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All Journal Jurnal Sastra Indonesia Indonesian Science Education Journal (ISEJ)
Aisyah, Suci Nur
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Agriculture, Biological Sciences & Forestry Arts Humanities Education Languange, Linguistic, Communication & Media Other

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EKSPRESI GAYA BAHASA PERTENTANGAN DALAM NOVEL TULISAN SASTRA KARYA TENDERLOVA Aisyah, Suci Nur; Nzulafri, Mayza Fariza
JURNAL SASTRA INDONESIA (SASINDO) Vol. 13 No. 3 (2024): JURNAL SASTRA INDONESIA (SASINDO) EDISI DESEMBER
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/sasindo.v13i3.59341

Abstract

Novel Tulisan Sastra menceritakan tentang Sastra, keluarganya, temannya, dan kisah cintanya dengan Sahara yang tragis. Penelitian ini dilakukan untuk mengungkapkan ekspresi gaya bahasa pertentangan yang terkandung dalam karya Tenderlova yang satu ini. Penelitian ini menggunakan metode penelitian deskriptif kualitatif terhadap dokumen berbentuk novel Tulisan Sastra karya Tenderlova sebagai sumber data. Teknik pengumpulan data pada penelitian ini adalah teknik pustaka, teknik simak, dan catat. Teknik analisis data dimulai dengan pengumpulan data, reduksi data, penyajian data, dan penarikan kesimpulan. Berdasarkan hasil analisis yang telah dilakukan novel Tulisan Sastra terdapat gaya bahasa pertentangan yang didominasi dengan penggunaan gaya bahasa hiperbola dan dilengkapi oleh gaya bahasa paradoks, sarkasme, ironi, dan Litotes. Kata kunci: ekspresi, gaya bahasa, pertentangan
Differential Effects of the Auditory Intellectually Repetition (AIR) Model on Students’ Critical Thinking Skills: A Gender-Based Analysis in Environmental Change Learning Barata, Muhammad Farhan; Aisyah, Suci Nur; Epandi, Dafa
ISEJ : Indonesian Science Education Journal Vol. 6 No. 1 (2025): January
Publisher : Yayasan Darussalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/isej.v6i1.2066

Abstract

The development of critical thinking skills is a key objective in 21st-century science education, particularly in learning contexts involving complex environmental issues. However, students’ critical thinking abilities remain relatively low due to the dominance of teacher-centered instructional practices. This study aims to examine the effectiveness of the Auditory, Intellectually, and Repetition (AIR) learning model in enhancing students’ critical thinking skills in environmental change and conservation learning, as well as to analyze differences based on gender. A quasi-experimental method with a non-equivalent control group pretest–posttest design was employed, involving 73 tenth-grade students divided into experimental and control classes. Data were collected using an essay-based critical thinking test developed based on Ennis’ indicators, including interpretation, analysis, evaluation, inference, and explanation. The results indicate that students in the experimental group achieved significantly higher posttest scores (M = 88.19) and N-Gain (g = 0.72, high category) compared to the control group (M = 60.88; g = 0.21, low category). Improvement was observed across all critical thinking indicators, with the highest gains in advanced clarification and basic skill development. Two-way ANOVA results reveal that the instructional model has a significant effect on students’ critical thinking skills (p < 0.05), while gender and the interaction between model and gender are not statistically significant. These findings demonstrate that the AIR model is effective and inclusive for both male and female students. The study implies that integrating active, discussion-based, and reinforcement-oriented learning models with environmental contexts can enhance students’ higher-order thinking and support meaningful engagement with sustainability issues.
Co-Authors Barata, Muhammad Farhan Epandi, Dafa Nzulafri, Mayza Fariza