cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Rojai Zhofir
Contact Email
rojaizho@gmail.com
Phone
+6285709037738
Journal Mail Official
j.pustakaindonesia@gmail.com
Editorial Address
Jl. Jaya Wijaya No.64, Dusun Besar, Kec. Singaran Pati, Kota Bengkulu, Bengkulu 38224
Location
Kota bengkulu,
Bengkulu
INDONESIA
Jurnal Pustaka Indonesia
Published by Yayasan Darussalam Bengkulu
ISSN : -     EISSN : 27978915     DOI : https://doi.org/10.62159/jpi.vXXX
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Other
Jurnal Pustaka Indonesia published Three times a year (April, Agustus and December ) as a medium of distributing scientific research in the field of language, literature , and the Indonesian language and literature education. Jurnal Pustaka Indonesia is published in collaboration between the Yayasan Darussalam Bengkulu and the Association of Indonesian Language and Literature Lecturer (ADOBSI).
Arjuna Subject : Umum - Umum
Articles 168 Documents
 9   10   11   12   13 
Technology-Assisted Pronunciation: Using Elsa Speak Application To Master –Ed Endings Septa Aryanika; Nava Anggri Safitri; M. Ridho Kholid; Ernando Rizki Dalimunte
JPI: Jurnal Pustaka Indonesia Vol. 5 No. 3 (2025): December
Publisher : Yayasan Darussalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/jpi.v5i2.1802

Abstract

Many students face difficulties in pronouncing –ed endings, especially in distinguishing /t/, /d/, and /ɪd/ sounds, which affects their speaking skills. This study aimed to improve students’ pronunciation through the use of the ELSA Speak application. Using Classroom Action Research (Kemmis & McTaggart) with two cycles, the research involved 32 seventh-grade students of SMPN 1 Candipuro in the 2024/2025 academic year. Data were collected through observation, pre-tests, and post-tests, and analyzed quantitatively and qualitatively.Results showed a significant improvement in pronunciation, with the average score rising from 56.25 (pre-test) to 72.81 (cycle I) and 83.28 (cycle II). Students also gained more confidence and motivation. In conclusion, ELSA Speak effectively enhanced students’ mastery of –ed endings and is recommended as a digital tool in English learning.
Integrating Daʿwah into Arabic Pedagogy for Society 5.0: Classroom ‎Innovations Zulhannan; Umi Mahmudah; Umi Musyarofah
JPI: Jurnal Pustaka Indonesia Vol. 5 No. 2 (2025): August
Publisher : Yayasan Darussalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/jpi.v5i2.1808

Abstract

This article aims to formulate and test the integration of daʿwah values—ḥikmah (prudential wisdom), mauʿiẓah ḥasanah (ethical exhortation), and courteous dialogic engagement—into Arabic pedagogy to meet the demands of Society 5.0, thereby aligning linguistic competence with character formation and technological literacy. Adopting a design-based research approach across multiple cycles of design–implementation–reflection in university-level Arabic classes, the study combines task-based and project-based learning, micro-scale service-learning, reflective Arabic dialogues, and AI-mediated feedback. Data were gathered from classroom observations, student artifacts, pre/post assessments of communicative performance, and brief attitudinal surveys; analyses employed thematic coding and descriptive statistics to iteratively refine each cycle’s design. Findings indicate gains in communicative accuracy and pragmatic appropriateness, heightened learner engagement, and clearer transfer from classroom discourse to community-oriented action; lecturers reported stronger alignment between linguistic outcomes and character education, while students demonstrated more orderly and ethical argumentation in Arabic. The study concludes that a daʿwah-informed framework operationalizes Arabic as a vehicle for ethically grounded communication suited to the digital-human ecosystem of Society 5.0, offering replicable classroom routines and assessment rubrics for higher-education contexts.
The Effectiveness of Comic-Based Learning Media in Enhancing Arabic Language Achievement Among Elementary Madrasah Students Fauzan Kamal Fahmi; Ahmad Nur Mizan; Zulhannan
JPI: Jurnal Pustaka Indonesia Vol. 5 No. 2 (2025): August
Publisher : Yayasan Darussalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/jpi.v5i1.1814

Abstract

This study aims to describe the effectiveness of comic-based media in enhancing Arabic language learning among fifth-grade students at MIN 3 Pringsewu. The findings reveal that comic media is an effective tool for improving students’ learning outcomes in Arabic. This is evidenced by the calculated N-Gain score, where the experimental class achieved an average of 61.43, categorized as moderate, while the control class obtained an average Gain Score of 16.49, categorized as low. These results indicate that the development of comic-based instructional media is effective for classroom implementation. Furthermore, the effectiveness of using comics is reflected in the improvement of students’ pretest and posttest scores. The pretest average score of students in the experimental class prior to using thematic comics was 57.87, which increased to 78.51 after implementation. In comparison, the control class scored 55.57 in the pretest and 61.92 in the posttest. The statistical analysis shows that the posttest data between the two groups yielded a t-value significance of 0.000, indicating a significant difference since Sig. (2-tailed) < 0.05 and the t-value was positive, leading to the rejection of H0. All of these data substantiate the conclusion that comic-based media effectively enhances Arabic language learning for fifth-grade students at MIN 3 Pringsewu. Therefore, it can be concluded that there is a significant positive impact of using comics as an instructional medium on students’ learning achievement in Arabic.
Arabic Problem-Based Learning for Religious Moderation: ‎Classroom Action Research in Islamic Education Erlina Erlina; Umi Hijriyah; Fachrul Ghazi; Sulthan Syahril; Muhammad Sufian
JPI: Jurnal Pustaka Indonesia Vol. 5 No. 3 (2025): December
Publisher : Yayasan Darussalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/jpi.v5i3.1806

Abstract

This study aimed to evaluate the effectiveness of integrating religious moderation values into Arabic language instruction through a Problem-Based Learning (PBL) model refined by Classroom Action Research (CAR). The objective was to enhance students’ linguistic competence while fostering moderate dispositions such as tolerance, balance, and non-violence. The study applied a two-cycle CAR design (planning–action–observation–reflection) involving one undergraduate class of Islamic Religious Education. Learning materials and PBL cases were developed around themes of tawassuṭ (moderation), justice, and equity, and implemented through case analysis, group discussion, and role-play. Data were gathered from performance assessments, observation checklists, field notes, and attitude questionnaires, analyzed using descriptive statistics and thematic reduction across cycles. Findings indicated consistent improvements from Cycle 1 to Cycle 2 in student engagement, reading comprehension, translation accuracy, and the demonstration of balanced reasoning and respectful disagreement in Arabic discourse. These gains were supported by iterative refinements in task design, scaffolded questioning, and structured peer feedback. Conclusion: The study concludes that moderation-oriented PBL, developed through iterative CAR cycles, provides a practical and replicable approach to simultaneously strengthening Arabic language proficiency and internalizing moderation values within Islamic higher education.
Directive Speech Acts Drive Higher Engagement: A Pragmatic ‎Linguistic Study of Patisserie Brand Captions Jerry Wilson; Mukhlis Lubis
JPI: Jurnal Pustaka Indonesia Vol. 6 No. 1 (2026): January-April
Publisher : Yayasan Darussalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/jpi.v6i1.1962

Abstract

This study examines how three types of pragmatic speech acts directive, expressive, and informative are employed in social media captions by international patisserie brands and how these linguistic strategies relate to consumer engagement. Addressing the limited scholarly attention to speech act functions in commercial digital discourse, this research applies Speech Act Theory and a descriptive quantitative approach to analyze 12 purposively selected captions from Instagram, Facebook, and TikTok. The findings indicate that informative speech acts are the most frequently used, while directive speech acts appear to be associated with relatively higher levels of engagement, particularly within TikTok comment interactions. However, this pattern should be interpreted with caution due to the limited sample size. These results highlight the potential persuasive role of directive forms in digital marketing communication. Despite limitations related to sample size and language scope, the study offers theoretical insights into pragmatic patterning in brand discourse and provides practical implications for optimizing engagement-driven content. Future research should expand the dataset and incorporate multimodal as well as cross-linguistic perspectives to deepen the understanding of speech act functions in digital marketing contexts.
Deconstruction of Islamic Scientific Authority: A Phenomenological Study on the Impact of Authentication Reduction Toward Pseudo Literacy Among Islamic University Eliwatis Eliwatis; Syahrur Ramli; Silfia Hanani; Salmiwati Salmiwati; Rabiha Maya Adiera; Zulfani Sesmiarni; Nadia Zakia
JPI: Jurnal Pustaka Indonesia Vol. 6 No. 1 (2026): January-April
Publisher : Yayasan Darussalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/jpi.v6i1.1990

Abstract

The rapid integration of Artificial Intelligence (AI) in Islamic Higher Education Institutions (PTAI) has sparked a significant shift in how students engage with religious knowledge. This study investigates the deconstruction of Islamic scientific authority, focusing on the impact of authentication reduction toward "pseudo-literacy" among Islamic Religious Education (PAI) students at UIN Mahmud Yunus Batusangkar. Utilizing a phenomenological approach combined with quantitative empirical data, this research explores the lived experiences of the 2023-2025 cohorts the "AI-native" generation. Findings indicate a critical trend of "epistemic dislocation," where students increasingly bypass traditional verification processes (isnad and tabayyun) in favor of algorithmic convenience. Statistical analysis reveals that authentication reduction has a significant positive influence on the rise of pseudo-literacy, with 82% of respondents showing high dependency on AI-generated content without cross-referencing primary classical texts (turats). Qualitative interviews further highlight "competence illusions," where students produce high volumes of text but lack deep conceptual understanding, leading to "cognitive atrophy." This phenomenon poses a serious theological and pedagogical threat, potentially producing a generation of religious educators severed from their scholarly roots. This study recommends a radical pedagogical reorientation through an "AI-Literacy with Sanad" framework, positioning AI as a supportive tool rather than a substitute for intellectual rigor. Ultimately, reclaiming scholarly authority requires reintegrating the ethics of adab and strict authentication into the digital-era curriculum to safeguard the integrity of Islamic scientific traditions.
E-Academic Supervision Models and Sustainable Teacher Professional Development: A Systematic Review with Implications for Junior High Schools Helen Helen; Muhammad Kristiawan; Eko Risdianto
JPI: Jurnal Pustaka Indonesia Vol. 6 No. 1 (2026): January-April
Publisher : Yayasan Darussalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/jpi.v6i1.2003

Abstract

This systematic review aims to identify and evaluate e-academic supervision models in junior high schools and analyze their contribution to sustainable teacher professional development (TPD). Following PRISMA 2020 guidelines, a comprehensive search of Scopus, Web of Science, ERIC, and Google Scholar was conducted for publications from 2023 to 2025. After screening, 21 peer-reviewed studies were analyzed using thematic synthesis. Four dominant models emerged: asynchronous video-based supervision, real-time virtual classroom observation, hybrid feedback systems, and cloud-based portfolio assessment. Results indicate that while these models positively influence teacher reflection and instructional improvement, their sustainability mechanisms such as continuous follow-up and data-driven goal setting remain underdeveloped. Unlike prior reviews focused on general e-supervision, this study offers novelty by specifically targeting junior high schools and proposing a sustainability framework that links e-supervision components to long-term TPD indicators. Practically, the synthesized models guide school supervisors and policymakers in designing or selecting e-supervision systems that foster continuous teacher development, especially in remote or resource-constrained settings. This review contributes the first comprehensive typology of e-supervision models for junior high contexts and advances educational technology and TPD literature through a conceptual sustainability matrix.
Teacher–Parent Collaboration in Addressing Smartphone Dependency among Madrasah Ibtidaiyah Students: Academic and Socio-Emotional Implications Mohammad Rofiq; A. Umar; Muhammad Dimas Ardini; Muhammad Habib Husen; Nasikhin Nasikhin; Ahmad Ta'rifin
JPI: Jurnal Pustaka Indonesia Vol. 6 No. 1 (2026): January-April
Publisher : Yayasan Darussalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/jpi.v6i1.2012

Abstract

This study aims to analyze how the synergy between teachers and parents in ‎instilling digital media discipline helps prevent smartphone addiction among ‎elementary school students in Semarang. The study employs a qualitative ‎approach using a case study design, in which data were collected through in-‎depth interviews with teachers and parents, as well as observations of ‎classroom learning activities. The results indicate that smartphone ‎dependency significantly impacts students' academic, social, and emotional ‎development, characterized by reduced focus on learning, weak self-control, ‎and diminished social interaction and empathy. To address this, three primary ‎forms of synergy between teachers and parents emerged: intensive ‎communication, the establishment of shared rules, and alternative ‎educational activities. Continuous communication fosters shared perceptions ‎and strategies for managing children's device usage. Meanwhile, consistent ‎rules at school and home, as well as engagement in positive activities, have ‎proven effective in fostering students' digital discipline. Theoretically, the ‎findings of this study align with Albert Bandura's Social Cognitive Theory, ‎particularly the concepts of self-regulation and reciprocal determinism, which ‎explain that children's behavior is influenced by the interaction between ‎individual, environmental, and behavioral factors. This suggests that a shift ‎from passive supervision toward active collaboration is necessary to make ‎smartphones a purposeful and valuable learning tool. The contribution of this ‎study lies in the development of a practical collaboration model between ‎teachers and parents based on digital literacy to prevent smartphone ‎dependency among students starting from elementary school age‎.
Strengthening the Epistemology of Religious Moderation Based on the Values of Unity of Science Nor Hadi; Abdul Rohman; Ahmad Umam Aufi
JPI: Jurnal Pustaka Indonesia Vol. 5 No. 3 (2025): December
Publisher : Yayasan Darussalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/jpi.v5i3.2016

Abstract

This study aims to analyze the value of the unity of knowledge in the Qur’an as an epistemological foundation for strengthening religious moderation in the Islamic Religious Education learning at SD Muhammadiyah Plus Semarang, SD IT Cahaya, Bangsa, MI Miftakhul Akhlaqiyah dan MI Takhasus Darul Ulum Semarang, Indonesia, with a focus on the aspects of understanding, implementation, and challenges. This study employs a qualitative approach with a case study design, as it allows for an in-depth exploration of phenomena within a real-world learning context. Data were collected through in-depth interviews and participatory observation in the classroom, then analyzed using the Miles and Huberman model, which includes data reduction, data presentation, and drawing conclusions. The results of the study indicate that the value of the unity of knowledge is understood as an epistemological-theological foundation that affirms that all knowledge originates from God, thereby fostering an inclusive attitude, rejecting claims of exclusive truth, and integrating normative and contextual approaches in understanding diversity. The application of these values takes three main forms: the integration of an interdisciplinary curriculum that links Islamic teachings with the social sciences and humanities; the implementation of dialogic-reflective learning that encourages open discussion and respect for differences; and experiential learning through field activities that reinforce the internalization of the values of moderation. However, this implementation still faces challenges in the form of a dichotomous scientific paradigm, limitations in teachers’ pedagogical competencies, and the influence of unfiltered digital information. Therefore, it is necessary to strengthen academic capacity, learning innovation, and critical digital literacy. This study contributes to strengthening an integrative Islamic education paradigm grounded in religious moderation.
Negotiation of Ideology in the Novel Series Rahvayana by Sujiwo Tejo Liana Shinta Dewi; Muhammad Nur Hanif; Puri Bakhtawar
JPI: Jurnal Pustaka Indonesia Vol. 6 No. 1 (2026): January-April
Publisher : Yayasan Darussalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/jpi.v6i1.2019

Abstract

This study aims to examine the negotiation that arise in the Rahvayana novel series by Sujiwo Tejo. This study uses the concept of ideology and negotiation by Antonio Gramsci and the concept of ideological response by John Clerke and Tonny Jefferson. This study uses observation and note-taking as data collection method. The data were analyzed using content analysis method with negotiation, ideology, and ideology responses as conceptual framework. The result show that there were ideological interactions and negotiations between wayang purwa and the Rahvayana novel series. The negotiation included negotiation of hierarchical ideology, authoritarian ideology, patriarchal ideology with relation ideology, egalitarian ideology, and feminist ideology. Nevertheless, there were several things that were kept preserved. For example, the relationship of Rahwana and his siblings, Rahwana’s feeling toward Sinta. It was shown that Sujiwo Tejo’s ideological response was negotiated.

Page 11 of 17 | Total Record : 168

 9   10   11   12   13 

Filter by Year

2021 2026


Reset
Filter By Issues
All Issue Vol. 6 No. 2 (2026): May-August (In Press) Vol. 6 No. 1 (2026): January-April Vol. 5 No. 3 (2025): December Vol. 5 No. 2 (2025): August Vol. 5 No. 1 (2025): April Vol. 4 No. 3 (2024): December Vol. 4 No. 2 (2024): August Vol. 4 No. 1 (2024): April Vol. 3 No. 3 (2023): December Vol. 3 No. 2 (2023): August Vol. 3 No. 1 (2023): April Vol. 2 No. 3 (2022): Desember Vol. 2 No. 2 (2022): Agustus Vol. 2 No. 1 (2022): April Vol. 1 No. 3 (2021): Desember Vol. 1 No. 2 (2021): Agustus Vol. 1 No. 1 (2021): April More Issue