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All Journal Jurnal Penelitian Pendidikan, Psikologi Dan Kesehatan (J-P3K) Eduvest - Journal of Universal Studies
Ilza Mayumi
Universitas Negeri Jakarta
Aerospace Engineering Humanities Computer Science & IT Education Health Professions Neuroscience Nursing Public Health Social Sciences

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Analisis Wacana Kritis Fairclough dalam Wacana Pilpres 2024 (Studi Kasus Berita di Instagram @Pinterpolitik) Siti Fatimah Nur Azmah; Siti Ansoriyah; Ilza Mayumi
JURNAL PENELITIAN PENDIDIKAN, PSIKOLOGI DAN KESEHATAN (J-P3K) Vol 4, No 2 (2023): J-P3K AGUSTUS
Publisher : Mata Pena Madani

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51849/j-p3k.v4i2.200

Abstract

Tulisan ini menganalisis teks poilitik pada akun instagram @pinterpolitik dalam wacana kampanye pilpres 2024. Tulisan ini menggunakan analisis wacana kritis atau biasa disebut dengan critical discourse analysis dari Norman Fairclough. Fairclough menjelaskan bahwa sebuah teks tidak terlepas dari praktik diskursus dan keadaan sosiokultural. Peneliti menggunakan metode kualitatif dengan penjelasan deskripsi. Data yang peneliti ambil adalah konten berita mengenai wacana kampanye pilpres pada akun instagram @Pinterpolitik yang dapat dikembangkan dan dibuktikan dengan ilmu pengetahuan bahasa. Hasil analisis menunjukkan bahwa wacana kampanye pilpres 2024 pada media sosial tidak dapat dilepaskan dari bagaimana teks diproduksi, serta sikap-sikap netizen yang menerima berita ataupun tidak. Kemudian, keadaan sosiokultural yang mempengaruhi teks berlangsung di antaranya; hadirnya fenomena perbedaan struktur antara ketua dan anggota, atau senior dan junior sebagai dimensi situsasional serta fenomena di Indonesia pada saat kampanye setiap partai politik pasti berkoalisi dan membentuk kelompok sendiri untuk mendukung calon presiden mendatang. Teks yang memperlihatkan tokoh Ganjar dan Anies ini merupakan strategi pada calon untuk dapat menjadi orang nomor satu di Indonesia.
The Role of Non-Indigenous Papuan Teachers in Understanding Literacy in Cultural Diversity for Identity, Power and Social Justice of Indigenous Papuan Students in Senior High School Sastri Br Rajaguk-guk; Ilza Mayumi; Liliana Muliastuti
Eduvest - Journal of Universal Studies Vol. 5 No. 7 (2025): Eduvest - Journal of Universal Studies
Publisher : Green Publisher Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59188/eduvest.v5i7.51632

Abstract

Papua, with its cultural and linguistic diversity, faces unique challenges in the field of education, particularly at the senior high school level. This study aims to analyze the role of non-Papuan teachers or migrant teachers in understanding literacy, cultural diversity, and its impact on the identity, power dynamics, and social justice of local Papuan students. The findings indicate that the obstacles faced by teachers include a lack of understanding of local culture, language differences, and minimal institutional support. As a result, many local Papuan students feel alienated, less motivated, and marginalized in the learning process.  Migrant teachers have the potential to play a crucial role in creating an inclusive educational environment by employing culturally responsive pedagogical approaches. Collaborating with local communities and developing curricula that reflect local values can enhance the sense of belonging and engagement among local students. With strengthened ongoing professional training, teachers can be more effective in addressing cultural diversity and promoting social justice in the classroom. This research recommends the development of culturally-based curricula, intensive teacher training, and the use of technology as tools to bridge cultural gaps. These steps are expected to create a more inclusive education system, empower local Papuan students, and improve the quality of education in the region.
Co-Authors Liliana Muliastuti Sastri Br Rajaguk-guk Siti Ansoriyah Siti Fatimah Nur Azmah