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Arif Setiawan
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INDONESIA
KEMBARA
Published by Universitas Muhammadiyah Malang
ISSN : 24427632     EISSN : 24429287     DOI : -
Core Subject : Education,
Languange, Linguistic, Communication & Media
KEMBARA diterrbitkan sejak April 2015 oleh Program Studi Pendidikan Bahasa dan Sastra Indonesia FKIP Universitas Muhammadiyah Malang. KEMBARA memuat artikel hasil penelitian bahasa, sastra, dan pengajarannya, yang diterbitkan pada bulan April dan Oktober.
Arjuna Subject : -
Articles 35 Documents
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Search results for , issue "Vol. 11 No. 2 (2025): October" : 35 Documents clear
Differentiated Learning Models for Students with Dyslexia: A Study of Three Films Portraying Dyslexia Darmasari, Nindi Muliasa; Rahmawati, Laili Etika
KEMBARA: Jurnal Keilmuan Bahasa, Sastra, dan Pengajarannya Vol. 11 No. 2 (2025): October
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/kembara.v11i2.40431

Abstract

This study aims to describe and explore the differentiated learning model depicted in the film Like Stars on Earth and to examine how differentiated learning types are implemented within it’s educational context. The urgency of this research lies in the importance of applying differentiated learning models to students with dyslexia, as depicted in Like Stars on Earth, to understand their learning processes, academic development, and emotional growth. Furthermore, the study highlights how teachers can create an equitable, engaging, and supportive learning environment for such students. This research employs a qualitative descriptive approach using content analysis methods. Data were collected through processes of reduction, narrative data presentation, and conclusion drawing. The data sources consist of secondary data obtained from the film Like Stars on Earth and primary data derived from books and academic journals. The findings indicate that the film Like Stars on Earth illustrates how to design lesson plans and implement several types of differentiated learning, namely content differentiation, product differentiation, and learning environment differentiation. In conclusion, the film demonstrates various learning styles of students and provides insights into appropriate follow-up actions and evaluations for learners with dyslexia.
The Effectiveness of the Psychosocial-Literacy Learning Model on Improving Students’ Language and Critical Thinking Skills Kustyarini, Kustyarini
KEMBARA: Jurnal Keilmuan Bahasa, Sastra, dan Pengajarannya Vol. 11 No. 2 (2025): October
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/kembara.v11i2.40773

Abstract

The language and critical thinking skills of students in higher education still show significant weaknesses, especially in conveying ideas reflectively, logically, and communicatively. Conventional learning models with minimal social interaction and unresponsive to students’ affective needs are considered ineffective in answering these challenges. This study aims to test the effectiveness of the learning model based on the psychosocial-literacy approach in improving students’ language skills. This approach integrates the critical literacy dimension with social interaction and emotional dynamics in the learning process. The study employed a descriptive qualitative method, utilizing data collection techniques such as observation, in-depth interviews, and documentation involving students from the language education study program at a university in Indonesia. The study results show that the psychosocial-literacy model can encourage improving students’ language skills in narrative structure, argumentative expression, and sensitivity to the text’s social context. In addition, this approach also creates a more inclusive, reflective, and dialogical learning atmosphere. These findings reinforce the argument that learning that combines cognitive, affective, and social dimensions can produce a transformative learning process and empower students. Thus, this study recommends implementing the psychosocial-literacy model as an alternative learning strategy that is more relevant in answering higher education needs in the 21st century.
Children's Understanding of the Moral Values of Historical Fiction Story Books: "Ken Arok and Ken Dedes: Heroes Together" for Elementary School Students in Malang City Hasmara, Nabila Syifa; Prianti, Desi Dwi
KEMBARA: Jurnal Keilmuan Bahasa, Sastra, dan Pengajarannya Vol. 11 No. 2 (2025): October
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/kembara.v11i2.40779

Abstract

The low moral literacy of elementary school children in Indonesia poses a serious challenge to the development of national character. Many students are more familiar with instant digital media than educational reading, thus the values of empathy, courage, and social responsibility are increasingly marginalized. This study aims to describe elementary school students in Malang City's understanding of the moral values contained in the historical fiction storybook Ken Arok and Ken Dedes: Pahlawan Bersama (Heroes Together). A qualitative approach was used, with projective interview techniques that allow children to express their moral understanding through visualization. Primary data were obtained from interviews with 11 students in grades 1–3, aged 6–9, while the analysis used Kohlberg's moral development theory framework at the pre-conventional level. The results showed that children recognized and understood moral values such as fair leadership, courage to stand up for the weak, friendship, and gender equality. Furthermore, they were also able to connect these moral messages to everyday experiences, so that the process of internalizing values was not only cognitive but also emotional. These findings confirm that illustrated historical fiction in children's literature can be an effective instrument for moral education and a means of preserving local culture. This research makes a theoretical contribution by expanding the study of children's moral literacy through a visual storytelling approach. It offers practical recommendations for teachers and children's book writers to use illustrated literature as a medium for character education.
Writing, Collaborating, and Expressing: Drama as a Means of Strengthening Social and Aesthetic Competence Nuryanto, Tato; Nuryatin, Agus; Nugroho, Yusro Edy; Mulyaningsih, Indrya
KEMBARA: Jurnal Keilmuan Bahasa, Sastra, dan Pengajarannya Vol. 11 No. 2 (2025): October
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/kembara.v11i2.40786

Abstract

The background of this research is based on the limitations of conventional teaching methods that do not involve students optimally, so the potential of drama as a holistic learning tool has not been optimally developed. This study aims to integrate a collaborative drama scriptwriting approach into the Drama Appreciation course. This quantitative research uses a case study approach involving 95 Indonesian Language Study Program students. Data were collected through observation, interviews, and document analysis, in drama scripts, reflection journals, and discussion recordings. The study results showed a significant increase in social competencies, including teamwork, empathy, and communication. In the aesthetic aspect, there was an increase in creativity and language sensitivity. The results of the lecturer's evaluation showed that the script had depth of theme and originality. However, there were obstacles such as difficulty managing time and limited practice space. This research provides a theoretical contribution by enriching the study of drama pedagogy through a collaborative writing approach, as well as a practical contribution in the form of an innovative learning model that can be adopted in the curriculum.
Unveiling Narcissistic Tendencies Through Vulnerability and Vanity in Howl Jenkins in Howl’s Moving Castle by Diana Wynne Jones Agustina, Via; Thohiriyah, Thohiriyah
KEMBARA: Jurnal Keilmuan Bahasa, Sastra, dan Pengajarannya Vol. 11 No. 2 (2025): October
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/kembara.v11i2.40926

Abstract

This study begins with the problem of the representation of narcissistic traits in literary works, which are often perceived narrowly only through arrogant and exhibitionist behavior, while the dimension of emotional vulnerability is often overlooked. This study aims to analyze the character of Howl Jenkins in Diana Wynne Jones's novel Howl's Moving Castle by emphasizing two main aspects, namely vulnerability (vulnerability) and arrogance (self-conceit), and connecting them with the theoretical framework of self-psychology. The study uses a qualitative descriptive method with a careful reading technique. Primary data is presented in the form of a novel text, explained through quotations, interactions, and narratives that display Howl's narcissistic traits. In contrast, secondary data is obtained from relevant articles, journals, and books on narcissism and emotional vulnerability. The results show that Howl's narcissism cannot be understood singly, but rather exists as a dialectic between vulnerability and arrogance. His emotional vulnerability is manifested in fear of anxiety, anxiety, and realizing identity. At the same time, arrogance serves as a protective mechanism to cover his fragility, manifesting as flamboyance and an obsession with appearance. These findings demonstrate that literary works can be an effective medium for illustrating multidimensional psychological dynamics and make theoretical contributions to the development of the concept of narcissism in contemporary psychology. This research also makes practical contributions to literature teaching by opening a reflective space for readers to understand the complexity of human emotions through fictional narratives.
Narrative Transformation Model of Kejhung and Macapat Oral Literature in The Digital Content Age Badrih, Moh.; Siswiyanti, Frida; Murniatie, Itsnaniyah Umie
KEMBARA: Jurnal Keilmuan Bahasa, Sastra, dan Pengajarannya Vol. 11 No. 2 (2025): October
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/kembara.v11i2.40928

Abstract

Transforming Kejhung and Macapat into a digital format is a strategic step to expand the reach and preserve two traditional art forms rich in cultural values, especially among the younger generation. The main objective of this study is to analyze the digitalization process, level of acceptance, and understanding of the younger generation towards Kejhung and Macapat, which are packaged into 11 different digital platforms. The research method used is qualitative descriptive, with the support of quantitative data analysis, to obtain a comprehensive picture of the dynamics of this digitalization. The results of the study show that skills in using digital technology significantly influence cultural appreciation; it was recorded that 48.3% of respondents who were considered proficient in technology were able to create interactive content that aroused interest and understanding of traditional material. Although digital transformation opens up significant opportunities to revive traditional arts, serious challenges are related to the authenticity of the cultural values contained in Kejhung and Macapat. Therefore, this study concludes that technology-based innovation is needed that is not only oriented towards visual appeal, but can also maintain the essence and substance of cultural heritage to remain authentic and relevant for today's generation.
Pandeglang Community Mantras as Performative Knowledge: A Critical Discourse Analysis of Fairclough's Oral Tradition Model Trisnawati, Trisnawati; Permadi, Tedi; Mulyati, Yeti; Yulianeta, Yulianeta; Anshori, Dadang S.; Sumiyadi, Sumiyadi; Nugroho, Rudi Adi
KEMBARA: Jurnal Keilmuan Bahasa, Sastra, dan Pengajarannya Vol. 11 No. 2 (2025): October
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/kembara.v11i2.40978

Abstract

This research is motivated by the fading of oral traditions amid modernization, particularly the mantras of the Pandeglang community, which have been viewed solely as ritual texts without literary value. The main problem this research addresses is how the representation of cultural values, power relations, and ideology is manifested in mantras, and how these texts can serve as a medium for critical literacy in secondary education. The purpose of this research is to uncover the linguistic structures, discursive practices, and social contexts that shape the discourse of mantras, while also proposing their use in strengthening cultural literacy in schools. The research uses a critical constructivist paradigm with an interpretive, qualitative approach, drawing on Norman Fairclough's Critical Discourse Analysis model and discourse ethnography. Data in the form of 11 Sundanese-Banten mantra texts were collected through participant observation, in-depth interviews, and field documentation. The analysis shows that mantras function not only as spiritual means but also as ideological discourses that reproduce the moral, spiritual, and social values of the Pandeglang community. Socially, mantras become a cultural literacy practice that strengthens local identity and power relations. At the same time, pedagogically, they have the potential to become a source of critical literacy learning in high schools. The research conclusion confirms that mantras are performative texts that contain educational, spiritual, and ideological power—a form of local literacy that remains relevant for fostering reflective awareness and cultural identity among the younger generation.
Development and Implementation of Digital Learning in the Drama Studies Course Based on Local Wisdom Sunarsih, Eti; Zulfahita, Zulfahita; Oktavia, Wahyuni; Safrihady, Safrihady; Yanti, Lili; Mulyani, Sri; Wirawan, Gunta
KEMBARA: Jurnal Keilmuan Bahasa, Sastra, dan Pengajarannya Vol. 11 No. 2 (2025): October
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/kembara.v11i2.40995

Abstract

Drama Studies learning in higher education often faces challenges of low student engagement due to conventional teaching methods, limited interactivity, and the lack of integration of local cultural values into the learning process. This study aims to develop and implement a digital Project-Based Learning (PBL) model that integrates local wisdom into Drama Studies courses and to disseminate its impact on student learning outcomes. The research employs a developmental research design with a descriptive-qualitative approach, following the 4D model (Define, Design, Develop, and Disseminate). Data were collected through in-depth interviews, classroom observations, documentation of student drama projects, and assessments of cognitive, affective, and psychomotor domains. The results indicate that the developed learning model enhances students’ understanding of drama theory, strengthens their appreciation of local culture, and improves their dramatic performance skills through collaborative projects. The integration of local culture–based digital media also enriches the learning context and significantly boosts student engagement. This study provides a theoretical contribution to the development of a locality-based TPACK framework and offers a practical model applicable to arts education in the digital era. The findings conclude that the collaboration between technology, pedagogical projects, and local culture effectively creates contextual, interactive, and meaningful learning experiences in Drama Studies within higher education.
Moderated Politeness in the Digital Era: A Study of Digital Literacy in the Discourse of the 2024 Presidential Debate Firdaus, Muhammad Anas; Prayitno, Harun Joko; Sulistyono, Yunus
KEMBARA: Jurnal Keilmuan Bahasa, Sastra, dan Pengajarannya Vol. 11 No. 2 (2025): October
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/kembara.v11i2.41016

Abstract

The development of digital social media has transformed patterns of political communication, particularly in the discourse surrounding the 2024 presidential debate, which often triggers polarization and neglects the principles of politeness. In this context, digital literacy plays a vital role in maintaining the quality of online interaction. This study aims to examine the forms of moderated politeness used by netizens and assess their levels of digital literacy within the 2024 presidential debate on social media. Using a qualitative descriptive approach, this research analysed 51 posts and comments from X, Instagram, and TikTok, based on Leech’s politeness maxims and Rheingold’s digital literacy indicators. The data were collected through observation, tapping, non-participatory observation, and note-taking, then analysed using a pragmatic identity method. The findings reveal that the maxim of approbation is the most dominant form of politeness as an expression of affirmative support, while the maxim of modesty is the least observed due to the competitive nature of digital political discourse. Network awareness emerged as the highest digital literacy indicator, whereas collaboration ranked the lowest due to limited active participation and one-way communication tendencies. This study offers a theoretical contribution by formulating an integrative cyber-pragmatic moderation model demonstrating that rhetorical choices and digital literacy skills shape digital political interaction in creating polite and productive discourse.
Transferring Randasitagi and Wairiwondu Folktales into Video Storytelling Content as Literacy Learning Media for Junior High School Students in Buton Islands Asra, Nurul Hafidzah; Sumiyadi, Sumiyadi; Halimah, Halimah
KEMBARA: Jurnal Keilmuan Bahasa, Sastra, dan Pengajarannya Vol. 11 No. 2 (2025): October
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/kembara.v11i2.41072

Abstract

The low interest and critical literacy skills of students in the archipelago, especially the Buton Islands, are a serious challenge in literacy education. This problem is exacerbated by the limited learning media contextual and relevant to the local culture. This research aims to shift the form of Randasitagi and Wairiwondu folklore from traditional narrative texts to video storytelling content as an interactive and culture-based literacy learning medium. The method used is qualitative descriptive with a case study approach. Data was collected through interviews with teachers and students, learning observations, and documentation of junior high school students' learning outcomes. The study results show that converting folklore into videos can increase students' attraction to literacy materials, encourage active cognitive engagement, and stimulate critical and argumentative thinking skills in debate and discussion sessions. Video storytelling based on local stories has proven more effective than conventional text media in bridging students' cultural context with learning content. This study concludes that transforming local narratives into multimodal visual formats serves as cultural preservation and a pedagogical strategy relevant to the literacy needs of the 21st century. These findings open up opportunities for further development in folklore-based interactive media from various other regions to be applied in school contextual learning.

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