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Pengembangan Bahan Ajar Teks Eksplanasi Bermuatan Ekologi untuk Mendukung Pencapaian Profil Pelajar Pancasila untuk SMK Deden Indra; Dyah Werdiningsih
GHANCARAN: Jurnal Pendidikan Bahasa dan Sastra Indonesia 2024: SPECIAL EDITION: LALONGET V
Publisher : Tadris Bahasa Indonesia, Fakultas Tarbiyah, Institut Agama Islam Negeri Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/ghancaran.vi.17247

This research aims to develop ecology-themed explanatory text teaching materials to support the achievement of the Pancasila Student Profile for vocational high schools (SMK). The teaching materials are designed to raise environmental awareness and foster sensitivity towards ecological issues. The development process follows the 4D model (Define, Design, Develop, Disseminate), focusing on the first three phases. Data collection techniques include questionnaires for students through purposive sampling and interviews with Indonesian language teachers. The results show that the teaching materials have a significant potential to be used in vocational education, integrating essential ecological knowledge with practical skills. This research underlines the importance of incorporating sustainable education in vocational curricula, ensuring students are equipped to face both the workforce and further education with an awareness of environmental challenges.

Pengaruh Model Pembelajaran Contextual Teaching and Learning (CTL) Berbantuan Video Pembelajaran terhadap Pemahaman Siswa Kelas 7 SMP Argulana Candra Hariyanto; Isbadar Nursit; Fadhila Kartika Sari; Dyah Werdiningsih
Mandalika Mathematics and Educations Journal Vol 8 No 1 (2026): Edisi Maret
Publisher : FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jm.v8i1.11487

This study aims to examine the effect of the Contextual Teaching and Learning (CTL) model on students’ mathematics achievement. The study is motivated by the need for instructional approaches that connect mathematical concepts to real-life contexts in order to enhance students’ understanding and engagement. A quantitative approach was employed using a quasi-experimental design with a pretest–posttest control group. The participants consisted of two classes: an experimental group taught using CTL and a control group taught using conventional instruction, with 30 students in each group. The research instrument was a mathematics achievement test scored on a 0–100 scale, administered as both a pretest and a posttest. Data were analyzed using prerequisite tests (normality and homogeneity) followed by an independent-samples t-test at a 0.05 significance level. The results indicate a statistically significant difference in posttest mathematics achievement between students who learned through CTL and those who received conventional instruction. These findings suggest that CTL is more effective in supporting students’ conceptual understanding and their ability to apply mathematical ideas through meaningful, context-based learning activities. Therefore, CTL is recommended as an alternative instructional model to improve students’ mathematics learning outcomes.

DECOLONIAL ECOLINGUISTICS IN THE ORAL TRADITION OF SEBLANG AS A FORM OF OSING PEOPLE’S RESISTANCE Muhammad Fauzi Al Hamidi; Sri Wahyuni; Dyah Werdiningsih; Hasan Busri
LiNGUA: Jurnal Ilmu Bahasa dan Sastra Vol 20, No 2 (2025): LiNGUA
Publisher : Laboratorium Informasi & Publikasi Fakultas Humaniora UIN Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/ling.v20i2.36524

As global environmental crises continue to grow, greater attention to indigenous ecological knowledge is urgently needed. This study explores the ecological narratives embedded in the oral tradition of Gending Seblang Olehsari within the Osing community, Banyuwangi, East Java Province, Indonesia, through a decolonial ecolinguistic perspective, and examines its role as cultural resistance against hegemonic environmental discourse. In positioning this study within contemporary ecolinguistic and decolonial scholarship, the research emphasizes the urgency of recovering marginalized ecological epistemologies that have been systematically silenced by colonial and modern development paradigms. Employing qualitative methods, the research analyzes oral texts, engages in participatory observation of rituals, and conducts in-depth interviews with community leaders. This methodological design allows the study to capture not only linguistic structures, but also the socio-cultural, historical, and cosmological dimensions through which environmental meaning is produced and sustained in everyday community practices. The findings demonstrate that Gending Seblang embodies ecological symbols, such as kembang gadhung (toxic flower) and ombak umbul (ocean wave), which reflect the Osing cosmology of harmonious and sustainable human–nature relations. These symbols operate as ecological signifiers that encode ethical principles of restraint, reciprocity, and interdependence between human and non-human life forms, offering an alternative worldview to anthropocentric environmental models. Metaphors including Seblang Lukinta (trance upon nature’s bed) and Layar Kumendhung (critique of ecological colonialism) function as linguistic strategies to preserve local knowledge while resisting exploitative Western logic. Through these metaphors, the Osing people articulate a counter-narrative that challenges the reduction of nature into mere economic resources and reasserts indigenous cosmology as a valid and authoritative system of ecological knowledge. The study concludes that this oral tradition is not merely intangible cultural heritage, but a living knowledge system significant for ecological decolonization movements. As such, Gending Seblang should be understood as an active site of epistemic resistance that continues to shape community identity, environmental ethics, and political consciousness.These insights provide a new perspective on integrating local wisdom into environmental policy and sustainability education. Ultimately, this research demonstrates that the preservation of oral traditions is inseparable from the pursuit of ecological justice, particularly in the context of accelerating environmental crises and the enduring legacy of colonial environmental governance.

Audiovisual Media Effects on Poetic Imagery and Symbolic Depth in Bullying-Themed Poetry Writing: A Systematic Literature Review Rozanna Ismarika; Hasan Busri; Dyah Werdiningsih
Edcomtech: Jurnal Kajian Teknologi Pendidikan Vol. 11 No. 1 (2026)
Publisher : Universitas Negeri Malang in collaboration with APSTPI and IPTPI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um039v11i12026p60-74

This systematic literature review aims to examine the effects of audiovisual media on poetic imagery and symbolic depth in bullying-themed poetry writing. Bullying remains a significant issue in educational settings, while poetry writing has emerged as a creative pedagogical tool that enables students to express their emotional experiences. However, the integration of audiovisual stimuli in poetry instruction remains underexplored, particularly regarding its impact on the quality of imagery and symbolism. This review analyzed 45 peer-reviewed articles published between 2015 and 2025, indexed in Scopus, Web of Science, and ERIC, following the PRISMA protocol. The findings identify three main thematic clusters. First, audiovisual media significantly enhance sensory imagery and figurative language in students’ poetry. Second, exposure to bullying-themed audiovisual content contributes to deeper symbolic meaning and greater metaphorical complexity. Third, multimodal pedagogical approaches promote emotional engagement and empathic perspective-taking, which in turn improve the overall literary quality of students’ poems. In addition, this review highlights several methodological gaps, particularly the limited number of longitudinal studies and the insufficient consideration of diverse cultural contexts. Based on these findings, a Multimodal Affective Symbolic (MAS) framework is proposed, integrating cognitive, affective, and semiotic dimensions. The implications for creative writing pedagogy and anti-bullying education are also discussed.

ChatGPT as a Macro-Level Cognitive Scaffold for First-Language Argumentative Writing: A Quasi-Experimental Study in a Madrasah Context Jumaddil Jumaddil; Abdul Rani; Dyah Werdiningsih
Edcomtech: Jurnal Kajian Teknologi Pendidikan Vol. 11 No. 1 (2026)
Publisher : Universitas Negeri Malang in collaboration with APSTPI and IPTPI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um039v11i12026p170-184

Empirical evidence on the use of generative AI for first-language (L1) writing instruction in Indonesian secondary schools remains limited, and few studies have examined which specific writing competencies benefit most from such interventions. This study addresses this gap by positioning ChatGPT not merely as a text-generating tool, but as a dialogic scaffold that supports learners within their zone of proximal development. A quasi-experimental nonequivalent pretest-posttest control group design was conducted with sixty eleventh-grade students at Madrasah Aliyah Negeri (MAN) 2 Parigi, Central Sulawesi, Indonesia, taught by the same teacher across eight instructional meetings. Argumentative writing performance was assessed using an analytical rubric adapted and validated for L1 Indonesian contexts. The findings showed that ChatGPT-assisted instruction produced a large overall effect on argumentative writing achievement (Cohen’s d = 1.30). However, after Holm-Bonferroni correction for multiple comparisons, significant effects remained only in the macro-level dimensions of organisation and content, whereas vocabulary, language use, and mechanics did not retain statistical significance. The study contributes a dimensional-specificity perspective, suggesting that the pedagogical benefits of generative AI in writing instruction are not uniformly distributed across writing components but are concentrated at the level of argumentative macrostructure. These findings extend Vygotskian scaffolding theory into human-AI interaction and deepen current understanding of how generative AI supports L1 writing development in under-researched madrasah and geographically disadvantaged educational contexts.

Keefektifan Aplikasi Podcast Spotify dalam Pembelajaran Keterampilan Menyimak pada Siswa Kelas X SMA PGRI Larangan Novia Shafa Dwijayanti; Dyah Werdiningsih
GHANCARAN: Jurnal Pendidikan Bahasa dan Sastra Indonesia 2023: SPECIAL EDITION: LALONGET IV
Publisher : Tadris Bahasa Indonesia, Fakultas Tarbiyah, Institut Agama Islam Negeri Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/ghancaran.vi.11760

Learning media is needed by teachers so that students can receive information or messages well. The Spotify application used is a podcast for listening skills in students. The purpose of this study was to determine the effectiveness of the Spotify podcast application as a medium for learning listening skills for students in the X grade of PGRI Prohibition High School. The research method used is the qualitative and quantitative mixture method. The bound variable is PGRI Prohibition High School X class students. Data collection techniques through interviews and distributing questionnaires. The data analysis technique uses a Likert scale. The results of the study on the learning medium in the form of podcast application Spotify obtained four answer indicators, namely (1) strongly agree obtained a score of 203, (2) agree obtained a score of 373, (3) disagree got a score of 37, and (4) strongly disagree got a score of 6. Therefore, this application is worth using when learning listening skills in the classroom.

Pengembangan Bahan Ajar Teks Eksplanasi Bermuatan Ekologi untuk Mendukung Pencapaian Profil Pelajar Pancasila untuk SMK Deden Indra; Dyah Werdiningsih
GHANCARAN: Jurnal Pendidikan Bahasa dan Sastra Indonesia 2024: SPECIAL EDITION: LALONGET V
Publisher : Tadris Bahasa Indonesia, Fakultas Tarbiyah, Institut Agama Islam Negeri Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/ghancaran.vi.17247

This research aims to develop ecology-themed explanatory text teaching materials to support the achievement of the Pancasila Student Profile for vocational high schools (SMK). The teaching materials are designed to raise environmental awareness and foster sensitivity towards ecological issues. The development process follows the 4D model (Define, Design, Develop, Disseminate), focusing on the first three phases. Data collection techniques include questionnaires for students through purposive sampling and interviews with Indonesian language teachers. The results show that the teaching materials have a significant potential to be used in vocational education, integrating essential ecological knowledge with practical skills. This research underlines the importance of incorporating sustainable education in vocational curricula, ensuring students are equipped to face both the workforce and further education with an awareness of environmental challenges.

Sastra Lingkungan sebagai Praktik Pembelajaran Berkelanjutan: Studi Deskriptif pada Guru SMP Aprilia Nur Azizah; Wahda Rahma Laila; Ari Ambarwati; Dyah Werdiningsih
JENTERA: Jurnal Kajian Sastra Vol 14, No 2 (2025): Jentera: Jurnal Kajian Sastra
Publisher : Badan Pengembangan dan Pembinaan Bahasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26499/jentera.v14i2.8455

Environmental literature has strategic potential in sustainable education because it is able to convey ecological values in an affective, critical, and contextual manner. This study aims to describe the practice of environmental literature learning by junior high school teachers in East Java as a form of sustainable learning implementation with consideration of gender dimensions. The novelty of this study lies in presenting the perspective of teachers as the main actors who build eco-literacy through symbolic-affective interpretations of nature, thereby reflecting emotional and reflective relationships with environmental issues, in contrast to previous studies that focused more on texts or student responses. This study uses a descriptive mixed-methods approach, through closed questionnaires (Likert scale) and open-ended questions, which are analyzed quantitatively and thematically using the Miles & Huberman model. The results show the dominance of teachers' positive attitudes towards environmental literature despite obstacles and gaps in knowledge and practice. In addition, there is a complementary gender polarity that shows the dominance of male teachers with concrete-active strategies, while female teachers excel in reflective-literary strategies. The conclusion of the study confirms that environmental literature functions as an effective ecological-pedagogical space for reflection, with gender polarity being synergistic as a transformative force. Implicitly, these findings can form the basis for the development of contextual and applicable environmental literature curation at the school level. Abstrak Penelitian ini bertujuan untuk mendeskripsikan praktik pembelajaran sastra lingkungan oleh guru SMP di Jawa Timur sebagai implementasi pembelajaran berkelanjutan dengan mempertimbangkan dimensi gender. Penelitian menggunakan metode mixed-methods deskriptif. Data dikumpulkan melalui kuesioner tertutup berbasis skala Likert dan pertanyaan terbuka yang diberikan kepada guru SMP. Data kuantitatif dianalisis secara statistik deskriptif, sedangkan data kualitatif dianalisis secara tematik menggunakan model analisis interaktif Miles dan Huberman yang meliputi reduksi data, penyajian data, dan penarikan simpulan. Hasil penelitian menunjukkan bahwa guru memiliki sikap positif terhadap pemanfaatan sastra lingkungan dalam pembelajaran, namun masih terdapat hambatan pada aspek penguasaan konsep dan implementasi pedagogis. Analisis berdasarkan gender memperlihatkan adanya polaritas komplementer, yakni guru laki-laki cenderung menerapkan strategi pembelajaran yang konkret dan aktif, sementara guru perempuan lebih dominan menggunakan pendekatan reflektif dan literer. Simpulan penelitian menegaskan bahwa sastra lingkungan berfungsi sebagai media refleksi ekologis-pedagogis yang efektif, dengan perbedaan strategi berbasis gender yang bersifat sinergis dan berpotensi memperkuat transformasi pembelajaran berkelanjutan. Temuan ini berimplikasi pada perlunya pengembangan kurasi sastra lingkungan yang kontekstual dan aplikatif untuk mendukung praktik pembelajaran di tingkat sekolah menengah pertama.

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