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All Journal Persona: Kajian Bahasa dan Sastra Pedagogy Review
Bima Mhd Ghaluh
Universitas Negeri Padang
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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Analisis Kebutuhan E-Book Interaktif berbasis Kearifan Lokal dalam Pembelajaran Teks Eksposisi Bima Mhd Ghaluh; Afnita Afnita; Ella Wulandari
Persona: Kajian Bahasa dan Sastra Vol. 1 No. 4 (2022)
Publisher : Departemen Bahasa dan Sastra Indonesia dan Daerah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jpers.v1i4.111

Abstract

The lack of use of e-books in teaching expository texts at high school level is the background of this research which aims to analyze the demand for e-books based on local wisdom. The method used is descriptive and qualitative with the subject of research being high school principals and teachers in Padang City. The data collection tools used are interview guidelines and documentation. Data analysis uses Miles & Huberman data analysis with data reduction, data presentation, and data validation. The results of the research show that e-books in schools do not meet the requirements for implementation in learning. Therefore, schools need e-books that are suitable for the curriculum and based on local wisdom and HOTS. This research is expected to be a reference in the creation or development of e-books as media for teaching expository texts at high school level. Keywords: e-book, interactive, local wisdom, expository text.
Penerapan Gim Edukasi dalam Pembelajaran Teks Eksposisi Berbasis Discovery Learning dan HOTS Ella Wulandari; Tressyalina Tressyalina; Bima Mhd Ghaluh
Persona: Kajian Bahasa dan Sastra Vol. 1 No. 4 (2022)
Publisher : Departemen Bahasa dan Sastra Indonesia dan Daerah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jpers.v1i4.112

Abstract

Text exposition learning is one way to improve students' ability to present ideas and opinions in a structured and clear manner. In text exposition learning, Discovery Learning and HOTS (Higher Order Thinking Skills) are expected to enhance students' ability to present ideas and opinions independently and creatively. Additionally, educational games are also expected to increase students' interest and motivation in learning. Therefore, this research aims to evaluate the implementation of educational games in text exposition learning based on Discovery Learning and HOTS. This research uses qualitative method with case study approach. Data is collected through observation, interview, and document analysis. The results show that the implementation of educational games in text exposition learning based on Discovery Learning and HOTS can increase students' interest and motivation in learning. Students also become more active in learning and are more able to present ideas and opinions independently and creatively. From the results, it can be concluded that the implementation of educational games in text exposition learning based on Discovery Learning and HOTS can enhance the effectiveness of learning.
Developing A Dialogic Digital Reading Learning Environment For Indonesian Literacy: Evidence From Annotation, Discussion, and Comprehension Traces Nursaid Nursaid; Mohamad Hafrison; Muhammad Ismail Nasution; Bima Mhd Ghaluh
Pedagogy Review Vol 5, No 3 (2026): Pedagogy Review
Publisher : Institute of Multidisciplinary Research and Community Service

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61436/pedrev/v5i3.pp301-317

Abstract

Digital reading environments make students' reading processes more visible because they capture annotations, discussion posts, comprehension attempts, and activity logs. However, these traces are often reduced to participation totals rather than used to inform the design of reading pedagogy. This study developed and evaluated a dialogic digital reading learning environment for Indonesian literacy. Using a design-based mixed-methods approach, 100 undergraduate students engaged with genre-based Indonesian texts over six weeks through interactive annotation, threaded discussion, audio support, and comprehension practice. The dataset comprised 1,842 annotations, 1,126 discussion comments, pretest and posttest reading comprehension scores, platform activity logs, and 20 follow-up interviews. The learning environment was organized around five dialogic engagement dimensions: text-grounded noticing, inferential linking, evaluative stance, dialogic uptake, and metacognitive reflection.  Coding showed strong interrater reliability (Cohen's kappa = .86). Reading comprehension increased from pretest (M = 69.84, SD = 9.18) to posttest (M = 83.72, SD = 7.64), t(99) = 15.99, p .001, with a repeated-measures effect size of dz = 1.60. Dialogic uptake and inferential linking were the strongest predictors of comprehension gain, and the regression model explained 65% of the variance. Interview findings indicated that annotations helped students locate textual difficulty, discussion threads supported peer-mediated interpretation, and comprehension tasks prompted students to return to the text rather than respond superficially. The study offers a pedagogical model for designing Indonesian digital reading environments as social, reflective, and evidence-informed learning spaces. Keywords: Digital reading, Dialogic engagement, Learning environment, Social annotation; Indonesian literacy.
Co-Authors Afnita Afnita Ella Wulandari Hafrison, Mohammad Muhammad Ismail Nasution Nursaid Tressyalina Tressyalina