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All Journal Edukasiana: Jurnal Inovasi Pendidikan Journal of Current Studies in SDGs Journal of Current Studies in SDGs
Suyatno Suyatno
State University of Surabaya
Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Mathematics Social Sciences Other

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Pengembangan Website Layar Imajinasi untuk Meningkatkan Kemampuan Menulis Cerita Fantasi Siswa MTsN Kota Madiun Dita Permatasari; Suyatno Suyatno; Titik Indarti
Edukasiana: Jurnal Inovasi Pendidikan Vol. 5 No. 2 (2026)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/ejip.v5i2.3682

Abstract

Rendahnya kemampuan menulis cerita fantasi siswa kelas VII disebabkan oleh keterbatasan metode dan media pembelajaran yang kurang menstimulasi imajinasi. Penelitian ini bertujuan mengembangkan website Layar Imajinasi berbasis metode Picture to Picture sebagai solusi inovatif untuk meningkatkan keterampilan menulis cerita fantasi. Penelitian menggunakan model penelitian dan pengembangan (R&D) 4-D (define, design, develop, disseminate). Subjek penelitian berjumlah 96 siswa kelas VII MTsN Kota Madiun yang ditentukan secara purposif. Instrumen mencakup lembar validasi ahli, rubrik penilaian keterampilan menulis (Cohen's Kappa=0,82), dan angket respons siswa (Cronbach's Alpha=0,87). Analisis data dilakukan secara deskriptif-kuantitatif dan uji-t berpasangan (α=0,05). Validasi ahli menghasilkan rerata skor 4,75 dari skala 5 (95%), dengan kategori sangat layak. Keterampilan menulis siswa meningkat signifikan: kelengkapan struktur cerita (42%→87%), kreativitas pengembangan tokoh dan latar (31%→78%), dan orisinalitas ide (28%→82%). Sebanyak 91% siswa merasa terbantu menemukan ide cerita dan 89% lebih termotivasi menulis. Media website Layar Imajinasi terbukti layak dan efektif dalam meningkatkan keterampilan menulis cerita fantasi. Integrasi prinsip dual coding dan scaffolding berbasis ZPD memperkuat landasan teoretis penelitian ini. Penelitian lanjut disarankan menggunakan desain kontrol dan memperluas konteks subjek.
Advancing SDGs 4, 5, and 16 through Islamic Cultural Conscientization in Indonesian Biographical Cinema: A Freirean–Peircean Analysis Using the CCSP Model Frikho Fernando Polii; Suyatno suyatno; Darni Darni
Journal of Current Studies in SDGs Vol. 3 No. 1 (2027): March
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jocsis.3.1.302

Abstract

Objective: How Islamic cultural conscientization is constructed in Indonesian biographical films through pedagogical and semiotic mechanisms. Method: The research adopts a qualitative interpretive-critical design grounded in Freirean conscientization, Peircean semiotics, and postcolonial cultural theory. Data were collected through repeated film observation, time-coded scene documentation, and semiotic transcription of selected cinematic units. Results: The findings indicate that Islamic literacy operates as a cognitive framework for understanding structural inequalities such as colonialism, patriarchy, and feudalism. Affective representations of suffering and moral tension construct empathy as an ethical learning process. Transformative praxis emerges through educational initiatives, organizational leadership, and cultural resistance embedded in cinematic narratives. Novelty: The study develops the Cultural Conscientization Semiotic Pedagogy (CCSP) Model, positioning Indonesian biographical cinema as a medium of Islamic cultural conscientization that integrates cognition, emotion, and social action within SDGsoriented educational discourse. 
Advancing SDGs 4, 5, and 16 through Islamic Cultural Conscientization in Indonesian Biographical Cinema: A Freirean–Peircean Analysis Using the CCSP Model Frikho Fernando Polii; Suyatno suyatno; Darni Darni
Journal of Current Studies in SDGs Vol. 3 No. 1 (2027): March
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jocsis.3.1.302

Abstract

Objective: How Islamic cultural conscientization is constructed in Indonesian biographical films through pedagogical and semiotic mechanisms. Method: The research adopts a qualitative interpretive-critical design grounded in Freirean conscientization, Peircean semiotics, and postcolonial cultural theory. Data were collected through repeated film observation, time-coded scene documentation, and semiotic transcription of selected cinematic units. Results: The findings indicate that Islamic literacy operates as a cognitive framework for understanding structural inequalities such as colonialism, patriarchy, and feudalism. Affective representations of suffering and moral tension construct empathy as an ethical learning process. Transformative praxis emerges through educational initiatives, organizational leadership, and cultural resistance embedded in cinematic narratives. Novelty: The study develops the Cultural Conscientization Semiotic Pedagogy (CCSP) Model, positioning Indonesian biographical cinema as a medium of Islamic cultural conscientization that integrates cognition, emotion, and social action within SDGsoriented educational discourse. 
Human-Centred Artificial Intelligence-Supported Critical Film Literacy Model for SDG 4.7: A Postcolonial Study of Indonesian Cinema Frikho Fernando Polii; Suyatno Suyatno; Darni Darni
Journal of Current Studies in SDGs Vol. 3 No. 1 (2027): March
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jocsis.3.1.311

Abstract

Objective: The study develops a human-centred model of artificial-intelligence-supported critical film literacy for language education and Sustainable Development Goal (SDG) 4.7. It examines how Indonesian biographical cinema constructs critical awareness and how those constructions can organise responsible AI-supported learning. Method: A qualitative interpretative-critical reanalysis examined Guru Bangsa: Tjokroaminoto, Kartini, and Sultan Agung: Tahta, Perjuangan, dan Cinta. Verbal, visual, narrative, auditory, and cultural signs were analysed through Peircean semiotics, Freirean critical pedagogy, and Bhabha's postcolonial concepts. Abductive cross-film coding organised the evidence into cognitive, affective, and praxis-oriented dimensions and guided pedagogical model derivation. Results: The films construct structural awareness through education, letters, books, public speech, cultural memory, and symbolic spaces; ethical engagement through confinement, exploitation, grief, and responsibility; and transformative agency through organisation, emancipatory literacy, negotiation, leadership, and cultural transmission. These patterns support a six-stage cycle: human first reading, AI-generated alternative interpretation, evidence verification, cultural-bias audit, dialogic synthesis, and independent ethical language production. Novelty: The study integrates critical film literacy, language learning, AI literacy, postcolonial interpretation, and SDGs-oriented education in one operational didactic-semiotic model. Human judgement functions as the organising principle of AI use, while SDG 4.7 provides the central educational purpose and SDGs 5 and 16 provide linked contribution pathways.
Human-Centred Artificial Intelligence-Supported Critical Film Literacy Model for SDG 4.7: A Postcolonial Study of Indonesian Cinema Frikho Fernando Polii; Suyatno Suyatno; Darni Darni
Journal of Current Studies in SDGs Vol. 3 No. 1 (2027): March
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jocsis.3.1.311

Abstract

Objective: The study develops a human-centred model of artificial-intelligence-supported critical film literacy for language education and Sustainable Development Goal (SDG) 4.7. It examines how Indonesian biographical cinema constructs critical awareness and how those constructions can organise responsible AI-supported learning. Method: A qualitative interpretative-critical reanalysis examined Guru Bangsa: Tjokroaminoto, Kartini, and Sultan Agung: Tahta, Perjuangan, dan Cinta. Verbal, visual, narrative, auditory, and cultural signs were analysed through Peircean semiotics, Freirean critical pedagogy, and Bhabha's postcolonial concepts. Abductive cross-film coding organised the evidence into cognitive, affective, and praxis-oriented dimensions and guided pedagogical model derivation. Results: The films construct structural awareness through education, letters, books, public speech, cultural memory, and symbolic spaces; ethical engagement through confinement, exploitation, grief, and responsibility; and transformative agency through organisation, emancipatory literacy, negotiation, leadership, and cultural transmission. These patterns support a six-stage cycle: human first reading, AI-generated alternative interpretation, evidence verification, cultural-bias audit, dialogic synthesis, and independent ethical language production. Novelty: The study integrates critical film literacy, language learning, AI literacy, postcolonial interpretation, and SDGs-oriented education in one operational didactic-semiotic model. Human judgement functions as the organising principle of AI use, while SDG 4.7 provides the central educational purpose and SDGs 5 and 16 provide linked contribution pathways.
Co-Authors Darni Darni Dita Permatasari Frikho Fernando Polii Titik Indarti