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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar Jurnal Khasanah Pendidikan Jurnal Motivasi Pendidikan dan Bahasa Multidisciplinary Indonesian Center Journal JREP
M. Agus
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Religion Humanities Earth & Planetary Sciences Education Languange, Linguistic, Communication & Media Mathematics Other

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Journal : Multidisciplinary Indonesian Center Journal

 1 
IMPROVING THE COMPETENCE OF INDONESIAN LANGUAGE TEACHERS THROUGH THE USE OF THE JUNIOR HIGH SCHOOL LEARNING COMMUNITY (KOMBEL) IN SOPPENG REGENCY Asfiati; M. Agus; Paida, Andi
Multidisciplinary Indonesian Center Journal (MICJO) Vol. 2 No. 3 (2025): Vol. 2 No. 3 Edisi Juli 2025
Publisher : PT. Jurnal Center Indonesia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62567/micjo.v2i3.801

Abstract

This study aims to describe the implementation of the learning community (Kombel) at the junior high school level in Soppeng Regency, its use in improving the competence of Indonesian teachers, and the factors that affect the utilization. This study uses a descriptive qualitative approach with data collection techniques through observation, interviews, and questionnaires. The data obtained was analyzed holistically to reveal the implementation and impact of Kombel on improving teacher professionalism. The results of the study show that the implementation of Kombel at the junior high school level in Soppeng Regency has run optimally in accordance with the principles of the Independent Curriculum. The use of Kombel has proven to be effective in improving the pedagogic competence of Indonesian teachers, especially in the aspects of planning, implementation, and evaluation of learning. In addition, Kombel is a collaborative medium that supports the exchange of good practices between teachers, helps solve student learning problems, and supports the selection of relevant strategies, approaches, and methods. The factors that affect the use of Kombel include: teacher commitment and motivation, time management, availability of facilities, openness, and support from various parties. These findings affirm the importance of strengthening the learning community as a strategy to improve the quality of teacher competence in a sustainable manner.
THE EFFECT OF THE APPLICATION OF CULTURALLY RESPONSIVE TEACHING ON LEARNING INTEREST AND ABILITY TO WRITE NARRATIVE TEXTS IN INDONESIAN LANGUAGE LEARNING FOR GRADE IV STUDENTS OF UPT SDN 21 BANGKALA, JENEPONTO REGENCY Jusmaeni, Jusmaeni; M. Agus; Andi Adam
Multidisciplinary Indonesian Center Journal (MICJO) Vol. 2 No. 4 (2025): Vol. 2 No. 4 Edisi Oktober 2025
Publisher : PT. Jurnal Center Indonesia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62567/micjo.v2i4.1581

Abstract

This study aims to analyze the effect of the application of Culturally Responsive Teaching (CRT) on the learning interest and ability to write narrative texts of grade IV students of UPT SDN 21 Bangkala, Jeneponto Regency. The research background is based on the needs of Indonesian learning that is closer to the students' local cultural experiences so that learning becomes meaningful and relevant. This study uses a quantitative approach with a quasi-experiment design of the non-equivalent control group design that involves two groups, namely the experimental group that received CRT treatment and the control group that used conventional learning. The research instruments included learning interest questionnaires, narrative text writing tests, observation sheets, and documentation. The results showed a significant difference between the two groups after the treatment was given. The average post-test score of the experimental group's writing ability reached 82.14, a significant increase from the pre-test score of 58.71. Meanwhile, the control group only increased from 57.42 to 69.28. The learning interest of students in the experimental group also increased from 62% to 86%, much higher than the control group which only increased from 60% to 71%. The t-test showed a significance value of < 0.05 on both variables, which means that CRT had a significant effect on students' learning interest and narrative text writing ability. Normalized gain analysis corroborated these findings, where the experimental group was in the high improvement category. Overall, this study emphasizes that the integration of local cultural elements through the CRT approach is able to increase student participation, motivation, and academic performance, especially in writing narrative texts. The results of this study imply that CRT is feasible as an alternative to Indonesian learning strategies that are more communicative, contextual, and in favor of the cultural diversity of students
IMPLEMENTATION OF DEEP LEARNING IN IMPROVING THE WRITING SKILLS OF DESCRIPTIVE TEXTS FOR GRADE 6 STUDENTS OF ELEMENTARY SCHOOL CLUSTER 1 BANGKALA DISTRICT JENEPONTO REGENCY Alam syah, Nur; M. Agus; Andi Adam
Multidisciplinary Indonesian Center Journal (MICJO) Vol. 2 No. 4 (2025): Vol. 2 No. 4 Edisi Oktober 2025
Publisher : PT. Jurnal Center Indonesia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62567/micjo.v2i4.1582

Abstract

This study aims to analyze the implementation of deep learning in improving the descriptive text writing skills of grade VI students in Group 1, Bangkala District, Jeneponto Regency. Deep learning is seen as relevant to overcome students' low writing ability which is characterized by a lack of detail, weak text structure, and lack of ability to choose diction. This study uses a qualitative approach with the type of Class Action Research (PTK) of the Kemmis and McTaggart model which is carried out in one cycle consisting of planning, action, observation, and reflection stages. Data was collected through observation, interviews, documentation, as well as pretest and posttest. The results of the study showed a significant increase in description writing skills after the application of Deep Learning. The average pretest score of 58.40 with 16% completeness increased to 83.20 in the posttest with 88% completeness. An increase in N-gain of 0.62 indicates a moderate–high increase category. In addition to improved grades, students showed positive changes in learning behavior, characterized by increased participation, analytical skills, and quality of reflection on their writing. This study concludes that deep learning is effective in improving descriptive text writing skills while fostering students' critical thinking and metacognitive skills. This model is feasible to be applied as an alternative to Indonesian learning strategies in elementary schools.
DEVELOPMENT OF A DEEP LEARNING-BASED CHARACTER BULDING AFFIRMATION MODEL IN INDONESIAN LANGUAGE LEARNING IN JUNIOR HIGH SCHOOL M. Agus
Multidisciplinary Indonesian Center Journal (MICJO) Vol. 3 No. 1 (2026): Vol. 3 No. 1 Edisi Januari 2026
Publisher : PT. Jurnal Center Indonesia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62567/micjo.v3i1.1921

Abstract

This study aims to develop a character building affirmation learning model based on a deep learning approach in the context of Indonesian language learning at the Junior High School (SMP) level. This approach emphasizes strengthening conceptual understanding and internalization of character values ​​through reflective, collaborative, and meaningful learning activities. The study used the Design and Development Research (DDR) method with a 4D development model: Define, Design, Develop, and Disseminate. The research subjects consisted of grade VIII students and Indonesian language teachers at SMP. Data collection techniques included observation, interviews, documentation, expert validation, and questionnaires to students and teachers. The validation results by three experts—character education, educational technology, and Indonesian language teachers—showed that this model is very valid, with an average score of 90% in the content, construct, and technology aspects. A limited trial conducted on 30 grade VIII students showed that 87% of students felt that this model made it easier for them to understand character values ​​in depth. In addition, teachers considered this model practical, interactive, and able to increase students' active involvement in the learning process. These findings indicate that the affirmation character building model based on deep learning is not only effective in building attitude competencies and understanding of values, but is also relevant to be applied in Indonesian language learning. This model has the potential to be an innovative approach in technology-based character education that supports pedagogical transformation at the junior high school level
Co-Authors Abd. Rahman Rahim Abdul Rahman Rahim Aco Akram Budiman Yusuf Alam syah, Nur Andi Adam Andi Nurul Elvira Ningsih Andi Paida, Andi Asfiati Bahrun Amin Fhatiha Hermaul, Nurul Ismail Isna Iskandar Jusmaeni, Jusmaeni Muhammad Akhir Nurhusrani Pitra Anggraini Rahmita Rika Risnawati Siti Najemia Naim SITTI AIDA AZIS Sudiarta, Muh Rangga Valentino Syahriza Azzahrah Ummu Khaltsum