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All Journal Continuous Education : Journal of Science and Research
Auliyah Niswa
Universitas Negeri Surabaya, Indonesia
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Pragmatism in Learning Negotiation Texts: A Philosophical Analysis of Indonesian Language Teaching Modules for TJKT Vocational High School Students Auliyah Niswa; Anas Ahmadi
Continuous Education: Journal of Science and Research Vol. 7 No. 1 (2026)
Publisher : Pusdikra Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51178/ce.v7i1.3164

Abstract

The teaching of negotiation texts in Indonesian language learning at Vocational High Schools plays a crucial role in developing students’ communicative competence for the workplace; however, classroom practices tend to remain academically oriented and emphasize textual structure rather than functional and contextual language use. This study aims to analyze the Indonesian language negotiation text teaching module for Grade X students of the Computer and Telecommunications Network Engineering program from a pragmatist perspective, particularly in relation to principles of experiential learning, action-based learning, and problem-solving. This research employed a qualitative descriptive approach, with data collected through document analysis of the teaching module, interviews with Indonesian language teachers, and classroom observations of module implementation. The analysis focused on four main components of the module: learning objectives, learning materials, learning activities, and learning assessment. The findings indicate that the negotiation text module has not consistently reflected pragmatist principles. The learning objectives remain oriented toward normative academic achievement, the learning materials are general and insufficiently contextualized to the workplace environment, learning activities are dominated by writing tasks with limited opportunities for authentic communicative action, and assessment practices primarily focus on written products rather than the negotiation process and communicative strategies. These results suggest that negotiation text learning risks losing its meaningfulness for vocational students, highlighting the need for the development of teaching modules that are more contextual, functional, and aligned with real-world vocational communication demands.
Kualitas Perencanaan Pembelajaran Mendalam Materi Membaca Teks Fiksi di SMK: Analisis Kesesuaian Dengan Kerangka Pembelajaran Mendalam Auliyah Niswa; Suyatno Suyatno; Riki Nasrullah
Continuous Education: Journal of Science and Research Vol. 7 No. 2 (2026): IN PRESS
Publisher : Pusdikra Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51178/ce.v7i2.3513

Abstract

Deep Learning is an approach developed to encourage students to build more meaningful understanding through the process of understanding, applying, and reflecting. Although various studies have examined the implementation of Deep Learning in learning practices, studies that focus on the quality of learning planning are still relatively limited. This study aims to analyze the quality of deep learning planning for fiction text reading materials in vocational schools based on its suitability with the Deep Learning framework. The study used a descriptive qualitative approach with the subjects of seven Indonesian language teachers in class X in seven SMK Negeri Kabupaten Sampang. Data were obtained through documentation and semi-structured interviews, then analyzed using thematic analysis that adapted Braun and Clarke's models. The results of the study show that all learning planning documents have contained the main components of Deep Learning which include identification, learning design, learning experience, and assessment, although the level of completeness and depth of presentation still vary. Learning planning in general has been in accordance with the learning outcomes of reading and watching Phase E, especially in developing the ability to understand, interpret, and compare information in fictional texts, but evaluative competencies related to the assessment of the quality and reliability of information have not been optimally accommodated. In addition, the principles of Deep Learning have been operationalized through learning experiences that encourage the process of understanding, applying, and reflecting as well as developing the dimensions of critical reasoning, communication, and collaboration. The research findings confirm that the quality of the implementation of Deep Learning is not only determined by the existence of planning components, but also by the depth of operationalization of each component in supporting a meaningful learning experience.
Co-Authors Anas Ahmadi Riki Nasrullah Suyatno Suyatno