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Isah Cahyani
Universitas Pendidikan Indonesia, Indonesia
Languange, Linguistic, Communication & Media

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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

Abstract

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.
Analysis of Needs for The Development of Viewing Skills, An Infographic Based on The Middle School Level Sania Cahyani; Isah Cahyani; Yeti Mulyati
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.v11i1.40992

Abstract

Amid the massive development of visual media in 21st-century learning, viewing skills, especially in understanding infographics, are an essential competency that junior high school students must have. However, reality reveals that the learning process and available assessments have not adequately facilitated this ability. This study aims to analyse the necessity of developing an evaluation for infographic-based viewing skills to enhance the visual literacy of junior high school students. The research approach employs descriptive qualitative methods, including classroom observation techniques, in-depth interviews with teachers and students, and the analysis of learning documents. The data obtained were analysed thematically to reveal patterns of needs, obstacles, and opportunities for developing visual assessments in the school environment. The results indicated that teachers did not yet have an assessment tool that explicitly assessed students' visual abilities. In contrast, students showed weaknesses in interpreting visual elements such as icons, data structures, and colours in infographics. In addition, the curriculum and lesson plan have not explicitly integrated viewing skill indicators. This study concludes that there is an urgent need to develop integrative assessments that can bridge the gap between visual representation in learning and students' ability to interpret it critically. These findings greatly help improve visual literacy theory and teaching methods to address the challenges of using different media types in today's 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

Abstract

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.
Co-Authors Eka Malinda Rahmawati Khaerudin Kurniawan Lia Desi Amelia Sania Cahyani