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INDONESIA
Jurnal Inovasi Pendidikan
Published by Edu Berkah Khatulistiwa
ISSN : 29864925     EISSN : 29874696     DOI : https://doi.org/10.60132/jip
Core Subject : Education,
Education Other
Ruang lingkup Jurnal Inovasi Pendidikan meliputi: 1. Inovasi Pembelajaran 2. Manajemen dan Kepemimpinan Pendidikan 3. Pendidikan Guru Sekolah Dasar 4. Pendidikan Anak Usia Dini 5. Pendidikan Agama Islam dan Kepesantrenan 6. Manajemen Pendidikan Inklusif 7. Pendidikan Vokasi 8. Pendidikan Nonformal 9. Pendidikan Lingkungan
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 112 Documents
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Self-Regulated Learning dalam Proses Menulis Argumentatif Siswa SMA: Studi Kualitatif Deskriptif Patricia E. P. Hurit; Rikardus Herak
Edukhasi: Jurnal Inovasi Pendidikan Vol 4 No 3 (2026): Jurnal Inovasi Pendidikan
Publisher : Edu Berkah Khatulistiwa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.60132/jip.v4i3.693

Abstract

This study aims to describe senior high school students’ self-regulated learning in argumentative writing on the topic “Schools should implement a plastic-free program.” A descriptive qualitative design was employed to examine the student’s planning, strategy implementation, self-monitoring, reflection, and revision during the writing process. Data were collected through a self-regulated learning questionnaire, writing-process observation, student interview, teacher interview, reflective journal, field notes, and analysis of the written product. The data were analyzed through data reduction, thematic coding, source and technique triangulation, and interpretation based on the phases of self-regulated learning. The results show that the student demonstrated a moderately good to high tendency of self-regulated writing. The strongest indicators appeared in understanding the issue, preparing a simple outline, seeking help, accepting feedback, and rereading the text. However, several aspects still require reinforcement, particularly the use of relevant evidence, development of counterarguments, analytical monitoring of claim-reason-evidence relations, and substantive revision. The findings imply that argumentative writing instruction should integrate issue literacy, explicit argument-structure scaffolding, formative feedback, and reflective practice so that students can regulate their writing process more independently and produce stronger academic arguments.
Peran Media Multimodal Berbasis Mikrodrama AI sebagai Strategi Menulis Kreatif Naskah Drama: Studi Kasus di SMA Nurul Aini; Muhamad Haryanto
Edukhasi: Jurnal Inovasi Pendidikan Vol 4 No 3 (2026): Jurnal Inovasi Pendidikan
Publisher : Edu Berkah Khatulistiwa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.60132/jip.v4i3.700

Abstract

This study aims to describe the role of AI-based microdrama multimodal media as a strategy for creative playwriting in high school. The study employs a qualitative approach using the case study method. The research subjects were ninth-grade students and Indonesian language teachers at SMA N 2 Batang. Data were collected through interviews, observations, and documentation, and were subsequently analyzed using data condensation, data presentation, and conclusion techniques. The results of the study indicate that AI-based microdrama multimodal media serves as a source of inspiration for developing story ideas, helps students understand dramatic elements through a combination of text, visuals, and audio, and enhances student motivation and participation in the creative writing process. Furthermore, the use of this medium supports the development of imagination, creativity, and the ability to structure plot and dramatic dialogue more effectively. However, its implementation requires teacher guidance to ensure that the use of technology remains aligned with learning objectives. Thus, AI-based microdrama multimodal media holds potential as a strategy to support the learning of creative drama script writing at the high school level.

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