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INDONESIA
Semantik : Jurnal Riset Ilmu Pendidikan, Bahasa dan Budaya
Published by Asosiasi Periset Bahasa Sastra Indonesia
ISSN : 30257484     EISSN : 30257476     DOI : 1061132
Core Subject : Education, Art,
Arts Education Languange, Linguistic, Communication & Media
Bidang kajian dalam jurnal ini termasuk sub rumpun Ilmu Pendidikan, Bahasa, dan Budaya. Semantik : Jurnal Riset Ilmu Pendidikan, Bahasa dan Budaya menerima artikel dalam bahasa Inggris dan bahasa Indonesia
Arjuna Subject : Ilmu Sosial - Linguistik dan Bahasa
Articles 302 Documents
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Persepsi dan Strategi Mahasiswa Perhotelan dalam Memanfaatkan ChatGPT dan Gemini sebagai Media Latihan Speaking Bahasa Inggris Bayu Ade Prabowo; Shella Gherina Saptiany; Nisrina Salma Aprilla
Semantik : Jurnal Riset Ilmu Pendidikan, Bahasa dan Budaya Vol. 4 No. 2 (2026): May: Semantik : Jurnal Riset Ilmu Pendidikan, Bahasa dan Budaya
Publisher : Asosiasi Periset Bahasa Sastra Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/semantik.v4i2.2883

Abstract

This qualitative case study examines how hospitality students perceive, experience, and strategically use artificial intelligence (AI) chatbots, specifically ChatGPT and Gemini, to practice English speaking. Prior research indicates that Indonesian hospitality students hold high awareness of English importance yet only moderate self-readiness, particularly in complaint handling and accent comprehension, revealing a gap that calls for deeper understanding from students' own perspectives. Grounded in Task-Based Language Teaching and Social Cognitive Theory, particularly self-efficacy, this study used semi-structured interviews with eight informants, four Diploma (D3) Hospitality and four Undergraduate (S1) Management students, analyzed through Braun and Clarke's thematic analysis and triangulated with document analysis of student-AI interaction transcripts. Findings reveal five interrelated themes: AI chatbots function as a low-risk practice space that lowers social speaking anxiety; readiness gains remain situational rather than generalized; a persistent gap exists between AI-simulated interaction and authentic guest-service encounters; social anxiety is partly replaced by a new epistemic anxiety concerning AI accuracy and overdependence; and students consistently position AI as a complement to, rather than a substitute for, instructor- and peer-based learning. This study contributes context-specific evidence on AI-assisted speaking practice in vocational hospitality education and offers practical implications for integrating chatbot practice into a structured, human-validated English curriculum.
Peran Mindfulness dan Kepemimpinan Spiritual terhadap Tingkat Keterlibatan Siswa Sekolah Minggu Buddha Vimuttara Jambi Liepretti Liepretti; Partono Partono; Budiutomo Budiutomo; Muljadi Muljadi
Semantik : Jurnal Riset Ilmu Pendidikan, Bahasa dan Budaya Vol. 4 No. 2 (2026): May: Semantik : Jurnal Riset Ilmu Pendidikan, Bahasa dan Budaya
Publisher : Asosiasi Periset Bahasa Sastra Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/semantik.v4i2.2893

Abstract

This study aims to analyze the influence of Mindfulness and spiritual leadership on student engagement at the Vimuttara Jambi Buddhist Sunday School (SMB). The study employs a quantitative approach using a survey method. The research population consists of 110 students, selected via simple random sampling. The research variables comprise Mindfulness (X₁), spiritual leadership (X₂), and student engagement (Y). Data were collected using a Likert-scale questionnaire that met validity and reliability standards. Data analysis was conducted using descriptive statistics, prerequisite analysis tests, Pearson correlation, and multiple linear regression. The results indicate that Mindfulness has a positive effect on student engagement, with a correlation coefficient of r = 0.756 and a contribution of 57.1%. Spiritual leadership also positively influences student engagement, with a correlation coefficient of r = 0.658 and a contribution of 43.3%. Simultaneously, Mindfulness and spiritual leadership contribute 71.6% to student engagement (R = 0.846). These findings suggest that enhancing student Mindfulness and implementing spiritual leadership within the school can increase student engagement in the learning process.
Krisis Identitas dan Pencarian Makna Hidup dalam Novel La Nausée Karya Jean-Paul Sartre: Kajian Eksistensialisme Jean-Paul Sartre Yohanes Tony Irawan; Ahmad Yulianto
Semantik : Jurnal Riset Ilmu Pendidikan, Bahasa dan Budaya Vol. 4 No. 2 (2026): May: Semantik : Jurnal Riset Ilmu Pendidikan, Bahasa dan Budaya
Publisher : Asosiasi Periset Bahasa Sastra Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/semantik.v4i2.2896

Abstract

This study examines the identity crisis and the search for the meaning of life experienced by the main character in Jean-Paul Sartre's novel La Nausée, using the theoretical framework of Sartre's own existentialism as formulated in Existentialism Is a Humanism (Sartre, 1946/2007). The study is motivated by the fact that although Sartre's existentialist theory has been widely applied to various other literary works (Harahap & Rahayu, 2024; Alfia, 2025; Pane & Adisaputera, 2023), systematic research linking La Nausée Sartre's own literary work, which served as the wellspring of his philosophical thought with his own theoretical framework remains very limited. This research employs a descriptive-analytical qualitative approach in the form of library research and a single case study, in which primary data consisting of narrative excerpts from the novel are analyzed through content analysis combined with a hermeneutic approach. The findings show that the identity crisis of Antoine Roquentin develops in stages, beginning with an awareness of an unexplainable change, alienation from his own self-image, the collapse of a borrowed identity through a biographical project, and culminating in a sense of existential contingency captured through the recurring phrase "de trop" (superfluous). This crisis subsequently becomes the precondition for the process of searching for meaning, which moves from the revelation of contingency in the chestnut-tree-root scene, through the deconstruction of illusory meaning via a critique of the concept of "aventure," an experience of freedom resembling death, and finally a resolution achieved through commitment to a concrete creative act the decision to write a book. These findings confirm that Sartre's central thesis that "existence precedes essence" is not merely an abstract philosophical proposition but a concrete psychological experience coherently embodied in the novel's narrative structure, thereby affirming La Nausée's position as the most authentic literary articulation of Sartre's own existentialism.
STEM Based Flash Card dalam Meningkatkan Literasi Sains Siswa Sekolah Dasar Linda Novi Ardana; Bramianto Setiawan
Semantik : Jurnal Riset Ilmu Pendidikan, Bahasa dan Budaya Vol. 4 No. 3 (2026): August: Semantik : Jurnal Riset Ilmu Pendidikan, Bahasa dan Budaya
Publisher : Asosiasi Periset Bahasa Sastra Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/semantik.v4i3.2898

Abstract

This study aims to develop and determine the effectiveness of STEM-based flash cards in enhancing the scientific literacy of elementary school students regarding the topic of animal habitats. The study employs the Research and Development (R&D) method using the ADDIE model. The research subjects consisted of 35 third-grade elementary school students. Data collection was conducted through expert validation as well as pre-test and post-test assessments. Validation results indicate that the STEM-based flashcards fall into the "highly feasible" category for use. Improvements in students' scientific literacy were evident from N-Gain scores across all indicators, which ranged from the medium to high categories. Paired Sample t-Test results also revealed a significant difference between pre-test and post-test scores. The use of STEM-based flashcards encouraged students to be more active in observing, discussing, creating mini animal habitats, and understanding the material through hands-on activities. Thus, STEM-based flashcards serve as a viable alternative learning medium to help improve the scientific literacy of elementary school students regarding animal habitats.
Analisis Kesiapan Guru Sekolah Menengah Pertama dalam Mengimplementasikan Pendekatan Pembelajaran Mendalam (Deep Learning) Agus Adhi Sasongko; Rafika bayu Kusumandari
Semantik : Jurnal Riset Ilmu Pendidikan, Bahasa dan Budaya Vol. 4 No. 2 (2026): May: Semantik : Jurnal Riset Ilmu Pendidikan, Bahasa dan Budaya
Publisher : Asosiasi Periset Bahasa Sastra Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/semantik.v4i2.2899

Abstract

The implementation of the Deep Learning approach has become one of the key strategies introduced within the Merdeka Curriculum to promote learning that is meaningful, mindful, and joyful. The successful implementation of this approach largely depends on teachers' readiness to understand its underlying concepts, design appropriate learning experiences, and apply them effectively in classroom practice. This study aimed to analyze junior high school teachers' readiness to implement the Deep Learning approach by examining five aspects: teacher readiness, conceptual understanding, classroom implementation, development efforts, and learning outcomes. This study employed a qualitative approach using a phenomenological research design. Data were collected through classroom observations, in-depth interviews, and document analysis involving junior high school teachers. The data were analyzed using Interpretative Phenomenological Analysis (IPA) with the assistance of ATLAS.ti software. Data trustworthiness was ensured through source and technique triangulation. The findings indicate that teachers generally demonstrated initial readiness to implement the Deep Learning approach through lesson planning, an understanding of the principles of mindful, meaningful, and joyful learning, and the application of student-centered instructional strategies. Nevertheless, differences in teachers' conceptual understanding were still evident, particularly in integrating the principles of Deep Learning comprehensively into classroom practice. Teachers' professional development was supported through training programs, learning communities, collaborative activities, and the use of educational technology. Furthermore, the implementation of the Deep Learning approach contributed positively to students' engagement, critical thinking, communication skills, and overall learning outcomes. These findings highlight that teacher readiness is a fundamental factor in supporting the successful implementation of the Deep Learning approach in schools.
High Involvement, High Impact: Investigating Vocabulary and Motivation Gains in Reading-based Tasks Teguh Hadi Saputro; Aninda Nidhommil Hima
Semantik : Jurnal Riset Ilmu Pendidikan, Bahasa dan Budaya Vol. 4 No. 3 (2026): August: Semantik : Jurnal Riset Ilmu Pendidikan, Bahasa dan Budaya
Publisher : Asosiasi Periset Bahasa Sastra Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/semantik.v4i3.2901

Abstract

Although vocabulary knowledge plays a central role in second language proficiency, vocabulary instruction in many Indonesian EFL classrooms remains focused on surface-level recognition, with little emphasis on cognitive engagement or learner motivation. While the Involvement Load Hypothesis (ILH) has been used to explain vocabulary retention in global contexts, limited research has explored its application in Indonesia or its simultaneous impact on motivation. This study addresses that gap by investigating how varying levels of task-induced involvement affect vocabulary acquisition and motivation among 75 third-semester English-major students at a university in Malang. Participants were assigned to three groups (Low, Medium, and High ILH) and received four weeks of reading-based vocabulary instruction. Pre- and posttests included a 20-item multiple-choice vocabulary test and a sentence construction task, while motivation was measured using a 50-item questionnaire adapted from Dörnyei’s L2 Motivational Self System (L2MSS) and the Motivated Strategies for Learning Questionnaire (MSLQ). Quantitative data were analyzed using paired-sample t-tests, ANOVA, MANOVA, and post-hoc tests. Results showed that all groups improved significantly, but the High ILH group experienced the greatest gains in both vocabulary and motivation. These findings support ILH’s predictive validity and demonstrate that deeper task involvement fosters both lexical development and affective engagement. The study highlights the importance of designing cognitively demanding, context-rich vocabulary tasks in EFL contexts where authentic input is limited.
Belajar Siklus Air Melalui Papan STEM: Upaya Meningkatkan Kemampuan Literasi Iklim Siswa Sekolah Dasar Annisa Amelia Setiawan; Bramianto Setiawan
Semantik : Jurnal Riset Ilmu Pendidikan, Bahasa dan Budaya Vol. 4 No. 3 (2026): August: Semantik : Jurnal Riset Ilmu Pendidikan, Bahasa dan Budaya
Publisher : Asosiasi Periset Bahasa Sastra Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/semantik.v4i3.2902

Abstract

This study aims to develop and test the effectiveness of the Water Cycle STEM Board teaching aid in improving elementary school students’ Climate Literacy. The study employed the Research and Development (R&D) method using the ADDIE model, which includes the stages of analysis, design, development, implementation, and evaluation. The study subjects consisted of 35 fifth-grade students selected through purposive sampling. The research instruments consisted of interviews, questionnaires, and pretest–posttest assessments. The validation results show that the developed media is highly suitable for use, with a suitability rating of 96.4% from media experts, 88.8% from language experts, and 100% from subject matter experts. The data analysis results indicate a significant improvement in students’ Climate Literacy, This is evidenced by an increase in the average scores on the knowledge indicator from 4.54 to 9.31 (N-gain 0.63), the skills indicator from 4.77 to 9.54 (N-gain 0.65), and the attitude indicator from 6.17 to 12.46 (N-gain 0.63), all falling into the moderate category. Thus, the Water Cycle STEM Board is deemed effective and suitable for use in IPAS instruction to improve elementary school students’ Climate Literacy.
Pengembangan Media Permainan Mob Control untuk Melatih Kemampuan Menghadapi Tekanan Teman Sebaya pada Siswa Fauziah Amelia Siregar; Ramadhan Lubis
Semantik : Jurnal Riset Ilmu Pendidikan, Bahasa dan Budaya Vol. 4 No. 3 (2026): August: Semantik : Jurnal Riset Ilmu Pendidikan, Bahasa dan Budaya
Publisher : Asosiasi Periset Bahasa Sastra Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/semantik.v4i3.2917

Abstract

This study aims to develop the Mob Control game as a medium for group guidance services to train fifth-grade students at UPT SD Negeri 066052 Medan in coping with peer pressure, as well as to determine its validity and practicality. The study employs the Research and Development (R&D) method using the 4D development model (Define, Design, Development, and Disseminate), though implementation was limited to the Development stage. The Define stage involved a needs analysis of students and Guidance and Counseling teachers, revealing a need for a service medium that is interactive, engaging, and aligned with student characteristics. The Design stage produced the game components: a game board, challenge cards, content cards, game pieces, dice, a dice shaker, and a guidebook. Subsequently, in the Development stage, the medium was validated by media and subject matter experts, and its practicality was tested through feedback from Guidance and Counseling teachers and students. The results indicate that the Mob Control game achieved a validity score of 72% from media experts (categorized as "valid") and 85% from subject matter experts (categorized as "highly valid"). Practicality testing yielded a score of 82% based on teacher feedback (categorized as "highly practical") and 80% based on student feedback (categorized as "practical"). These findings demonstrate that the Mob Control game meets the criteria for validity and practicality, making it suitable for use as a medium for group guidance services.
Peningkatan Kemampuan Membaca Permulaan Siswa Slow Learner melalui Pemanfaatan Media Audio Visual Animasi Powtoon Epta Aprita Purba; Bayu Pamungkas
Semantik : Jurnal Riset Ilmu Pendidikan, Bahasa dan Budaya Vol. 4 No. 2 (2026): May: Semantik : Jurnal Riset Ilmu Pendidikan, Bahasa dan Budaya
Publisher : Asosiasi Periset Bahasa Sastra Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/semantik.v4i2.2940

Abstract

This study aims to improve the early reading skills of Slow Learner students through the utilization of Powtoon animated audio-visual media in Indonesian language instruction at SD Advent Sangatta. The specific objective of the research is to evaluate the effectiveness of animation media in capturing attention, enhancing comprehension, and stimulating learning motivation among students with special needs, particularly those who face difficulties in early reading. The method used is Classroom Action Research (CAR), conducted in two cycles. Each cycle consisted of planning, action implementation, observation, and reflection. The research subjects were four Slow Learner students in the first grade of SD Advent Sangatta. Data were collected through pretests, posttests, observations, interviews, and documentation, and were analyzed quantitatively using descriptive statistics and paired sample t-tests, as well as qualitatively through thematic analysis. The results show that the use of Powtoon media had a significant impact on improving the early reading abilities of Slow Learner students. The average pretest score of 35 increased to 65 in the posttest, showing an 85.71% improvement. Additionally, students demonstrated greater focus, motivation, and engagement during the learning process. Interviews and observations confirmed that the media made learning more enjoyable, easier to understand, and aligned with the learning characteristics of Slow Learners. Therefore, the use of animated media like Powtoon is recommended as an effective and inclusive instructional strategy for students with special educational needs.
Peningkatan Keterampilan Budi Daya Jenis Tanaman Obat melalui Metode Praktik Berbasis Project-Based Learning untuk Siswa ADHD Sari Asi Posma; Ishartiwi Ishartiwi
Semantik : Jurnal Riset Ilmu Pendidikan, Bahasa dan Budaya Vol. 4 No. 2 (2026): May: Semantik : Jurnal Riset Ilmu Pendidikan, Bahasa dan Budaya
Publisher : Asosiasi Periset Bahasa Sastra Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/semantik.v4i2.2941

Abstract

This study aims to improve the medicinal plant cultivation skills of students with ADHD from a learning process perspective, characterized by active interaction and focus in following the project stages and improved learning outcomes, as evidenced by their conceptual understanding and practical skills in medical plant culvation. This study is a classroom action research (CAR) using the Kemmis & Mc Taggart model, conducted in two cycles at SMP Negeri 1 Karangan. Observational data were analyzed using qualitative descriptive analysis, and learning test results were analyzed quantitatively. The results showed that students with ADHD experienced increased activity in practical activities, increased focus, understood instruction, and were able to complete projects independently. This was evidenced by the observation results, which showed that 33% of students scored well done. Furthermore, improved learning outcomes were evidenced by a 17% increase in cognitive tests, which were in the very good category, and a 21% increase in performance tests, which were in the very skilled category. The Project-Based Learning practical learning process provided opportunities for students with ADHD to integrate theory and practice, resulting in mastery of concepts and skills in cultivating medicinal plants. Improvements occurred through two cycles, with additional reflection on improvements, the use of brief instructions, instructional boards, and individual mentoring. Students were more active and focused in practical seed preparation, media preparation, and planting.

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