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All Journal OKARA: Jurnal Bahasa dan Sastra Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan JRMSI - Jurnal Riset Manajemen Sains Indonesia Pendas : Jurnah Ilmiah Pendidikan Dasar Risenologi Community Development Journal: Jurnal Pengabdian Masyarakat Jurnal Kolaboratif Sains Jurnal Ilmu Sosial dan Humaniora Journal International of Lingua and Technology Journal International Inspire Education Technology (JIIET) Jurnal Gramatika: Jurnal Penelitian Pendidikan Bahasa dan Sastra Indonesia Edu Research : Jurnal Penelitian Pendidikan International Journal of Educational Research Excellence (IJERE) West Science Business and Management Seminar Nasional Hasil Penelitian LP2M UNM At-Tasyrih: Jurnal Pendidikan dan Hukum Islam Indonesian Journal of Education (INJOE) The Eastasouth Journal of Learning and Educations Jurnal Ilmu Pendidikan dan Humaniora West Science Social and Humanities Studies Jurnal Riset Rumpun Ilmu Pendidikan (JURRIPEN) Majority Science Journal Jurnal Pengabdian Masyarakat dan Riset Pendidikan International Journal of Educational Technology and Society Mammiri: Jurnal Pengabdian Masyarakat Journal of Gemilang Global Education : International Journal of Educational Sciences and Languages Educational Dynamics: International Journal of Education and Social Sciences Journal of Multidisciplinary Sustainability Asean Journal of Gemilang Jurnal Sipakatau Journal of Vocational, Informatics and Computer Education
Dedi Gunawan Saputra
Universitas Negeri Makassar
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POLITENESS AS DIVINE IDENTITY IN THE QUR’AN: A RELIGIO-PRAGMATIC ANALYSIS OF FACE-SAVING IN PROHIBITIVE DISCOURSE Saleh, Muhammad; Saputra, Dedi Gunawan; Sultan, Sultan; Basri, Muhammad Bahly
Jurnal Gramatika Vol 11, No 2 (2025): Autumn Issue (October–March)
Publisher : Universitas PGRI Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22202/jg.2025.v11i2.10549

Abstract

This study explores how Qur’anic prohibition discourse constructs divine-human identity through the lens of religio-pragmatics. While the Qur’an is often perceived as an authoritative and dogmatic text, this research argues that its prohibitive expressions also serve as instruments of moral education, relational harmony, and spiritual identity formation. The study uses a detailed examination of certain Qur’anic verses that include prohibitions, analyzing them through a politeness framework developed by Culpeper and Gillings, which has been adjusted. Findings reveal that Qur’anic prohibitions embody three interrelated modes of politeness that reflect the identity dynamics between the Divine and humanity. First, solidarity and politeness reinforce collective belonging by framing prohibitions as moral collaboration, “we” rather than “you,” fostering empathy and shared accountability. Second, tentative politeness manifests as instructive humility, softening imperatives through advisory tone, metaphor, and divine empathy, thereby shaping a compassionate religious self. Third, deferential politeness underscores the transcendent hierarchy between humans and God, in which linguistic restraint and acknowledgement of divine authority construct the believer’s humble identity before theCreator. These modes together form an Islamic model of divine politeness, in which prohibitions function not as coercive acts but as relational speech that guides, educates, and dignifies the interlocutor. Thus, Qur’anic language simultaneously performs theological instruction and identity negotiation, embedding moral values within pragmatic interaction. The study concludes that politeness in Qur’anic prohibitions is a face-saving system rooted in divine compassion, shaping both individual piety and communal harmony. It contributes to expanding pragmatic theory toward sacred discourse, illustrating how politeness becomes a theological act of identityconstruction within Islamic communication ethics.
Local Literature’s Role In Raising Environmental Awareness: An Ecocritical Study Of Indonesian Texts Abdurahman, Abdurahman; Saputra, Dedi Gunawan; Fitri, Silva
Journal of Multidisciplinary Sustainability Asean Vol. 2 No. 3 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijmsa.v2i3.2604

Abstract

Background: Indonesia faces acute environmental crises, including deforestation and marine pollution, which are often disconnected from public discourse. While policy-based solutions are widely discussed, the potential of local literature as a vehicle for shaping ecological consciousness and fostering environmental ethics remains significantly underexplored in academic research. Purpose: This research aims to analyze the specific ecocritical strategies employed in contemporary Indonesian literary texts and to evaluate their effectiveness in raising environmental awareness and critiquing anthropocentric paradigms. Methods: An ecocritical textual analysis was employed as the primary research method. The study analyzed a purposive selection of prominent Indonesian novels and short stories published post-2000 that explicitly engage with themes of ecological degradation, local wisdom (kearifan lokal), and human-nature relationships. Results: The analysis reveals that these texts utilize distinct narrative techniques such as adopting non-human perspectives, invoking indigenous ecological knowledge, and portraying visceral environmental disasters to cultivate empathy. These strategies effectively translate complex ecological data into relatable affective experiences, challenging developmentalist narratives. Conclusion: Contemporary Indonesian literature functions as a vital and potent medium for environmental advocacy. By grounding ecological crises in local cultural contexts, these texts bypass defensive skepticism and successfully foster a critical environmental awareness that policy-making and scientific data alone often fail to achieve.
Policy Dynamics of Curriculum Reform: Stakeholder Perceptions and Challenges in Implementing 21st-Century Skills Curriculum Dedi Gunawan Saputra; Nur Hasbi; Zohaib Hassan Sain
Educational Dynamics: International Journal of Education and Social Sciences Vol. 1 No. 1 (2024): January: Educational Dynamics: International Journal of Education and Social Sc
Publisher : International Forum of Researchers and Lecturers

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70062/educationaldynamics.v1i1.277

Abstract

This study explores the policy dynamics surrounding the implementation of the 21st-century skills-based curriculum, focusing on the perceptions and challenges faced by stakeholders at various educational levels. Through semi-structured interviews with teachers, principals, and policymakers, along with policy document analysis, the research identifies a significant gap between national policy design and its practical implementation at the school level. The study reveals that while the national curriculum emphasizes critical competencies such as critical thinking, creativity, and collaboration, there is a disconnect between these objectives and their classroom application. The main challenges include limited resources, cultural resistance, and lack of support from regional governments. The findings emphasize the need for a more flexible, context-sensitive curriculum that can be adapted to local needs. The study also emphasizes the importance of ongoing professional development and strong leadership to facilitate the adoption of innovative teaching methods. To address these challenges, the study calls for a coordinated approach involving national, regional, and school-level authorities to ensure effective curriculum reform. The research contributes valuable insights into the complexities of curriculum implementation and offers recommendations to improve educational policies and practices aimed at equipping students with the necessary skills for the modern world.
Strategi Retorika Mahasiswa Berbasis Tradisi Budaya Makassar dalam Pembelajaran Bahasa dan Sastra Dedi Gunawan Saputra; Filawati Filawati; Nur Hasbi; Rahmi Mardatillah; Ahmad Rizal Abdullah
JURNAL RISET RUMPUN ILMU PENDIDIKAN Vol. 5 No. 1 (2026): April: JURRIPEN : Jurnal Riset Rumpun Ilmu Pendidikan
Publisher : Lembaga Pengembangan Kinerja Dosen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/jurripen.v5i1.7782

Abstract

This study aims to (1) identify and describe the forms of rhetorical strategies used by students in language and literature learning, and (2) analyze the reflection and implementation of elements of Makassar cultural traditions in these rhetorical strategies. This study uses a qualitative approach with descriptive methods. Data collection techniques are carried out through direct observation of the learning process and in-depth interviews with students as research subjects. The data obtained are analyzed through the stages of data reduction, data presentation, and drawing conclusions. The results of the study indicate that students apply several main rhetorical strategies, such as the use of metaphors, similes, symbolic expressions, and local idioms that represent the values ​​of siri' na pacce, namely the concepts of self-esteem, solidarity, and empathy in Makassar culture. These culture-based rhetorical strategies are proven to be able to increase the effectiveness of academic communication, enrich language expression, and strengthen students' awareness and understanding of local cultural identity in the context of language and literature learning in higher education.
The Importance of Holistic Education for Early Childhood: Integrating Cognitive, Emotional and  Social Aspects Iis Rodiah; Gayuk Zulaika; Dedi Gunawan Saputra
Journal of Gemilang Vol. 1 No. 3 (2024): NOVEMBER-JOG
Publisher : Pt. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/s3mf4x22

Abstract

Early childhood education (ECE) plays a fundamental role in children's development, which is not only limited to cognitive aspects, but also includes emotional and social development. Holistic education at an early age integrates these three aspects simultaneously, giving children the opportunity to develop optimally in various dimensions. Thus, a holistic approach in early childhood education is considered crucial in creating a strong foundation for further development. This article aims to analyze the importance of holistic education, as well as how the integration of cognitive, emotional, and social aspects can affect children's overall development. Through a Systematic Literature Review (SLR) research approach, this article examines various previous studies on holistic education for early childhood, focusing on the relationship between education that emphasizes cognitive, emotional, and social development. This study shows that the integration of these three aspects not only enriches children's learning experiences but also plays a role in improving their psychological and social well-being. Therefore, holistic education is a very relevant model to be applied in early childhood education institutions to support optimal development in the future.
Interactive Quizzes and Game Mechanics to Increase Engagement, Motivation, and Retention in Online English Learning Platforms Singgih Prastawa; Yanuar Triadi; Dedi Gunawan Saputra
Global Education : International Journal of Educational Sciences and Languages Vol. 1 No. 4 (2024): November: Global Education : International Journal of Educational Sciences and
Publisher : International Forum of Researchers and Lecturers

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70062/globaleducation.v1i4.304

Abstract

The rapid growth of online English learning platforms has introduced new opportunities for language acquisition, yet maintaining student engagement and motivation remains a persistent challenge. Many learners experience reduced participation and limited knowledge retention in digital settings compared to traditional classroom environments. Addressing this issue, the present study investigates the effectiveness of gamified quizzes as a pedagogical strategy to enhance engagement, motivation, and retention among online English learners. A quasi-experimental design was employed with two groups: a control group that used a standard online platform and a treatment group that engaged with gamified quizzes incorporating points, badges, and leaderboards. Data on engagement were collected through participation frequency and time spent, while motivation was measured using pre- and post-intervention questionnaires, and retention was assessed through follow-up tests. Statistical analyses using independent-sample t-tests and ANOVA revealed significant differences between the two groups. The treatment group demonstrated higher engagement, stronger motivation, and improved retention outcomes compared to the control group. These results, supported by both tabular and graphical representations, highlight the pedagogical value of gamification in addressing motivational challenges and fostering meaningful learning. The study concludes that gamified quizzes serve not only as motivational tools but also as effective mechanisms to strengthen long-term knowledge retention in online English education. Implications for practice suggest that educators and digital learning designers should integrate gamification elements as a central feature of online platforms to optimize learner outcomes.
Differentiated Learning Models Based on Students’ Talents and Interests for Inclusive Education in the Context of Globalized Learning Environments Dedi Gunawan Saputra; Sri Suharti
Global Education : International Journal of Educational Sciences and Languages Vol. 1 No. 1 (2024): February: Global Education : International Journal of Educational Sciences and
Publisher : International Forum of Researchers and Lecturers

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70062/globaleducation.v1i1.305

Abstract

This study examines the impact of differentiated learning models in inclusive educational settings, focusing on their effect on student participation, motivation, and academic performance. Differentiated instruction (DI) adapts content, teaching methods, and assessments to meet the diverse learning styles, interests, and abilities of students. Using a mixed methods approach, the research combines quantitative and qualitative data to explore how DI influences engagement and academic outcomes in diverse classrooms. The findings show that DI significantly increased student participation, as lessons tailored to individual strengths encouraged more active involvement. Motivation also improved, with students displaying higher intrinsic motivation when engaging with relevant material at their own pace. Additionally, academic performance improved, especially for students who had struggled with traditional teaching methods. These results suggest that DI is an effective strategy for inclusive education, particularly for students with special educational needs and disabilities (SEND). The study emphasizes the importance of teacher training and ongoing professional development for successful DI implementation. The implications are significant for global educational settings, where classrooms are becoming more diverse. By adopting differentiated strategies, educators can create more equitable and inclusive learning experiences. Future research should explore the long-term effects of DI in various cultural and educational contexts.
Curriculum Alignment between Global Competency Standards and Local Educational Practices in Multilingual School Contexts Dedi Gunawan Saputra; Dina Destari; Noura Rizqyannisa Hidayat
Global Education : International Journal of Educational Sciences and Languages Vol. 1 No. 2 (2024): May: Global Education : International Journal of Educational Sciences and Langu
Publisher : International Forum of Researchers and Lecturers

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70062/globaleducation.v1i2.312

Abstract

This study investigates the alignment between global competency frameworks and local educational practices, particularly in multilingual classrooms. With globalization influencing education, acquiring skills like intercultural communication and global citizenship is vital. However, integrating these competencies into local curricula remains inconsistent, especially in multilingual settings, where linguistic and cultural diversity pose challenges. Using qualitative methods such as curriculum mapping, teacher interviews, and classroom observations, the study identifies areas of alignment and misalignment. While global competencies are integrated into subjects like social studies and global health education, technical subjects like mathematics and science show less alignment. The study also highlights gaps in the development of intercultural competence and global communication skills, which are often underrepresented. Challenges like language barriers, the monolingual habitus of many schools, and limited professional development for teachers in multilingual contexts hinder the full implementation of global competencies. The study recommends improving curriculum integration of global competencies across all subjects and enhancing teacher training to support multilingual classrooms. Future research should explore regional variations in multilingual settings and how technology can aid in developing global competencies. Addressing these challenges will better prepare students for both local and global challenges in an interconnected world.
Analisis Tingkat Penerimaan Mahasiswa terhadap Model Hybrid Learning Pada Perguruan Tinggi Dedi Gunawan Saputra; Fajriani Azis; Ekha Mustika Putri; Ozhi Rezky A.R; Juwandi; Nabila Athifa Azzahra; Rahma Awalia
Journal of Vocational, Informatics and Computer Education Vol 2, No 1 (2024): Juni 2024
Publisher : Academic Bright Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61220/voice.v2i1.27

Abstract

Pembelajaran campuran pada pendidikan tinggi jarak jauh menjadi penelitian yang cukup menarik dalam beberapa tahun terakhir, dimana pembelajaran campuran digunakan saat pandemic covid-19 beberapa tahun lalu untuk mendukung pembelajaran walapun terbatas karena adanya virus covid-19 yang mengharuskan orang-orang berada di rumah untuk bekerja. Penelitian ini bertujuan untuk mengukur aspek online berbasis LMS atau teknologi Blended sehingga aspek tatap muka terdegradasi. Dengan hasil yang diharapakan adalah pengembangan dari validasi melalui model persamaan struktural kuadrat terkecil parsial dan Blended Learning Acceptance Scale (BLAS) yang digabungkan dengan pembelajaran online berbasis LMS dan aspek tatap muka untuk mengukur penerimaan Blended Learning pada Pendidikan tinggi jarak jauh. Penelitian ini menerapkan metode kuantitatif untuk memvalidasi BLAS. Untuk mencapai tujuan penelitian ini, kuesioner sembilan sesi digunakan untuk mengumpulkan data dari sampel 43 tutor dari total 100 tutor program pembelajaran jarak jauh melalui survei interupsi. Sebanyak 43 tutor berpartisipasi dalam uji coba proyek pembelajaran campuran berbasis LMS secara nasional. Survei cross-sectional digunakan karena responden tersebar di seluruh negeri di berbagai pusat penelitian, dengan program yang berbeda (Matematika dan Sains; Perdagangan; dan Pendidikan) dan tingkat dukungan (Gelar, Sarjana dan Pascasarjana). Hasilnya adalah Teknik pembelajaran campuran dalam proses pembelajaran tetapi manfaat yang dirasakan dari Teknik campuran ini masih kurang mendukung responden dalam proses pembelajarannya. Untuk penelitian selanjutnya dapat lebih fokus menggunakan mahasiswa sebagai objek penelitian agar lebih jelas memvalidasi skalanya dan juga dapat memperbaiki kata yang terapat di instrument penelitian agar lebih terfokus ke objek mahasiswanya. Pembaca dapat memberikan masukan terkait pengalaman pribadi mereka dengan instrumen penelitia yang diperbaharui.
Anti-Bullying Program Development: Building a Safe and Supportive School Environment for Adolescents Rusdi, M.; Sangaji, Radi Udin Alfian; Saputra, Dedi Gunawan; Prasetyo, Eko; Runtu, Andro Ruben
Jurnal Sipakatau: Inovasi Pengabdian Masyarakat Vol. 2 No. 1 (2024): Jurnal Sipakatau
Publisher : PT. Global Research Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61220/jsipakatau.v1i6.2450

Abstract

Bullying significantly impacts students' mental, social, and academic well-being, particularly in schools. This study analyzes bullying and proposes an anti-bullying program through a descriptive literature review. By reviewing scientific journals and research reports, it identifies the prevalence, causes, impacts, and effectiveness of existing programs. Findings indicate that 30-40% of students experience physical, verbal, or cyberbullying. Contributing factors include power imbalances, limited teacher involvement, and weak family support. Bullying impacts include anxiety, depression, low self-confidence, and declining academic performance.Programs emphasizing empathy and cooperation with active student participation are more effective than teacher-centered approaches. This study introduces a novel framework combining technology for reporting and monitoring cases with a community-based strategy involving students, teachers, and parents. This approach is essential to address challenges like cyberbullying in the digital era. By promoting collaboration among all school stakeholders, the program aims to create a safe and inclusive environment for students. The study provides evidence-based insights and practical solutions for developing more effective anti-bullying strategies, adaptable for schools in Indonesia and beyond.
Co-Authors Abdurahman . Agus Faisal Asyha Agus Riyadi Ahmad Rizal Abdullah Andi Subhan Amir, Andi Subhan Andro Ruben Runtu Anshari Anshari, Anshari Ardian Al Hidayat Arjulayana Arjulayana Asis Nojeng Asri Widiatsih Azhariah Rachman Cristy A. Dacara David Darwin Dawud Dawud Desy Liliani Husain Dewi Suryaningsih Saputri Dhaniswara, Erwin Dina Destari Ekha Mustika Putri Ekha Mustika Putri Eko Prasetyo Encep Sopandi, Encep Fajriani Azis Fajriani Azis Ferdinand Salomo Leuwpl Filawati Filawati Fitri, Silva Gamar Al Haddar, Gamar Al Gayuk Zulaika Gogor Christmass Setyawan Hangga Wicaksono Hasbullah, Bahmid Hayu Lusianawati Iis Rodiah Ika Candra Destiyanti Imam Agus Basuki Jimmy Malintang Judijanto, Loso Juwandi Juwandi M Rusdi M. Arham M. Rusdi M. Satria Mukhti Machsunah, Yayuk Chayatun Marwan Marwan Mayong Mohammad Firmansyah Mohammad Firmansyah MS Viktor Purhanudin Muh. Bahly Basri Muhamad Sigid Safarudin Muhammad Saleh Muhammad Saleh Nabila Athifa Azzahra Nabila Athifa Azzahra Nanny Mayasari Nining Huriati Noor Fazariah Handayani Noura Rizqyannisa Hidayat Nur Andini Nur Hasbi Nur Wulandani Ozhi Rezky A.R Ozhi Rezky A.R P. Eko Prasetyo Pratiwi, Ika Wahyu Purnama, Yulian Purwaka Hari Prihanto Putri, Ditta Kristina Radi Udin Alfian Sangaji Rahayu, Indah Rahma Awalia Rahma Awalia Rahmi Mardatillah Rasimin Rossa Ramadhona Runtu, Andro Ruben Sabil Mokodenseho Sangaji, Radi Udin Alfian Sastrawati, Ika setiawati, rahmi Siburian, Henry Kristian Singgih Prastawa Siti Fatimah Abd. Rahman Sitti Nurhalisyah Solehuddin, Moh. Sonia Isna Suratin Sri Yulianto Stanislaus, Surip Suharti, Sri Sultan Sultan Syamsul Anwar Thaharoh Ananda Mumtahana Tu, Pham Anh Wahyuni, Ni’mah Wakhudin, Wakhudin Widi Dewi Ruspitasari Widiyastuti, Sri Xu, Shanshan Yanti, Dawi Yanuar Triadi Yenik Pujowati Yunus Handoko Zhang Wei Zohaib Hassan Sain Zubairi, Ahmad