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All Journal Jurnal Inovasi Teknologi Pendidikan Paradigm: Journal of Language and Literary Studies
Ayunisa, Dini Arifa
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Humanities Education Languange, Linguistic, Communication & Media

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Analysis of awareness and confidence in learning outcomes with students' academic motivation: SEM approach Kurniasih, Dede Dwi; Rahman ZH, Miftah Hur; Ayunisa, Dini Arifa; Maryono, Maryono; Mustofa, Khabib; Siswanto, Siswanto
Jurnal Inovasi Teknologi Pendidikan Vol. 12 No. 1 (2025): March
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jitp.v12i1.76652

Abstract

Low self-awareness and confidence hinder learning strategies, reduce academic motivation, and prevent psychology-based educational strategies from developing optimally due to limited research integrating these factors. This study examines the influence of self-awareness and self-confidence on learning achievement, mediated by academic motivation. Data from 300 high school students in Indonesia were collected using a Likert scale questionnaire, while learning achievement was measured based on the average semester score. Structural Equation Modeling (SEM) analysis showed that self-awareness had a positive and significant effect on academic motivation (β = 0.45, p < 0.01) and learning achievement (β = 0.30, p < 0.01). Similarly, self-confidence positively influenced academic motivation (β = 0.35, p < 0.01) and learning achievement (β = 0.25, p < 0.01). Academic motivation was found to mediate the relationship between self-awareness and learning achievement (indirect effect = 0.20, p < 0.01) as well as between self-confidence and learning achievement (indirect effect = 0.15, p < 0.01). The proposed SEM model demonstrated a good fit with the data (χ² = 212.34, df = 149, p < 0.01; RMSEA = 0.045; CFI = 0.97; TLI = 0.96). These findings highlight the importance of self-awareness and self-confidence in enhancing learning achievement through increased academic motivation. This study contributes theoretically to understanding psychological factors affecting learning achievement and has practical implications for developing educational interventions. Future research is recommended to adopt a longitudinal design and mixed methods and explore mediator or moderator variables for more effective educational strategies.
NEGOTIATING IDENTITY AND AUTHORITY THROUGH CODE-MIXING IN SARA WIJAYANTO’S MYSTICAL YOUTUBE Ayunisa, Dini Arifa
PARADIGM: Journal of Language and Literary Studies Vol 8, No 2 (2025): Paradigm: Journal of Language and Literary Studies
Publisher : Department of English Literature, Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/prdg.v8i2.36182

Abstract

The phenomenon of code-mixing in digital mystical content demonstrates a shift in the role of language from a communication tool to a technique for establishing spiritual authority and social legitimacy. Although there has been a lot of research on code-mixing in education, entertainment, and general media, there have been few studies that emphasize this technique in the world of digital mysticism. This research will look at how Sara Wijayanto uses code-mixing in her three mystical YouTube videos to negotiate identity and establish spiritual authority in front of a digital audience. The study material consisted of three movies totaling 150 minutes in length, which were transcribed and analyzed using Muysken's code-mixing typology to identify linguistic forms and Fairclough's Critical Discourse Analysis to evaluate ideological and social aspects. The study's findings demonstrate that English vocabulary terms such as "energy," "possessed," and "safe zone" are purposefully used during spiritual interactions to project a professional image and scientific legitimacy. In the digital domain, code-mixing represents cosmopolitan identity and spiritual power.
Co-Authors Khabib Mustofa Kurniasih, Dede Dwi Maryono Maryono Miftah Hur Rahman Zh S Siswanto