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All Journal Al Ishlah Jurnal Pendidikan JITK (Jurnal Ilmu Pengetahuan dan Komputer)
Andi Wafda
Universitas Islam Indonesia
Computer Science & IT Education Languange, Linguistic, Communication & Media Mathematics Other

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ASPECT-BASED SENTIMENT ANALYSIS ON TWITTER TWEETS ABOUT THE MERDEKA CURRICULUM USING INDOBERT Andi Wafda; Dhomas Hatta Fudholi; Jaka Nugraha
JITK (Jurnal Ilmu Pengetahuan dan Teknologi Komputer) Vol. 10 No. 3 (2025): JITK Issue February 2025
Publisher : LPPM Nusa Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33480/jitk.v10i3.5692

Abstract

The curriculum has changed once again with the introduction of the Merdeka Curriculum to address learning loss in the education sector. Its implementation has elicited various responses, such as support for granting teachers the freedom to innovate, focusing on essential materials, offering diverse learning methods, and fostering student creativity. However, criticism has also arisen, including issues related to teachers’ lack of understanding, parents' concerns, and the increased workload on students due to numerous projects. To improve educational policies, an in-depth analysis of these responses is essential. This study aims to analyze public sentiment toward the Merdeka Curriculum by applying Aspect-Based Sentiment Analysis (ABSA) using data from Twitter. The research focuses on four main aspects: Teaching Modules (MA), Education Reports (RP), the Merdeka Teaching Platform (PMM), and the Strengthening of the Pancasila Student Profile Projects (P5). Data were collected using specific and relevant keywords for each aspect, followed by preprocessing, labeling, and filtering based on sentiment and aspect. The final dataset comprised 2,359 valid tweets. The ABSA model was developed using IndoBERT with fine-tuning, then tested and evaluated. The results showed that the aspect classification model achieved an accuracy of 97%, F1 score of 97%, recall of 97%, and precision of 97%. Meanwhile, the sentiment classification model achieved an accuracy of 85%, F1 score of 85%, recall of 85%, and precision of 85%. This ABSA model is expected to assist in monitoring public responses and provide valuable insights for policy development, particularly within the context of the Merdeka Curriculum.
The Urgency of Developing Digital Teaching Modules with Luwu Cultural Context for Literacy Skills Muhammad Rusli Baharuddin; Fitriani Fitriani; Andi Wafda
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 1 (2025): MARCH 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i1.6068

Abstract

The lack of local cultural representation in teaching materials and literacy challenges in the digital era highlight the need for innovative instructional resources. Developing digital teaching modules that enhance literacy while reinforcing cultural identity is crucial. This study aims to develop a Luwu Culture-Based Digital Teaching Module to improve students' literacy skills. This study employs a Research and Development (RD) approach using the ADDIE model, which consists of analysis, design, development, implementation, and evaluation phases. Data collection involves qualitative and quantitative methods to assess validity, practicality, and effectiveness. Findings indicate that the module is highly valid, with an average validity score of 81%, demonstrating strong relevance, comprehensiveness, and clarity. The module’s practicality is rated as excellent, with a mean score of 88%, indicating ease of use, learning effectiveness, and efficiency in implementation. The integration of local cultural elements into literacy instruction provides a meaningful learning experience, fostering students' engagement and comprehension of informational and literary texts. By embedding cultural narratives and traditions, the module enhances literacy skills while strengthening cultural identity. This study demonstrates that a Luwu Culture-Based Digital Teaching Module is a valid and practical tool for literacy development. Its adaptability to diverse cultural contexts suggests its potential for broader application in literacy education. Future research should explore its long-term impact on student learning outcomes.
Co-Authors Dhomas Hatta Fudholi Fitriani A. Jaka Nugraha Muhammad Rusli Baharuddin