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All Journal Journal of Innovation and Research in Primary Education
Lucky Rahayu Nurjamin
Instritut Pendidikan Indonesia
Education Languange, Linguistic, Communication & Media Mathematics Other

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The Transformation of the Midah Archetype: The Dynamics of Femininity and the Process of Individuation in Tere Liye's Novels "Pulang" and "Novel Pergi" Irma Rismawati; Asep Nurjamin; Lucky Rahayu Nurjamin; Yustika Nurfajriah; Ari Kartini
Journal of Innovation and Research in Primary Education Vol. 5 No. 2 (2026)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v5i2.3583

Abstract

Female characters in contemporary Indonesian fiction have increasingly served as sites of complex psychological and symbolic meaning, yet their archetypal dimensions remain insufficiently theorized within the existing scholarship. This study employs a qualitative descriptive-interpretive design with content analysis to examine the character of Midah in Tere Liye's novels Pulang (2015) and Pergi (2018), drawing on Carl Gustav Jung's theory of archetypes and the collective unconscious as its theoretical framework. The analysis reveals that Midah embodies a triadic archetypal structure comprising The Great Mother — expressed through moral counsel, emotional constancy, and transcendental protection; the Anima — manifested through silent, healing mediation; and The Self — constituted through her symbolic positioning as the ultimate destination of the main character Bujang's individuation. Notably, Midah's archetypal identity evolves dynamically across both novels in correspondence with Bujang's advancing psychological development. These findings extend prior scholarship on female archetypes in Tere Liye's works and demonstrate that Midah represents a more spiritually autonomous and psychically complex maternal figure than those identified in previous studies or found in canonical Indonesian literary tradition. This study contributes to Indonesian literary psychology by establishing a replicable model for Jungian archetypal analysis of female characters and affirming that Jung's theoretical framework can be productively applied to contemporary Indonesian fiction while remaining attentive to its distinctive cultural and spiritual values.
Digital Storytelling as a Dual-Domain Pedagogical Strategy: A Systematic Review of Its Effects on Speaking Skills and Emotional Literacy in Primary Education Imas Masrini; Ninah Hasanah; Lucky Rahayu Nurjamin
Journal of Innovation and Research in Primary Education Vol. 5 No. 2 (2026)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v5i2.3594

Abstract

Despite growing recognition of digital storytelling as a promising pedagogical approach, its simultaneous effects on speaking skills and emotional literacy in primary education remain insufficiently synthesized, particularly within the Indonesian schooling context. This systematic literature review examined 20 peer-reviewed international studies published between 2018 and 2025, retrieved from Scopus, Frontiers, and PubMed databases. Articles were selected through structured inclusion and exclusion criteria with inter-rater reliability confirmed at κ = .82, and data were analyzed using Braun and Clarke's six-phase thematic analysis framework. Results indicate that 80% of reviewed studies reported significant speaking skill improvements — with mean score gains of 25–45% — across articulation, fluency, narrative structure, and expressive intonation. Emotional awareness was the most consistently documented affective outcome, reported in 90% of studies. Unanticipated findings included incidental vocabulary acquisition through collaborative scriptwriting and reduced socially avoidant behavior. These outcomes affirm that digital storytelling simultaneously cultivates communicative competence and emotional intelligence, aligning with sociocultural learning theory and Goleman's emotional intelligence framework. The findings support integration of digital storytelling within Indonesia's Merdeka Curriculum, with teacher professional development and equitable digital infrastructure identified as critical enabling conditions. Future research should prioritize longitudinal experimental designs and AI-integrated storytelling frameworks.
Integration of Artificial Intelligence (AI) in Indonesian Language Learning to Improve Elementary School Students' Narrative Writing Skills Ramdani Tanjung; Asep Nurjamin; Lina Nurwahidah; Lucky Rahayu Nurjamin; Ari Kartini
Journal of Innovation and Research in Primary Education Vol. 5 No. 2 (2026)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v5i2.3610

Abstract

In the era of digital transformation, the integration of Artificial Intelligence (AI) in Indonesian language learning offers a strategic opportunity to revolutionize literacy skills, particularly narrative writing skills at the elementary school level. This study aims to analyze the role, implications, and effectiveness of AI technology in facilitating the creative process of narrative writing, while identifying significant benefits and fundamental challenges in its implementation. The research method used is a Systematic Literature Review (SLR). The analysis was conducted on 25 reputable scientific articles, both national and international, published between 2021 and 2026. Data was synthesized using a thematic approach to map trends in the use of AI technology in pedagogical contexts. The study results show that the use of Natural Language Processing (NLP)-based AI and adaptive learning systems positively contribute to four main aspects: (1) strengthening narrative structure, (2) linguistic accuracy, (3) stimulating creative ideas, and (4) increasing student learning independence. In addition to cognitive aspects, AI integration has been shown to increase students' intrinsic motivation and self-efficacy in composing stories. However, this study uncovers critical challenges including teachers' digital literacy gaps, the risk of technology dependency on students, and ethical issues related to the originality of work and data security. The conclusion of this study confirms that AI is not a substitute for the role of educators, but rather a pedagogical augmentation tool. The integration of AI in the Indonesian Language curriculum must be carried out in a planned, ethical manner, and prioritize harmonious collaboration between technological intelligence and the teacher's human touch to maintain the depth of meaning in language learning.
Co-Authors Ari Kartini Asep Nurjamin Imas Masrini Irma Rismawati Lina Nurwahidah Ninah Hasanah Ramdani Tanjung Yustika Nurfajriah