Garuda - Garba Rujukan Digital

The Effect of Argument-Driven Inquiry (ADI) Model on Students' Critical Thinking Skills in Writing Argumentation Texts Lia Desi Amelia; Khaerudin Kurniawan; Isah Cahyani
KEMBARA: Jurnal Keilmuan Bahasa, Sastra, dan Pengajarannya Vol. 11 No. 1 (2025): April
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/kembara.v11i1.40841

Critical thinking is an essential 21st-century skill that must be developed in Indonesian language learning, especially in writing argumentative texts. However, students' critical thinking skills remain low due to learning approaches that do not sufficiently encourage idea exploration and the structured development of arguments. This study aims to determine the effectiveness of the Argument-Driven Inquiry (ADI) learning model in improving high school students' critical thinking skills in writing argumentative texts. The research employed a quantitative approach with a quasi-experimental method. The sample consisted of two classes: the experimental class, which was taught using the ADI model, and the control class, which received conventional instruction. Data were collected using a critical thinking skills test administered before and after the treatment. Assumption tests, including normality and homogeneity, were conducted before the independent t-test was used for data analysis. The results showed that the experimental group experienced an average posttest score increase of 11.14 points, and the t-test yielded a significance value of 0.000 < 0.05, indicating a statistically significant difference between the two groups. The Argument-Driven Inquiry (ADI) model effectively enhances students' critical thinking skills in writing argumentative texts and offers a relevant alternative to improve the quality of Indonesian language learning.

Teacher Profile and Needs Analysis in Learning Digital Ad Text Writing Eka Malinda Rahmawati; Khaerudin Kurniawan; Isah Cahyani
KEMBARA: Jurnal Keilmuan Bahasa, Sastra, dan Pengajarannya Vol. 11 No. 1 (2025): April
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/kembara.v11i1.41614

Digital transformation in education requires Indonesian teachers to have high digital literacy competencies, including teaching digital advertising text genres. However, the reality is that there are still many teachers who are not ready in terms of pedagogical, technological, and learning content. This study aims to describe in depth the profile and needs of Indonesian teachers in learning to write digital advertising texts. The research uses a qualitative approach with an exploratory case study design. Data was collected through in-depth interview techniques, classroom observations, and analysis of teaching equipment documentation, with participants as many as 50 Indonesian teachers at the junior high school level in the Bandung area. The study results show that most teachers have not mastered the essential elements of digital advertising texts, such as persuasion aspects, visual elements, and digital platforms as teaching media. Teachers' needs include technical training in writing digital advertisements, developing contextual digital teaching media, and learning evaluation guidelines. These findings reinforce the need to create TPACK-based training programs tailored to the local context and today's digital literacy challenges. This study also confirms that teachers' unpreparedness is not the result of a lack of motivation but limited access, experience, and systemic support. In conclusion, there is an urgent need to design policy interventions and professional development programs to bridge the teacher competency gap in learning to write digital advertising texts effectively and sustainably.

Integration of Local Wisdom Values of the Nadran Tradition in Indonesian Language Learning: A Systematic Literature Review Sylpia Ayuningrum; Khaerudin Kurniawan; Dadang S. Anshori
KEMBARA: Jurnal Keilmuan Bahasa, Sastra, dan Pengajarannya Vol. 12 No. 1 (2026): April
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/kembara.v12i1.42263

Indonesian language learning in junior high schools still faces a fundamental problem in the form of a disconnect between the teaching material and the socio-cultural realities of students. Students often view language only as a formal communication tool, not a means of character building and cultural meaning. This study aims to identify the educational values of the Nadran tradition and explore the possibility of integrating them into local wisdom-based Indonesian language learning. The method used is a Systematic Literature Review (SLR) of 15 scientific articles obtained through Google Scholar, Garuda, and DOAJ databases, supplemented by interview data, observations, and field documentation in the coastal areas of Cirebon and Indramayu. Analysis was carried out through thematic classification to identify the Nadran tradition's central values relevant to the educational context. The results show that Nadran contains four central educational values, namely religiosity, cooperation, cultural symbolism, and ecological awareness, which are highly relevant to be developed in text-based Indonesian language learning. Integrating these values has been proven to increase learning motivation, literacy understanding, and strengthen students' character. This study concludes that the Nadran tradition is a cultural heritage and a strategic pedagogical potential to realize Indonesian language learning that is contextual, humanistic, and rooted in the nation's cultural values.

Analysis of the need for gamification in writing fantasy texts at state Islamic Junior High Schools Maudina Lutfiyani; Yeti Mulyati; Rudi Adi Nugroho; Khaerudin Kurniawan; Halimah Halimah
KEMBARA: Jurnal Keilmuan Bahasa, Sastra, dan Pengajarannya Vol. 12 No. 1 (2026): April
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/kembara.v12i1.42855

This study was motivated by the low motivation and ability of junior high school students to write fantasy texts, which require a high degree of imagination and narrative skills. Students struggle to express their ideas, develop a plot, and write coherently, while teachers' teaching methods tend to be conventional and lack interactivity. This study aims to analyze the need for gamification in fantasy writing instruction to enhance students' motivation, creativity, and writing skills. The study employs a qualitative descriptive method with a needs analysis approach. Data were collected through classroom observations, semi-structured interviews, and questionnaires involving 29 students and two Indonesian language teachers. Data analysis was conducted using the Miles and Huberman model, which includes data reduction, data presentation, and conclusion drawing. The results of the study indicate that most students experienced difficulties in developing ideas and had relatively low writing motivation, despite demonstrating a high level of imaginative interest in the world and characters of fantasy. These findings underscore the need for instructional materials that provide structured support and offer engaging learning experiences as a foundation for designing gamification-based fantasy text instructional materials in subsequent development stages.

An analysis on the need of developing GEMAS literacy journals using the STAD Model for writing reviews in junior high schools Wiwin Hipana; Yeti Mulyati; Rudi Adi Nugroho; Isah Cahyani; Khaerudin Kurniawan
KEMBARA: Jurnal Keilmuan Bahasa, Sastra, dan Pengajarannya Vol. 12 No. 1 (2026): April
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/kembara.v12i1.42889

This study is initiated due to the limited review-writing proficiency demonstrated by junior high school students, which remains inconsistent with the critical and evaluative thinking competencies emphasized in Indonesian language learning. This issue is associated with the predominance of less collaborative instructional approaches and the lack of systematic literacy media capable of guiding students in the processes of reflection, idea organization, and critical expression. This study aims to analyze the needs of teachers and students for the development of the GEMAS Literacy Journal based on the Student Teams Achievement Division (STAD) model in learning to write reviews in junior high schools. The study used a qualitative descriptive approach in the needs analysis stage as the initial part of the model development. Data were obtained through interviews with three Indonesian language teachers, questionnaires of 37 eighth-grade students, and observation and documentation of learning. Data were analyzed through systematic reduction, presentation, and drawing conclusions. The results of the study indicate a gap between the demands of writing review competencies and ongoing learning practices, so teachers and students need media that can integrate group collaboration and literacy reflection in a structured manner. The development of the GEMAS Literacy Journal based on STAD is considered relevant to bridge this need because it is able to combine individual responsibility, teamwork, and reflective guidance in the writing process. Thus, this study confirms the urgency of developing collaborative literacy media as a basis for innovation in learning to write reviews in junior high schools.

Analysis of the need to develop e-modules for explanatory texts on disaster mitigation literacy in schools affected by the Lembang Fault Fikri Azis Makrus; Yeti Mulyati; Khaerudin Kurniawan
KEMBARA: Jurnal Keilmuan Bahasa, Sastra, dan Pengajarannya Vol. 12 No. 2 (2026): October (On Progress)
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/kembara.v12i2.44098

Teaching explanatory texts in schools located in earthquake-prone areas requires digital teaching materials that not only strengthen literacy competencies but also equip students with a contextual understanding of disaster mitigation. However, the availability of contextual, structured, and interactive e-modules remains limited, particularly those that link the material to the conditions of the Lembang Fault zone. This study aims to analyze the needs of teachers and students for the development of explanatory text e-modules incorporating disaster mitigation literacy. The study employs a qualitative descriptive approach. The data sources comprise 25 Indonesian-language teachers and 86 junior high school students from five schools in the Lembang Fault zone. Data were collected through questionnaires administered to teachers and students, interviews, and a documentary study of the teaching materials used in schools. Data analysis was conducted thematically through reduction, presentation, and conclusion drawing, using source triangulation. The results indicate that the teaching materials used are still dominated by printed books, and the utilization of digital teaching materials remains uneven; teachers and students emphasized the importance of e-modules that integrate local disaster-related content; e-modules need to have a systematic and clear learning structure, case-based activities, and a focus on strengthening disaster mitigation competencies; and interactive digital features are considered essential for enhancing student engagement in learning. This study concludes that explanatory e-modules on disaster mitigation literacy should be designed in a contextual, systematic, and interactive manner to address learning needs and strengthen student preparedness in earthquake-prone areas.

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