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All Journal Jurnal Kependidikan Media Lingeduca: Journal of Language and Education Studies
Yusuf Yusuf
Universitas Pejuang Republik Indonesia

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Mengubah Sikap Konservatif Guru Melalui Supervisi Akademik Model Cooperative Profesional Development (CPD) Yusuf Yusuf; Andi Hidayati
Jurnal Kependidikan Media Vol 12, No 2 (2023): JURNAL KEPENDIDIKAN MEDIA
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/jkm.v12i2.11962

Abstract

Penelitian ini bertujuan untuk Mengubah sikap konservatif guru menjadi guru yang progresif futuristik melalui supervisi akademik. Serta Meningkatkan kemampuan dan keterampilan guru dalam menyusun perencanaan pembelajaran dan mengelola kegiatan proses pembelajaran. Subjek penelitian ini adalah 8 orang guru mata pelajaran di SMP Negeri 29 Satu Atap Malaka Kabupaten Maros. Teknik pengumpulan data Data dalam PTS ini dikumpulkan dengan menggunakan berbagai instrumen penelitian (alat monitoring), seperti: catatan harian, lapangan, lembar observasi; pedoman wawancara; lembar angket/kuesioner, lembar masukan guru (refleksi tindakan); lembar penilaian unjuk kerja, dan hasil belajar siswa. Perubahan sikap konservatif menjadi sikap yang progresif futuristik mampu meningkatkan kemampuan guru dalam merencanakan dan melaksanakan pembelajaran yang lebih berkualitas. Hal ini dibuktikan dengan hasil pelaksanaan penelitian tindakan kelas yang dilaksanakan di SMP Negeri 29 Satu Atap Malaka Kabupaten Maros. Sebelum dilakukan penelitan sikap guru menunjukkan skala sikap yang sangat rendah yaitu: 52,4% dengan rata-rata pemenuhan perencanaan dan pelaksanaan pembelajaran memperoleh nilai rata-rata 42,50% sedangkan tingkat ketercapaian rata-rata 51,5%. Sedangkan Pada Siklus I Skala Likert mencapai 71,90% dengan rata-rata pemenuhan perencanaan dan pelaksanaan pembelajaran memperoleh nilai rata-rata 63,50% sedangkan tingkat ketercapaian rata-rata 70,50%. Pada Siklus II Skala sikap memperoleh nilai 78,30% dengan rata-rata pemenuhan perencanaan dan pelaaksanaan pembelajaran memperoleh nilai rata-rata 79,0% sedangkan tingkat ketercapaian rata-rata 84,0%.
LANGUAGE, POWER, AND ACCESS: AN ETHNOGRAPHIC STUDY OF LINGUISTIC BARRIERS FACED BY REFUGEES IN HOST COUNTRY HEALTHCARE SYSTEMS Andi Rahmatia Karim; Yusuf Yusuf; Alaa Chahine
Lingeduca: Journal of Language and Education Studies Vol. 4 No. 3 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/lingeduca.v4i3.3109

Abstract

Global refugee displacement has intensified encounters between linguistically diverse populations and host country healthcare systems, where language frequently operates as a mechanism shaping access, power, and equity. This study aims to examine how linguistic barriers are experienced, produced, and negotiated by refugees within healthcare institutions, with particular attention to everyday interactional practices and institutional language regimes. An ethnographic qualitative design was employed, involving prolonged participant observation, in-depth interviews with refugees and healthcare professionals, and analysis of institutional documents across multiple healthcare sites. Data were analyzed thematically through an iterative process linking micro-level communicative interactions with broader organizational structures. The findings reveal that linguistic barriers are not merely technical communication problems but are structurally embedded in healthcare routines that privilege dominant languages, professional authority, and efficiency. Limited and inconsistent interpreter provision, reliance on ad hoc mediation, and monolingual clinical practices constrained refugees’ participation, informed consent, and continuity of care. Refugees developed adaptive strategies to navigate these constraints, yet such strategies shifted the burden of communication onto patients rather than institutions. The study concludes that language functions as a key mechanism through which healthcare access is regulated and inequality is reproduced. Implications highlight institutional responsibility for equitable, linguistically responsive healthcare systems globally.
DEVELOPING CRITICAL CONSCIOUSNESS: A CRITICAL LITERACY APPROACH TO ANALYZING MEDIA REPRESENTATIONS OF IMMIGRANTS IN A HIGH SCHOOL ENGLISH CLASS Yusuf Yusuf; Samantha Gonzales; Sarah Williams
Lingeduca: Journal of Language and Education Studies Vol. 4 No. 3 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/lingeduca.v4i3.3110

Abstract

The portrayal of immigrants in media significantly shapes public perceptions, often reinforcing stereotypes and societal biases. Despite the growing importance of media literacy, high school curricula often overlook critical engagement with such representations. This study explores the application of a critical literacy approach in a high school English classroom to analyze media portrayals of immigrants. The primary objective was to enhance students' critical consciousness by equipping them with tools to deconstruct media messages, specifically focusing on immigrant representations. A qualitative research design was employed, utilizing pre- and post-surveys, classroom observations, and student interviews to assess the impact of the intervention. The results revealed a notable increase in students' ability to identify stereotypes and biases in media content, with 85% of students demonstrating heightened awareness of media's role in shaping public attitudes toward immigrants. Students reported greater confidence in critiquing media portrayals, reflecting a deeper understanding of the power dynamics involved. The findings suggest that a critical literacy approach fosters critical thinking skills and social awareness, empowering students to actively engage with media. This study underscores the potential of integrating critical literacy practices into high school curricula to address social justice issues. Future research should explore the long-term effects of such interventions in diverse educational contexts.
Co-Authors Alaa Chahine Andi Hidayati Andi Rahmatia Karim Samantha Gonzales Sarah Williams