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All Journal DEIKTIS: Jurnal Pendidikan Bahasa dan Sastra Journal of Paddisengeng Technology
Yessy Ade Winarti
Universitas Papua
Humanities Education Languange, Linguistic, Communication & Media Other

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Defisit Ilokusi Asertif Penderita Skizofrenia: Kajian Pragmatik Klinis Yessy Ade Winarti; Irma J. E Janis
DEIKTIS: Jurnal Pendidikan Bahasa dan Sastra Vol. 5 No. 1 (2025)
Publisher : Perkumpulan Dosen Muslim Indonesia - Sulawesi Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53769/deiktis.v5i1.1304

Abstract

Tujuan penelitian ini untuk mengkaji bentuk defisit tindak tutur lokusi pada tuturan penderita skizofrenia. Metode penelitian ini menggunakan metode kualitatif dengan menggunakan pendekatan kajian pragmatik klinis. Lokasi penelitian ini di Klinik Kesehatan Jiwa. Teknik pengumpulan data yang digunakan dalam penelitian ini adalah teknik SBLC. Teknik analisis data melalui pengumpulan data, reduksi data, penyajian data, analisis data, dan penarikan kesimpulan. Hasil penelitian bentuk defisit tindak tutur ilokusi asertif penderita skizofrenia. Berdasarkan temuan yang diperoleh dalam penelitian terdapat defisit pragmatik ilokusi asertif pada tuturan penderita skizofrenia. Penderita sering menggunakan bahasa yang tidak spesifik dalam penggambaran komunikasi untuk menyampaikan maksud percakapannya, memberikan jawaban yang singkat akibat gangguan berpikir, atau mengandalkan metafora atau simbolisme yang sulit dipahami orang lain. Pada data penelitian tersebut penderita kesulitan dalam membedatan realitas dan delusi yng dialami. Delusi dan halusinasi seringkali memengaruhi persepsi penderita terhadap dunia nyata yang mengakibatkan mereka kesulitan dalam berkomunikasi secara efektif sehingga penderita sering menggunakan kata-kata yang abstrak untuk menggambarkan makna.
Artificial Intelligence in Education: Opportunities, Risks, and Pedagogical Implications for Higher Education Agung Yuliyanto Nugroho; Marnangkok Pakpahan; Yessy Ade Winarti; Nurul Hikmah
Journal of Paddisengeng Technology Vol. 1 No. 4 (2025)
Publisher : PT. Sinergi Bersahaja Sejahtera

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65224/jopate.v1i4.228

Abstract

Background: The rapid integration of Artificial Intelligence (AI) in various sectors, including education, is transforming the way teaching and learning processes are conducted. AI has the potential to revolutionize higher education by enhancing learning experiences, improving teaching efficiency, and providing personalized learning opportunities. However, the use of AI in education also brings with it potential risks, such as data privacy concerns, reliance on automated systems, and the impact on traditional pedagogical methods. Purpose: This study explores the opportunities, risks, and pedagogical implications of integrating Artificial Intelligence in higher education. Specifically, it examines how AI tools can be utilized to enhance teaching, the challenges they present, and the ways in which educators and institutions can adapt to these technological changes to maximize their benefits. Method: A qualitative approach was used to analyze relevant literature, case studies, and expert opinions on the use of AI in education. Interviews with higher education faculty and technology experts were conducted to gain insights into the practical applications and challenges of AI integration. Results: The findings highlight that AI offers significant opportunities for personalized learning, data-driven decision-making, and administrative efficiency. However, it also poses risks related to data privacy, ethical concerns, and the potential for exacerbating educational inequalities. The pedagogical implications suggest a need for educators to develop new competencies and adapt teaching strategies to effectively integrate AI into the curriculum. Conclusion: The integration of AI in higher education presents both significant opportunities and challenges. To fully harness the potential of AI while mitigating its risks, higher education institutions must prioritize ethical considerations, data privacy, and the development of pedagogical strategies that complement AI technologies.
Co-Authors Agung Yuliyanto Nugroho Irma J. E Janis Marnangkok Pakpahan Nurul Hikmah