Sajak: Jurnal Penelitian dan Pengabdian Sastra, Bahasa, dan Pendidikan
Publikasi jurnal ini bertujuan untuk menyebarluaskan gagasan konseptual dari hasil penelitian dan hasil pengabdian kepada masyarakat yang telah dicapai pada bidang sastra, bahasa, dan pendidikan Jurnal Sajak secara khusus menitikberatkan pada permasalahan pokok dalam pengembangan ilmu-ilmu sebagai berikut: Pendidikan secara Umum. Lingustik, mencakup kajian mengenai linguistik, fonologi, morfologi, sintaksis, semantik, pragmatik, wacana, sosiolinguistik, psikolinguistik, neurolinguistik, dan kajian lingustik lainnya. Lingustik Terapan, mencakup kajian mengenai pembelajaran linguistik, pembelajaran fonologi, pembelajaran morfologi, pembelajaran sintaksis, pembelajaran semantik, pembelajaran pragmatik, pembelajaran wacana, pembelajaran sosiolinguistik, pembelajaran psikolinguistik, pembelajaran neurolinguistik, dan kajian linguistik terapan lainnya. Sastra, mencakup kajian mengenai puisi, prosa fiksi, drama, dan film dengan pendekatan struktural, stilistika, semiotika, sosiologi sastra, psikologi sastra, psikoanalis, ekologi sastra, dekonstruksi, filologi, fenomenologi, marxisme, pascakolonial, feminisme, resepsi sastra, antropologi sastra, dan kajian sastra lainnya. Sastra Terapan, mencakup kajian mengenai pembelajaran puisi, pembelajaran prosa fiksi, pembelajaran drama, dan kajian sastra terapan lainnya.
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275 Documents
<![CDATA[ANALISIS NILAI-NILAI PROFIL PELAJAR PANCASILA DALAM CERITA RAKYAT LEGENDA BATANG PAING KUANTAN SINGINGI ]]>
<![CDATA[Ningtyas, Afrilia]]>;
<![CDATA[Ningsih, Rika]]>
<![CDATA[ Sajak: Jurnal Penelitian dan Pengabdian Sastra, Bahasa, dan Pendidikan Vol. 5 No. 1 (2026): Februari 2026 ]]>
Publisher : <![CDATA[UIR Press ]]>
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DOI: 10.25299/s.2026.26917
<![CDATA[Education in the era of globalization in Indonesia faces challenges in maintaining national identity while simultaneously shaping a young generation with strong character and competitiveness. One effort to address this challenge is through strengthening the values of the Pancasila Student Profile. This study aims to analyze the values of the Pancasila Student Profile contained in the folklore Legenda Batang Paing Kuantan Singingi. This research employs a qualitative approach using the content analysis method. The data source is the text of the folklore, while the research data consist of phrases, sentences, and quotations that reflect the six dimensions of the Pancasila Student Profile. Data analysis techniques include determining research focus, coding, calculating the frequency of value occurrences, data presentation, and drawing conclusions. The findings indicate that all dimensions of the Pancasila Student Profile are present in the folklore. The value of faith in and devotion to Almighty God appears most dominantly, reflecting the strong religiosity and moral values of the local community. The values of mutual cooperation and independence emerge with moderate intensity through the actions of the main character in helping others and facing life challenges. Meanwhile, the values of global diversity as well as critical and creative reasoning appear in a smaller proportion, mainly through attitudes of respecting traditions, decision-making, and adaptability to the environment. These findings demonstrate that Legenda Batang Paing Kuantan Singingi not only contains general character values but also represents a hierarchy of Pancasila Student Profile values that are relevant as a source of character education based on local wisdom.]]>
<![CDATA[Nilai–Nilai Profil Pelajar Pancasila Dalam Cerita Rakyat Legenda Sungai Tapung Rokan Hulu ]]>
<![CDATA[Sari, Ira Gustiana]]>;
<![CDATA[Ningsih, Rika]]>
<![CDATA[ Sajak: Jurnal Penelitian dan Pengabdian Sastra, Bahasa, dan Pendidikan Vol. 5 No. 1 (2026): Februari 2026 ]]>
Publisher : <![CDATA[UIR Press ]]>
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DOI: 10.25299/s.2026.26936
<![CDATA[The globalization era demands that Indonesia's younger generation possess strong character rooted in national values, in addition to academic intelligence. In response, the Merdeka Curriculum emphasizes strengthening the Pancasila Student Profile, which requires a contextual learning approach. Folklore, as one form of local wisdom, is considered a potential medium for effective character education. This study aims to identify and analyze the values of the Pancasila Student Profile in the folktale Legenda Sungai Tapung from Rokan Hulu. This research employs a qualitative approach using content analysis method. Data were collected through non-participant observation, documentation of the book Legenda Sungai Tapung, Kumpulan Cerita Rakyat Rokan Hulu, and field notes. Data analysis techniques were carried out through unitizing, category development, coding, frequency counting, and interpretation. The results show that all six dimensions of the Pancasila Student Profile are represented in the legend. The dimension of faith, devotion to God Almighty, and noble character is the most dominant (found in 7 quotations), followed by the dimension of cooperation (5 quotations), independence (3 quotations), critical reasoning and creativity (2 quotations each), and global diversity (1 quotation). This research concludes that Legenda Sungai Tapung not only serves as cultural preservation but is also a rich source of values for strengthening character education in accordance with the Pancasila Student Profile in the implementation of the Merdeka Curriculum.]]>
<![CDATA[Tindak Tutur Direktif Pada Kolom Komentar Tiktok @Ayah Amanah Terkait Video Ustaz Hanan Attaki Yang Di Unggah Pada 3 Mei 2025 ]]>
<![CDATA[Yani, Tri Suci Handa]]>;
<![CDATA[Ningsih, Rika]]>
<![CDATA[ Sajak: Jurnal Penelitian dan Pengabdian Sastra, Bahasa, dan Pendidikan Vol. 5 No. 1 (2026): Februari 2026 ]]>
Publisher : <![CDATA[UIR Press ]]>
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DOI: 10.25299/s.2026.26937
<![CDATA[This study aims to analyze directive speech acts in the TikTok comment section of @ayahamanah related to Ustaz Hanan Attaki's video "Be the best version of yourself" (May 3, 2025) with a focus on the functions of requesting, advising, recommending, asking, and requesting. The method used is qualitative with content analysis techniques, collecting data from the top 21 comments reflecting spiritual interactions on social media. The results show that the directive speech act of advising is the most dominant with 10 data (47.6%), followed by asking 4 data (19%), requesting and recommending 3 data each (14.3%), and requesting 1 data (4.8%). The dominance of speech acts of advising reflects the tendency of netizens to convey encouragement for self-change and spiritual motivation in the context of digital da'wah. This finding underscores that online religious communication prioritizes constructive speech acts as a means of strengthening community faith, with advice functioning as an invitation to istiqamah and asking as spiritual clarification. This study contributes to the understanding of Islamic communication patterns on TikTok that are harmonious and persuasive.]]>
<![CDATA[Tindak Tutur Ekspresif Dalam Kolom Komentar Youtube Kok Bisa? Mengenai “Seberapa Bahaya Vape Sebenarnya?” ]]>
<![CDATA[Sukesih, Sri]]>;
<![CDATA[Ningsih, Rika]]>
<![CDATA[ Sajak: Jurnal Penelitian dan Pengabdian Sastra, Bahasa, dan Pendidikan Vol. 5 No. 1 (2026): Februari 2026 ]]>
Publisher : <![CDATA[UIR Press ]]>
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DOI: 10.25299/s.2026.26938
<![CDATA[The objective of this study is to identify the expressive speech acts used in the comment section of the "Kok Bisa?" YouTube channel, specifically in the episode titled "Seberapa Bahaya Vape Sebenarnya?" (How Dangerous is Vaping, Really?). This study employs the content analysis method, chosen to identify the specific characteristics of a message objectively, systematically, and generally. Content analysis is utilized to analyze documents or existing written materials. The results of this study identified 20 data points categorized as expressive speech acts, consisting of 2 utterances of thanking, 5 utterances of praising, 5 utterances of complaining, 1 utterance of blaming, and 7 utterances of criticizing. The most dominant expressive speech act found was criticizing, with 7 data points. This occurred because the video upload on the "Kok Bisa?" YouTube account discussed the dangers of vaping, whereas vaping is often perceived as being safer than cigarettes. Consequently, many viewers commented by criticizing those who use vapes or similar products like cigarettes.]]>
<![CDATA[Workshop Implementasi Pembelajaran Berdiferensiasi untuk Forum MGMP Bahasa Indonesia SMA Kabupaten Rokan Hilir ]]>
<![CDATA[Mukhlis, Muhammad]]>;
<![CDATA[Shomary, Sudirman]]>;
<![CDATA[Asnawi, Asnawi]]>;
<![CDATA[Piliang, Wilda Srihastuty Handayani]]>;
<![CDATA[Nur, Hidayatun]]>;
<![CDATA[Yuliawan, Tri]]>;
<![CDATA[Alber, Alber]]>;
<![CDATA[Amalia, Rizka]]>;
<![CDATA[Harum, Ganda]]>
<![CDATA[ Sajak: Jurnal Penelitian dan Pengabdian Sastra, Bahasa, dan Pendidikan Vol. 5 No. 1 (2026): Februari 2026 ]]>
Publisher : <![CDATA[UIR Press ]]>
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DOI: 10.25299/s.2026.27126
<![CDATA[This Community Service (PkM) programme aims to improve the competence of senior high school Indonesian language teachers in implementing differentiated learning in response to student diversity and the demands of the Merdeka Curriculum. The activity took the form of a one-day intensive workshop for 26 members of the Indonesian Language MGMP in Rokan Hilir Regency on 25 October 2025. The implementation method included five integrated stages: concept socialisation, training on the principles of differentiation and diagnostic assessment, integration of technology for learning resource curation, practical guidance through simulation, and the formation of a digital learning community. The evaluation results showed a significant improvement in the participants' practical skills, as evidenced by their ability to develop lesson plans (RPP) that integrate variations in content, process, and product, as well as their success in curating digital learning resources relevant to student learning profiles. In addition, a partner satisfaction questionnaire revealed a very high level of success, with 95% of respondents expressing satisfaction with the implementation of the programme. The conclusion from this activity is that practice-oriented workshops supported by sustainable communities are effective in building teachers' capacity to create inclusive learning.]]>
