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All Journal Litera Jurnal Sosioteknologi Jurnal Penelitian Humaniora RETORIKA: Jurnal Bahasa, Sastra, dan Pengajarannya Jurnal Ilmiah KORPUS Hibualamo : Seri Ilmu-Ilmu Sosial dan Kependidikan Jurnal Onoma: Pendidikan, Bahasa, dan Sastra INDONESIA: Jurnal Pembelajaran Bahasa dan Sastra Indonesia
Nakrowi, Zain Syaifudin
Universitas Hein Namotemo
Arts Humanities Economics, Econometrics & Finance Education Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences

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Kemampuan Menulis Argumentasi Siswa: Analisis Profil dan Problematika Pembelajaran Zain Syaifudin Nakrowi; Dadang S. Ansori; Yeti Mulyati; Yuliana Setyaningsih
Jurnal Onoma: Pendidikan, Bahasa, dan Sastra Vol. 10 No. 1 (2024)
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/onoma.v10i1.3107

Abstract

Kemampuan menulis argumen sangatlah penting dan kompleks. Oleh karena itu, penelitian mengenai kemampuan menulis argumentasi sering dilakukan. Penelitian ini bertujuan untuk menganalisis kualitas menulis argumentasi siswa untuk memetakan profil dan problematika pembelajaran menulis argumentasi. Selain itu, penelitian ini juga mengkaji kemungkinan konsep berpikir kritis sebagai model pembelajaran menulis argumentasi. Metode yang digunakan adalah metode campuran. Statistik sederhana digunakan untuk analisis kualitatif. Objek penelitiannya adalah 173 siswa dari 5 (lima) SMA Negeri di Jawa Tengah. Hasil penelitiannya adalah: 1) tingkat kemandirian berpikir siswa rendah; sebanyak 69,94% karya siswa tidak lolos uji kemiripan; 2) Rata-rata hasil karya siswa secara keseluruhan berada pada klasifikasi rendah dengan perolehan skor 1,19 dari rentang 0,00-4,00; 3) Secara konseptual, berpikir kritis dapat digunakan sebagai alat bantu dalam pembelajaran menulis argumentasi. Berdasarkan hasil tersebut maka penguatan literasi, keteladanan, dan melibatkan berpikir kritis sangat penting dalam pembelajaran menulis argumentasi. Guru dan siswa harus meningkatkan kemampuan literasinya. Literasi sangat penting dalam menulis argumen. Struktur jaminan tersebut hanya akan terpenuhi apabila penulis mempunyai kemampuan literasi yang baik. Siswa harus diberikan contoh bagaimana memperoleh dan menggunakan informasi dalam menyusun teks argumentatif. Selain itu, siswa harus terbiasa menentukan tujuan, merumuskan pertanyaan, menggali informasi, menarik kesimpulan, membuat konsep, melihat berbagai asumsi, mempertimbangkan implikasi, dan mengkonstruksi sudut pandang. Dengan cara ini, siswa dapat menyusun argumen dengan struktur klaim, landasan, pernyataan, jaminan, dan sanggahan.
Kemampuan Menulis Argumentasi Siswa: Analisis Profil dan Problematika Pembelajaran Zain Syaifudin Nakrowi; Dadang S. Ansori; Yeti Mulyati; Yuliana Setyaningsih
Jurnal Onoma: Pendidikan, Bahasa, dan Sastra Vol. 10 No. 1 (2024)
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/onoma.v10i1.3107

Abstract

Kemampuan menulis argumen sangatlah penting dan kompleks. Oleh karena itu, penelitian mengenai kemampuan menulis argumentasi sering dilakukan. Penelitian ini bertujuan untuk menganalisis kualitas menulis argumentasi siswa untuk memetakan profil dan problematika pembelajaran menulis argumentasi. Selain itu, penelitian ini juga mengkaji kemungkinan konsep berpikir kritis sebagai model pembelajaran menulis argumentasi. Metode yang digunakan adalah metode campuran. Statistik sederhana digunakan untuk analisis kualitatif. Objek penelitiannya adalah 173 siswa dari 5 (lima) SMA Negeri di Jawa Tengah. Hasil penelitiannya adalah: 1) tingkat kemandirian berpikir siswa rendah; sebanyak 69,94% karya siswa tidak lolos uji kemiripan; 2) Rata-rata hasil karya siswa secara keseluruhan berada pada klasifikasi rendah dengan perolehan skor 1,19 dari rentang 0,00-4,00; 3) Secara konseptual, berpikir kritis dapat digunakan sebagai alat bantu dalam pembelajaran menulis argumentasi. Berdasarkan hasil tersebut maka penguatan literasi, keteladanan, dan melibatkan berpikir kritis sangat penting dalam pembelajaran menulis argumentasi. Guru dan siswa harus meningkatkan kemampuan literasinya. Literasi sangat penting dalam menulis argumen. Struktur jaminan tersebut hanya akan terpenuhi apabila penulis mempunyai kemampuan literasi yang baik. Siswa harus diberikan contoh bagaimana memperoleh dan menggunakan informasi dalam menyusun teks argumentatif. Selain itu, siswa harus terbiasa menentukan tujuan, merumuskan pertanyaan, menggali informasi, menarik kesimpulan, membuat konsep, melihat berbagai asumsi, mempertimbangkan implikasi, dan mengkonstruksi sudut pandang. Dengan cara ini, siswa dapat menyusun argumen dengan struktur klaim, landasan, pernyataan, jaminan, dan sanggahan.
The use of intellectual standards to assess the quality of students' argumentative writings Nakrowi, Zain Syaifudin; Ansori, Dadang S.; Mulyati, Yeti; Setyaningsih, Yuliana
LITERA Vol. 22 No. 2: LITERA (JULY 2023)
Publisher : Faculty of Languages, Arts, and Culture Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/ltr.v22i2.60465

Abstract

To comprehensively examine the quality of argumentative writing, it is important to integrate the aspects of structure and substance. This study seeks to foreground the application of Intellectual Standards (IS) as a core component of the argumentative writing process. The research aims to determine the quality of argumentation in terms of structure using the TAP Toulmin concept and substance using IS. The research participants were 80 high school students in Central Java, Indonesia. A mixed method approach with an exploratory sequential QUAL-quan design is adopted. The results show that the quality of the arguments in terms of structure and substance is in the low category. Structurally, 97.5% of students' written arguments ranged from 1.1 to 2.0 on a scale of 0.0-5.0. In substance, 81.25% of students' argumentation ability scores are in the range of 04.9 - 09.6 on a scale of 0.00-24.00. In addition, the findings show that the completeness of the structure influences the substance score. Furthermore, the results of this study can be used as a reference for teachers in teaching argument texts. Elements of warrant, backing, modal qualifier, and rebuttal must be emphasized in preparing argumentative texts.Keywords: Argumentative Texts, Structure and Substance of Arguments, Toulmin, Intellectual Standards
Argument-Mapping menggunakan ChatGPT untuk Meningkatkan Kualitas Argumen Ilmiah bagi Mahasiswa Nakrowi, Zain Syaifudin; Nugraha, Haris Santosa; Yanti, Nafri
Jurnal Sosioteknologi Vol. 24 No. 3 (2025): NOVEMBER 2025
Publisher : Fakultas Seni Rupa dan Desain ITB

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5614/sostek.itbj.2025.24.3.6

Abstract

This study explores the impact of Argument Mapping (AM) assisted by ChatGPT on students' ability to write scientific arguments. While AM has been shown to enhance argumentative skills, there is limited research on integrating generative technologies like ChatGPT into the AM model for writing instruction. This study examines ChatGPT's role in helping students in the Nursing and Primary School Teacher Education (PGSD) programs develop clearer and more logical argument structures. A mixed-methods explanatory sequential design was used, incorporating quantitative pre- and post-tests to measure improvements in argumentative writing and qualitative semi-structured interviews to gather students' perceptions. Results show that AM supported by ChatGPT significantly enhances students' argumentative writing skills, particularly in clarity and argument structure in depth. The findings suggest that ChatGPT aids writing and fosters critical thinking. However, ethical considerations, including plagiarism awareness, are important when using this technology. This study contributes to the literature by highlighting AI's potential to improve argumentative writing skills and promoting the integration of technology in education for developing critical thinking.
PENGARUH MODEL RECIPROCAL TEACHING BERBASIS PEER FEEDBACK TERHADAP KEMAMPUAN LINGUISTIC ENTREPRENEURSHIP BAGI MAHASISWA Nana Triana Winata; Zain Syaifudin Nakrowi; Chen Die
INDONESIA: Jurnal Pembelajaran Bahasa dan Sastra Indonesia Volume 7 Number 2 June 2026
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59562/indonesia.v7i2.83327

Abstract

This study aims to determine the effect of the reciprocal teaching model, based on peer feedback, on students' linguistic entrepreneurship ability. This research employed a quantitative approach with a quasi-experimental, nonequivalent control-group design. The sample consisted of 64 students from the Indonesian Language and Literature Education Study Program at Universitas Wiralodra, divided into 32 students in the experimental class and 32 in the control class. Data were analysed using SPSS version 27, including descriptive statistics, a normality test, and a paired-samples t-test. Based on the t-test with a significance value (Sig. 2-tailed) of 0.000 < 0.05 at the 95% significance level, the mean posttest score in the experimental class was 86.06, while that in the control class was 77. The results indicate a significant increase in students' linguistic entrepreneurship ability in the experimental class compared to the control class. This model can be utilised as an alternative instructional strategy for language entrepreneurship courses. Thus, the reciprocal teaching model based on peer feedback has been shown to enhance students' linguistic entrepreneurship abilities.
Revitalisasi Nilai Kearifan Lokal melalui Pembelajaran Debat Bahasa Indonesia Zain Syaifudin Nakrowi
Jurnal Onoma: Pendidikan, Bahasa, dan Sastra Vol. 8 No. 1 (2022)
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/onoma.v8i1.1726

Abstract

Era globalisasi menggerus nilai dan jati diri bangsa Indonesia. Salah satu nilai yang dimiliki oleh bangsa Indonesia itu adalah Hibualamo. Oleh karena itu, penelitian ini akan fokus membahas proses revitalisasi karakter bangsa melalui pembelajaran bahasa Indonesia berbasis nilai kearifan lokal. Metode penelitian yang digunakan adalah kualitatif dengan memanfaatkan studi pustaka sebagai strateginya. Hasilnya, nilai Hibualamo yaitu O dora, O Hayangi, O baliara, O adili, dan O adiai dapat diintegrasikan dalam materi debat bahasa Indonesia dan berpotensi besar dalam materi pembelajaran yang lain. Nilai-nilai tersebut dapat masuk dalam setiap sintak pembelajaran, khususnya pada materi debat. Hal ini juga akan menjaga esensi debat sebagai pembelajaran kolaboratif. Artinya, esensi debat tidak sebatas pada kompetitif, tetapi pada proses pemecahan masalah secara bersama. Simpulan yang dapat dirumuskan dari penelitian ini yaitu, guru harus lebih inovatif dalam mengambangkan model pembelajaran dalam K-13. K-13 memungkinkan guru untuk menginternalisasi nilai budaya lokal sebagai wujud kontekstualisasi dalam kegiatan pembelajaran.
Kesiapan Guru Bahasa Indonesia dalam Melaksanakan Kurikulum Merdeka di SMP Negeri Kota Bengkulu Allya Try Sukma Dewy; Zain Syaifudin Nakrowi; Muhammad Arifin; Didi Yulistio
Jurnal Korpus Vol 10 No 1 (2026): April 2026
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jik.v10i1.37748

Abstract

The purpose of this study was to determine the Readiness of Indonesian Language Teachers in implementing the Merdeka Curriculum in State Junior High Schools in Bengkulu City. This research uses a descriptive method with a quantitative approach. The population used in this study were all Indonesian language teachers in Bengkulu City State Junior High Schools, totaling 129 people. The sample in this study which was taken using purposive sampling technique was 30 Indonesian language teachers, namely at SMPN 5 Bengkulu City, SMPN 8 Bengkulu City, SMPN 14 Bengkulu City, SMPN 18 Bengkulu City and SMPN 17 Bengkulu City. The data collection technique used was questionnaire technique. The readiness of Indonesian language teachers in implementing the Merdeka Curriculum is assessed from three aspects, namely, planning, implementation and evaluation. The data analysis technique used in this research is descriptive data analysis technique and calculating the average. The results of the study can be stated that in general it shows that Indonesian language teachers are ready with an average of 4.19 because they are in the average range of 3.4-4.1. The results specifically that (1) Indonesian language teacher readiness in the aspect of lesson planning with an average value (4.4) including the category very ready (2) Indonesian language teacher readiness in the aspect of lesson implementation with an average value (4.1) including the category ready and (3) Indonesian language teacher readiness in the aspect of evaluation with an average value (4.2) including the category very ready.
PELAKSANAAN PEMBELAJARAN MENULIS ARTIKEL ILMIAH POPULER BERBASIS PROYEK PADA SISWA SMPN 22 KOTA BENGKULU Rani Nanda Dewi; Zain Syaifudin Nakrowi; Nafri Yanti; Noermanzah Noermanzah
Jurnal Korpus Vol 10 No 2 (2026): Agustus 2026
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jik.v10i2.51181

Abstract

This research was motivated by the importance of implementing popular scientific article writing instruction using a project-based learning model to improve students’ writing skills in accordance with the demands of the Merdeka Curriculum. This study aimed to describe the implementation of popular scientific article writing instruction using a project-based learning model for eighth-grade students at SMP Negeri 22 Kota Bengkulu. This study employed a descriptive method with a qualitative approach. The subjects of the study were teachers and students. Data were collected through observation and documentation, while data analysis involved data reduction, data presentation, and conclusion drawing. The results showed that the learning implementation consisted of preliminary, core, and closing activities. The preliminary activities included greetings, apperception, motivation, and delivery of learning objectives. The core activities were carried out through the stages of project-based learning, namely posing an essential question, planning the project through group formation and determining the topic of the popular scientific article, scheduling, monitoring project progress, assessing the results, and evaluating the learning experience. During the monitoring stage, students developed article drafts collaboratively under the teacher’s guidance and subsequently presented their project results. The closing activities consisted of summarizing the lesson, providing feedback, reflection, and follow-up activities. The project-based learning model provided students with opportunities to participate directly in determining topics, gathering information, developing written work, collaborating with group members, and presenting their project results. The teacher acted as a facilitator by providing guidance and assistance throughout the learning process. Overall, the learning implementation was carried out well, although project scheduling and student involvement in several stages still need to be improved.
Co-Authors Allya Try Sukma Dewy Ansori, Dadang S. Chen Die Dadang S. Ansori Dadang S. Ansori Didi Yulistio Haris Santosa Nugraha Muhammad Arifin Nafri Yanti Noermanzah, Noermanzah Pujiyanti, Arifah Rani Nanda Dewi Winata, Nana Triana Yuliana Setyaningsih Yuliana Setyaningsih