deri Wan Minto Desti Fatin Fauziyyah Destiani Dewi Kusuma Dewi, Lia Sylvia Diah Eka Sari DIAN LESTARI Dian Sudaryuni Kurnia DWI ALIA, DWI Emasta Evayanti Simanjuntak Eneng Ros Siti Saroh, Eneng Ros Siti Erlinda Nofasari Ernawulan Syaodih Euis Nicky Marnianti Suhendar Faraditha Dwi Ramayani Fauziah, Muhardila Firman Aziz Fitra Youpika Frilia Shantika Regina Gasanti, Rosi Haerul Haerul Hakiki Elvionika Hakiki Elvionika Halimah Halimah, H. Harahap, Safinatul Hasanah Haris Santosa Nugraha Hera Wahdah Humaira Hermin MPd Hernawan Hernawan Ida Hamidah Ida Hamidah Indah Pujiastuti Irah Surlani Isah Cahyani Ismail, Iqbal Yusca Ixsir Eliya Jasid, Adhara Juwita, Silvia Ratna Khaerudin Kurniawan Khairun Nisa Kharisma, Annisa Kristi Julianti Lelianasari Lelianasari Lilis Amaliah Rosdiana M. Ali Rajai, M. Ali M. Solehuddin Ma'mur Saadie Mamat, Nordin Bin Mardiah, Dede Marfu'i, Lucky Nindi Riandika Masduki Zakaria Maulani, Susan Mekar Ismayani Mekar Ismayani, Mekar Milah, Neneng Hayatul Minto, Deri Wan Mualimah, Eka Mualimah, Eka Nurul Mubiar Agustin Muhammad Zulfadhli, Muhammad Muhardila Fauziah Mulyaningsih, Indrya Mulyati, Yeti Muna Aljamaliah , S. Nailul N. Yeffa Afnita Apriliyani Nabilah, Ayundha Nafisah, Yumna Nafri Yanti Nina Retnaningtyas Nita Anjung Munggaran Nouval Rumaf Noviana Budianty Nugraha, Eggie Nugraha, Lukman Nugroho, Oktian Fajar Nugroho, Rudi Adi Nurfidah Nurfidah Nurfidah, Nurfidah Nurhudaya, NFN Nurihsan, Achmad Juntika Nurita Bayu Kusmayati Nurul Fatonah Nurul Fatonah, Nurul Nurul Febrianti Nurzaman, Istikhoroh Opik, Opik Prana Dwija Iswara Prana Dwija Iswara, Prana Dwija Pratiwi, Tri Indianti Puspita, Ari Metalin Ika Puspitasari, Nur Aini Putriani, Ananda QUN WANG Qun, Wang Rachman, Reza Saeful Rahma Eka Putri Rahma Eka Putri Rahmad Nuthihar Rahman Rahman Rahman Rahman Rahman Rahman Rahman Rahman Rahman Rahman Ratumanan, Stelie Dorce Retnaningtyas, Nina Reza Saeful Rachman Ria Saputri Ria Saputri, Ria Rianto Rianto Ridwan, Ridwan Rika Istianingrum Rima Rikmasari Rizki Akbar Mustopa Rosita Rahma Rumaf, Nouval Saadie, Ma’mur Salati Asmahasanah Sastromihardjo, Andoyo Seles , Susi Setiana, Soni Mulyawan Sholehuddin, Muhammad Simatupang, Yusrawati JR Sindrayuni, Dian Siswahyudianto Siti Fatihaturrahmah Al Jumroh Siti Fatihaturrahmah Al Jumroh Siti Hamidah Sri Mulyani Sri Wahyuni Srinawati, Wawat Stofiana, Tofan Suci Sundusiah Sudarman, Risnandar Sudaryuni Kurnia, Dian Sujono, Hartin Rizky Sulaeman, Yeni Sumiyadi Sumiyadi Sutanto, Imam Syaputra, Juni Syarif Hidayatullah Syarif Hidayatullah Syifa, S Nailul Muna Aljamaliah Syihabbudin Syihabuddin Syihabuddin Syihabuddin Syihabuddin, S. Tatang Herman, Tatang Tatat Hartati Tedi Permadi Teguh Yuliandri Putra Triadi, Rai Bagus Triani, Novita Udin Saepudin Sa'ud Udin Syaefudin Saud Udin Syaefudin Saud, Udin Syaefudin Utami Dewi Pramesti Velayeti Nurfitriana Ansas Vera Ironita Christiani Sihombing Virijai, Febrian Wahyudi Rahmat WANG, QUN Wasi Widiastika Wawat Karwati Welly Nores Kartadireja Welsi Damayanti Widia Nur Jannah, Widia Nur Widia, Ida Winata, Nana Triana Wulan Handayani, Wulan Yani Andriyani Gustina Yani Andriyani Gustina Yeti Mulyati Yulia Adiningsih Yulianeta Yunus Abidin Yusuf Abdul Rohman

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