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All Journal Jurnal Pendidikan dan Kebudayaan Missio Journal of Educational Learning and Innovation (ELIa) JURNAL PENDIDIKAN DAN KEBUDAYAAN MISSIO
Cahyani, Ayuditya Widya
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Religion Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Horror Fiction Dihantui Kendi Maling as an Alternative Discourse to Support the Variety of Literacy Skills of Deaf Students Yudono, Kristophorus Divinanto Adi; Cahyani, Ayuditya Widya
Jurnal Pendidikan dan Kebudayaan Missio Vol. 16 No. 1 (2024): Jurnal Pendidikan dan Kebudayaan Missio
Publisher : Unika Santu Paulus Ruteng

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36928/jpkm.v16i1.1929

Abstract

Horror fiction is still limited to being used as a learning support. Horror fiction works have the opportunity to be alternative learning materials, especially in learning deaf students. In addition to having horror aspects, horror fiction contains a stimulus to strengthen various dimensions of literacy skills. The objectives of this study, among others, (1) Describe the content of literacy dimensions contained in horror stories, (2) Describe the use of horror stories in learning deaf students. The horror story used to support deaf learning is a story entitled Dihantui Kendi Maling by Sylvana Toemon. This research was conducted with a descriptive qualitative approach. The source of research data is horror stories and teaching and learning activities of deaf students. Data was collected by observation techniques, and interviews. Observations are made by participants, or researchers are directly involved in deaf learning. The study participants were deaf teachers and students at SLB B Dena Upakara Wonosobo, Central Java. Interviews are conducted with teachers to clarify or confirm data that does not appear in observations. The results showed that the horror story Haunted by the Maling Jug can be used in learning because it contains a three-dimensional reinforcement stimulus for literacy. The various dimensions of literacy include literacy, financial literacy, and cultural-civic literacy. Literacy is learned through understanding the substance of discourse. Financial literacy is contained in the knowledge of stealing as a form of financial crime. Cultural-civic literacy is found in the attitude of appreciating local knowledge and beliefs in the community. Horror stories and teaching and learning activities are delivered orally as part of the implementation of the Maternal Reflective Method.
Magic School Ai In Designing Indonesian Language Learning For Second Grade With A Deep Learning Paradigm Cahyani, Ayuditya Widya; Yudono, Kristophorus Divinanto Adi
Journal of Educational Learning and Innovation (ELIa) Vol. 5 No. 1 (2025): Journal of Educational Learning and Innovation (ELIa)
Publisher : Institut of Shanti Bhuana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46229/elia.v5i1.982

Abstract

Magic School AI is one of the tangible manifestations of the development of digital technology that provides opportunities to improve the quality of learning. One of the features that Magic School AI has is designing learning activities. The purpose of this study is to describe the performance of the Magic School AI artificial intelligence application in designing Indonesian learning activities for second grade students. This research is qualitative research with a virtual ethnographic method. Data collection was carried out by observation and interviews. The duration of Magic School AI usage is one month. Magic School AI is used to design Indonesian learning in accordance with the latest curriculum paradigm, namely Deep Learning. The results of this research are that Magic School AI has features that can be used to produce diagnostic assessments, produce project-based lesson plans, improve the visual quality of learning, and produce learning support texts. However, teachers need to modify and review the ideas of Magic School AI to fit the latest learning paradigms, conditions, and learning needs experienced by the learning environment.
Horror Fiction Dihantui Kendi Maling as an Alternative Discourse to Support the Variety of Literacy Skills of Deaf Students Yudono, Kristophorus Divinanto Adi; Cahyani, Ayuditya Widya
Jurnal Pendidikan dan Kebudayaan Missio Vol. 16 No. 1 (2024): Jurnal Pendidikan dan Kebudayaan Missio
Publisher : Unika Santu Paulus Ruteng

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36928/jpkm.v16i1.290

Abstract

Horror fiction is still limited to being used as a learning support. Horror fiction works have the opportunity to be alternative learning materials, especially in learning deaf students. In addition to having horror aspects, horror fiction contains a stimulus to strengthen various dimensions of literacy skills. The objectives of this study, among others, (1) Describe the content of literacy dimensions contained in horror stories, (2) Describe the use of horror stories in learning deaf students. The horror story used to support deaf learning is a story entitled Dihantui Kendi Maling by Sylvana Toemon. This research was conducted with a descriptive qualitative approach. The source of research data is horror stories and teaching and learning activities of deaf students. Data was collected by observation techniques, and interviews. Observations are made by participants, or researchers are directly involved in deaf learning. The study participants were deaf teachers and students at SLB B Dena Upakara Wonosobo, Central Java. Interviews are conducted with teachers to clarify or confirm data that does not appear in observations. The results showed that the horror story Haunted by the Maling Jug can be used in learning because it contains a three-dimensional reinforcement stimulus for literacy. The various dimensions of literacy include literacy, financial literacy, and cultural-civic literacy. Literacy is learned through understanding the substance of discourse. Financial literacy is contained in the knowledge of stealing as a form of financial crime. Cultural-civic literacy is found in the attitude of appreciating local knowledge and beliefs in the community. Horror stories and teaching and learning activities are delivered orally as part of the implementation of the Maternal Reflective Method.
Co-Authors Yudono, Kristophorus Divinanto Adi