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Journal of Language and Literature Education (JoLaLE)
Published by Yayasan Nuraini Ibrahim Mandiri
ISSN : -     EISSN : 30467373     DOI : https://doi.org/10.59407/jolale.v1i2
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Other
Journal of Language and Literature Education (JoLaLE) is a national journal for scientific research: Linguistics: phonology, morphology, syntax, discourse analysis, psycholinguistics, sociolinguistics,Indonesian language,Indonesian literature studies,Language in multicultural societies, and critical discourse analysis. Literature: local literature studies, Indonesian literature, foreign literature studies, children literature, literature studies for character education, and other literary studies, Other scientific fields related to learning language and literature.
Arjuna Subject : Ilmu Sosial - Linguistik dan Bahasa
Articles 54 Documents
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TEACHER ENGAGEMENT IN MODERN EDUCATION: THE ROLE OF SERVANT LEADERSHIP, SELF-EFFICACY, AND WORK VALUES: - Fitriyani Fitriyani; Didik Notosudjono; Widodo Sunaryo
Journal of Language and Literature Education Vol. 3 No. 2 (2026): Juni
Publisher : Yayasan Nuraini Ibrahim Mandiri

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Abstract

This study aims to analyze the effects of servant leadership, self-efficacy, and work values on teacher engagement and to compare teacher engagement between Civil Servant Teachers (ASN) in public senior high schools and Permanent Foundation Teachers (GTY) in private senior high schools in Bogor Regency. The study employed a quantitative approach with an ex-post facto comparative causal design involving 255 teachers selected through multistage random area sampling and proportional random sampling. Data were collected using Likert-scale questionnaires and analyzed using descriptive statistics, Independent Sample t-test, simple and multiple linear regression, and SITOREM (Scientific Identification Theory to Conduct Operation Research in Education Management) analysis. The results revealed a significant difference in teacher engagement between ASN and GTY teachers, with ASN teachers demonstrating higher levels of organizational attachment and commitment. Servant leadership, self-efficacy, and work values were found to have positive and significant effects on teacher engagement in both groups. Among ASN teachers, work values emerged as the strongest predictor of engagement, whereas self-efficacy showed the strongest influence among GTY teachers. The SITOREM analysis further identified priority indicators requiring improvement, particularly emotional cues, independence, task challenge, and past performance success. In conclusion, teacher engagement is significantly influenced by leadership, psychological, and value-based factors, and strengthening self-efficacy, positive work values, and supportive servant leadership is essential for enhancing sustainable teacher engagement across different educational contexts.
PERAN KOMUNITAS PONDOK PENA DALAM PENGAJARAN SASTRA DI KALANGAN SANTRI PESMA AN NAJAH PURWOKERTO Praptiwi Nur Aliyah Hidayah; Abdul Wachid BS
Journal of Language and Literature Education Vol. 3 No. 2 (2026): Juni
Publisher : Yayasan Nuraini Ibrahim Mandiri

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Abstract

Penelitian ini bertujuan untuk menganalisis peran Komunitas Pondok Pena dalam pengajaran sastra di kalangan santri Pesma An Najah Purwokerto, meliputi praktik pembelajaran, strategi yang diterapkan, serta dampaknya terhadap penguatan literasi, kreativitas, dakwah kultural, dan kesadaran kritis santri. Metode penelitian yang digunakan adalah pendekatan kualitatif dengan jenis studi kasus. Data dikumpulkan melalui observasi partisipatif, wawancara mendalam terhadap 10 informan yang terdiri atas pendiri, ketua, dan anggota aktif komunitas, serta studi dokumentasi. Analisis data dilakukan menggunakan model interaktif Miles dan Huberman melalui tahapan reduksi data, penyajian data, dan penarikan kesimpulan, dengan validitas data dijaga melalui triangulasi sumber, triangulasi metode, dan member check. Hasil penelitian menunjukkan bahwa Komunitas Pondok Pena berfungsi sebagai ruang pembelajaran sastra nonformal yang partisipatif, dialogis, dan berbasis praktik melalui kegiatan diskusi karya, pelatihan menulis, publikasi, serta kolaborasi literasi. Keberadaan komunitas mampu meningkatkan kemampuan membaca dan menulis, mengembangkan kreativitas, membentuk budaya literasi yang berkelanjutan, serta menumbuhkan kemampuan berpikir reflektif dan kesadaran kritis santri. Selain itu, karya sastra yang dihasilkan menjadi media dakwah kultural yang efektif dalam menyampaikan nilai-nilai keislaman secara humanis, komunikatif, dan kontekstual. Simpulan penelitian ini menunjukkan bahwa Komunitas Pondok Pena memiliki peran strategis sebagai media pengajaran sastra berbasis komunitas yang tidak hanya meningkatkan kompetensi literasi dan kepenulisan santri, tetapi juga membentuk karakter, memperkuat kesadaran sosial, serta mendukung transformasi pendidikan pesantren yang adaptif terhadap perkembangan zaman.
TRANSFORMATION OF EDUCATION QUALITY BASED ON EDUCATION REPORT CARD: LONGITUDINAL INPUT-PROCESS-OUTPUT (IPO) ANALYSIS IN JUNIOR HIGH SCHOOL Rosalia Kharisma; Syamsuri Syamsuri; Achmadi Achmadi
Journal of Language and Literature Education Vol. 3 No. 2 (2026): Juni
Publisher : Yayasan Nuraini Ibrahim Mandiri

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Abstract

This study aims to analyze the transformation of educational quality based on the Education Report through a longitudinal Input–Process–Output (IPO) framework and to formulate a Four-Phase Educational Quality Transformation Model at SMP Negeri 4 Rasau Jaya during the 2021–2025 period. The research employed a descriptive-analytical longitudinal design using secondary data obtained from the Education Report platform. Data were analyzed through document analysis, longitudinal trend analysis, annual percentage change, cumulative growth analysis, exploratory correlation analysis, and cross-dimensional linkage analysis within the IPO framework. The findings indicate that educational quality transformation occurred progressively and non-linearly through four phases: recovery, strengthening, stabilization, and acceleration. Significant improvements were observed in literacy (from 25.00 to 83.33; cumulative growth of 233.3%), numeracy (from 34.38 to 80.00; cumulative growth of 132.7%), teacher reflection (49.3%), and learning quality. Correlation analysis revealed a very strong relationship between the input and process dimensions (r = 0.92), while the relationships between process and output (r = 0.30) and input and output (r = 0.33) were relatively low, indicating a time-lag effect in translating institutional improvements into student outcomes. In conclusion, the proposed Four-Phase Educational Quality Transformation Model extends the conventional IPO framework by incorporating a longitudinal perspective, demonstrating that sustainable educational quality improvement is achieved through cumulative enhancement of teacher capacity, school governance, and learning processes over time rather than through short-term interventions
IMPLEMENTASI PENDEKATAN DIFFERENTIATED INSTRUCTION DALAM MENGATASI KEBERAGAMAN KEMAMPUAN MEMBACA SISWA DI MADRASAH IBTIDAIYAH Abdul wachid bambang suharto; Abdul Wachid Bambang Suharto
Journal of Language and Literature Education Vol. 3 No. 2 (2026): Juni
Publisher : Yayasan Nuraini Ibrahim Mandiri

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Abstract

Penelitian ini bertujuan untuk mendeskripsikan kondisi keberagaman kemampuan membaca siswa di Madrasah Ibtidaiyah, menganalisis perencanaan dan implementasi pendekatan Differentiated Instruction (DI) dalam pembelajaran membaca, serta mengidentifikasi kendala dan dampak penerapannya terhadap kemampuan membaca siswa. Metode penelitian yang digunakan adalah pendekatan deskriptif kualitatif dengan melibatkan dua guru kelas IV dan 32 siswa dari dua Madrasah Ibtidaiyah di Kabupaten Pemalang. Data dikumpulkan melalui observasi, wawancara mendalam, dan dokumentasi, kemudian dianalisis menggunakan model interaktif Miles dan Huberman yang meliputi reduksi data, penyajian data, dan penarikan kesimpulan, sedangkan keabsahan data diuji melalui triangulasi sumber, triangulasi teknik, dan member check. Hasil penelitian menunjukkan bahwa implementasi Differentiated Instruction melalui diferensiasi konten, proses, dan produk mampu mengakomodasi keberagaman kemampuan membaca siswa secara efektif. Setelah delapan minggu penerapan, jumlah siswa pada kategori kemampuan membaca sangat rendah dan rendah menurun dari 68,75% menjadi 34,375%, sedangkan siswa pada kategori sedang dan tinggi meningkat dari 31,25% menjadi 65,625%. Pendekatan ini juga meningkatkan motivasi belajar, keterlibatan siswa dalam pembelajaran, serta memberikan kesempatan kepada setiap siswa untuk belajar sesuai tingkat kesiapan, minat, dan profil belajarnya. Meskipun implementasi DI masih menghadapi kendala berupa keterbatasan waktu persiapan, sumber belajar, dan kesiapan guru, pendekatan ini terbukti memberikan dampak positif terhadap peningkatan kemampuan membaca siswa. Simpulan penelitian ini menunjukkan bahwa Differentiated Instruction merupakan pendekatan pembelajaran yang efektif, inklusif, dan responsif terhadap keberagaman kemampuan membaca siswa di Madrasah Ibtidaiyah sehingga layak diterapkan sebagai strategi pembelajaran yang berpusat pada kebutuhan peserta didik.  

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