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INDONESIA
JURNAL KONFIKS
Published by Universitas Muhammadiyah Makassar
ISSN : 23552638     EISSN : 27461866     DOI : -
Core Subject : Education,
Education
Arjuna Subject : -
Articles 375 Documents
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REFLEKSI KEYAKINAN CALON GURU GENERASI Z DALAM PEMBELAJARAN BAHASA DI ERA DIGITAL Rio Rinaldi Rio; Yetty Morelent; Fauzul Bastian
JURNAL KONFIKS Vol 13 No 2 (2026): KONFIKS
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/wg63q324

Abstract

This study aims to analyze the extent to which these beliefs influence their choices of strategies, techniques, learning materials, and assessment instruments in language teaching. The research employed a descriptive quantitative design with interpretive qualitative analysis, using an online Likert-scale questionnaire (1–5) distributed to students of the Indonesian Language and Literature Education Program at Universitas Bung Hatta. The instrument covered five domains: the role of the language teacher, teaching strategies and techniques, material selection, evaluation and assessment, and perceptions of Generation Z teachers. Findings reveal that all domains scored above 4.0, indicating high levels of pedagogical belief and confidence. Respondents preferred collaborative and project-based learning, authentic materials, and feedback-driven formative assessment. These results suggest that Generation Z pre-service teachers possess a pedagogical orientation aligned with 21st-century learning paradigms, reflecting their technological adaptability and reflective awareness as future educators in a digitalized educational landscape.
MORPHOLOGICAL AND SYNTACTIC ERROR ANALYSIS AS A BASIS FOR DEVELOPING INDONESIAN LANGUAGE LEARNING STRATEGIES WITHIN A PEDAGOGY-DRIVEN FRAMEWORK Nadia Eka; Syahrul Ramadhan; Yuli Tiarina
JURNAL KONFIKS Vol 13 No 2 (2026): KONFIKS
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/4rfegv10

Abstract

Language errors are still frequently found in students’ writing, particularly in explanatory texts that require precise word choice and clear sentence construction. This problem shows that students not only need to understand the content of the text, but also need to use Indonesian formally and effectively. This study aims to analyze morphological and syntactic errors in explanatory texts written by eleventh-grade students of MAN 2 Padang and to formulate learning strategy directions that suit students’ needs. This study employed a descriptive qualitative approach with an error analysis design. Data were collected through an explanatory text writing task and were analyzed through the stages of error identification, classification, and interpretation. The results showed that each text contained an average of 7–9 errors. The most frequent errors included the use of nonstandard words, informal abbreviations, affixation errors, ineffective sentences, double conjunctions, and unnecessary repetition of phrases or clauses. These findings indicate that students were able to construct the general structure of explanatory texts, but they were still weak in applying formal language rules. Therefore, writing instruction needs to be directed toward exercises that help students correct real errors in their own writing through pedagogical grammar, error-based learning, and guided revision. These strategies can help students write explanatory texts more clearly, effectively, and in accordance with Indonesian language rules.
COGNITIVE AND AFFECTIVE OUTCOMES OF STRUCTURED AND ANDRAGOGICAL APPROACHES IN TECHNOLOGY-BASED LANGUAGE LEARNING: A CROSSOVER STUDY Khadijah Ramadhanti; Syahrul Ramadhan; Yuli Tiarina
JURNAL KONFIKS Vol 13 No 2 (2026): KONFIKS
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/trqwde88

Abstract

The proliferation of digital technology in higher education language learning requires instructional approaches that align with the characteristics of adult learners. This study examines the comparative cognitive and affective outcomes of structured and andragogical technology-based approaches on language proficiency, motivation, and digital engagement using a within-subject crossover design. Thirty students at STKIP YDB Lubuk Alung were assigned to two counterbalanced groups: Group A (n = 15) followed a structured-then-andragogical sequence, while Group B (n = 15) followed the reverse, with a one-week washout period between treatments. Paired t-tests demonstrated that both approaches produced significant language proficiency gains (p < .001), yielding large effect sizes for structured instruction (d = 2.73; gain = +18.67 points) and andragogical learning (d = 2.47; gain = +19.70 points), with no statistically significant difference between them (p = .508, d = 0.12), a result confirmed by the Wilcoxon signed-rank test (p = .600). In contrast, andragogical instruction generated significantly higher motivation (M = 4.27; d = 2.54) and digital engagement (M = 4.18; d = 2.19) than structured instruction (p < .001). A near-zero correlation between engagement scores across the two conditions (r = .067) indicates that each approach activates qualitatively distinct engagement mechanisms. Significant and symmetric carry-over effects across both conditions (p < .001) suggest that sequential exposure to contrasting technology-based approaches yields cumulative learning benefits. These findings support a hybrid instructional model that combines the cognitive scaffolding of structured instruction with the affective autonomy of andragogical learning.
CONTEMPORARY ISLAMIC DYNAMICS IN FRANCE AS A REPRESENTATION OF SECULAR STATES IN EUROPE: BETWEEN CHALLENGES AND OPPORTUNITIES Salma Ali Salem Mansoor Alawlaqi; Ahmad Kholil; Laily Fitriani; Zekeriya kasap
JURNAL KONFIKS Vol 13 No 2 (2026): KONFIKS
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/byf8nq60

Abstract

This study explored the dynamics of contemporary Islam in France as a representation of secular European countries through critical discourse analysis to examine the interaction between Islamic religious identity and the principles of secularism (laïcité). It is based on socio-cultural and political literature that highlights the increasing tension between the religious values of Muslims and the demands of citizenship in modern secular societies. Although numerous studies on secularism have been conducted, few have highlighted how Muslims in France experience and negotiate their religious identity under the pressure of state neutrality. This study aimed to analyze Muslim religious practices in the French secular context, identify the main challenges they face, and explore adaptation strategies to maintain religious identity while adjusting to secular values. Data was collected from international news reports discussing the banning of long clothing in schools, employment discrimination, and increasing anti-Muslim actions. The results demonstrated that public discourse in France frames Islam as a ‘potential threat’ to secularism, thereby legitimizing the state's restrictive policies and symbolic exclusion. However, Muslim communities continue to evidence resistance through selective adaptation and the preservation of religious practices in the private sphere. These findings enrich our understanding of the relationship between religion and politics in Europe and offer critical insights into cultural pluralism amid rising nationalism and rigid secularism.
NARASI MEDIA DAN REPRESENTASI GENDER DALAM PEMBERITAAN INARA RUSLI DI MEDIA ONLINE INDONESIA DENGAN PENDEKATAN SARA MILLS Mohammad Fikriandi Ramdhansyah; Agus Hamdani; Didin Sahidin
JURNAL KONFIKS Vol 13 No 2 (2026): KONFIKS
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/5nayw987

Abstract

News coverage regarding Inara Rusli’s nikah siri in Indonesian online media has generated public debate that is not only related to legal and moral aspects, but also touches on the issue of gender representation in media narratives. The media plays an active role in shaping meanings about women through the way events are constructed, the parties given space to speak, and the perspectives prioritized. This study aims to examine how Indonesian online media represent Inara Rusli in reporting on nikah siri and how gender power relations are built through news texts. The approach used is Sara Mills’ critical discourse analysis with a descriptive qualitative method. The research data consist of news texts from CNN Indonesia, Kapanlagi.com, Inilah.com, and Suaramerdeka.com published in January 2026 and discussing claims of nikah siri involving Inara Rusli and Insanul Fahmi. The results show that the media dominantly positions women as objects of discourse who must prove claims and be accountable for their personal relationships in the public sphere. Meanwhile, men and legal counsel are more often placed as subjects who have narrative authority and legal legitimacy. This narrative pattern shows the media’s tendency to reproduce patriarchal values through emphasis on aspects of proof, morality, and legality directed at women. The analysis also finds that the reader’s perspective is directed to doubt women’s narratives, while women’s voices are often mediated or marginalized. The conclusion of this study emphasizes that reporting on Inara Rusli’s nikah siri in Indonesian online media still shows inequality in gender representation and has not fully applied the principles of gender-sensitive journalism.  
LANGUAGE VARIATION IN FREE FIRE ONLINE GAME COMMUNICATION IN SARUDU DISTRICT: A SOCIOLINGUISTIC STUDY Nur Afianita; Moh. Tahir; Sukma Sukma; Idris Patekkai; Juliah Marfuah
JURNAL KONFIKS Vol 13 No 2 (2026): KONFIKS
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/2ek28277

Abstract

This study examines language variation in the communication of Free Fire online game players in Sarudu District, Pasangkayu Regency, from a sociolinguistic perspective. It aims to describe the forms of language variation used by players and to explain their social functions in gameplay interaction. This study employed a qualitative approach using a descriptive method. The data consisted of oral utterances produced by Free Fire players, collected through observation, non-participant listening, note-taking, and recording techniques. The data were analyzed through transcription, identification, classification, and interpretation based on the types of language variation and their contexts of use. The findings reveal three dominant forms of language variation: dialect, sociolect, and slang. Dialectal variation appears in the use of local linguistic forms such as miki, manako, and waitmi dulu, which indicate regional identity and social closeness among players. Sociolectal variation is reflected in game-specific terms such as revive, headshot, knock, push, and cover, which function to support rapid strategic coordination during gameplay. Meanwhile, slang variation appears in informal expressions such as bot, anjay, bum, and ko mampus, which are used to express emotions, mock opponents, and build familiarity among players. The study also finds code-mixing between local language, Indonesian, and English gaming terms. These findings indicate that communication in Free Fire is not merely a technical tool for gameplay but also a sociolinguistic practice that represents local identity, group solidarity, and language adaptation in digital culture.
REPRESENTATION OF GENDER INJUSTICE IN THE NOVEL BROKEN STRINGS BY AURELIE MOEREMANS A STUDY OF LITERARY FEMINISM Julhijah Julhijah; Nina Queena Hadi Putri; Alfian Rokmansyah; Nia Novita Putri
JURNAL KONFIKS Vol 13 No 2 (2026): KONFIKS
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/scmd1q05

Abstract

Gender inequality is formed through a process of social construction that develops within a patriarchal system and is manifested in various manifestations of unequal relations between men and women. The literary work Broken Strings illustrates this reality through the narratives of its female characters. This study aims to analyze the various manifestations of gender inequality experienced by the female characters in the novel, adopting the theoretical framework of feminism developed by Mansour Fakih. This study uses a descriptive, analytical, qualitative approach as its primary methodology. Primary data were obtained from the entire text of the novel Broken Strings, and data collection was conducted using library research methods. Data analysis was carried out through the stages of identification, categorization, and interpretation of quotations, indicating the presence of gender inequality, in line with Mansour Fakih's conceptual framework, which includes five aspects: marginalization, subordination, stereotypes, violence, and double workload. The research findings reveal that the female characters in the novel experience marginalization in access to social and economic resources, subordination in family decision-making, and stereotypes that hinder their freedom and identity formation. This study also identifies forms of symbolic and psychological violence that function as instruments of patriarchal control. The phenomenon of the double burden of work is clearly visible in the pressure of domestic responsibilities that remain attached to women, along with social obligations, without a fair and equal division of roles. The results of this study confirm that the novel Broken Strings presents a critique of patriarchal structures through depictions of unequal power relations and the transformation of consciousness and resistance the female characters undergo against the various forms of oppression they experience.
FUNGSI PRAGMATIK UNGKAPAN ARAB DALAM INTERAKSI MAHASISWA UIN WALISONGO SEMARANG: ANALISIS SOSIOPRAGMATIK Zainurrakhmah; Namira Choirani Fajri
JURNAL KONFIKS Vol 13 No 2 (2026): KONFIKS
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/km60q781

Abstract

This study examines the pragmatic functions of Arabic expressions in the oral conversations of students at UIN Walisongo Semarang within the context of religious-academic interaction. Prior research has largely emphasized code-switching classifications and social factors, while the dimensions of illocution, discourse management, and relational distribution remain underanalyzed in an integrated manner, particularly in naturalistic student interaction within Indonesian Islamic higher education (PTKIN). This study aims to identify the forms and contexts of Arabic expression use, analyze their functions as speech act realizations, discourse markers, and sociopragmatic markers, and explain their distribution across peer and hierarchical relationships. A qualitative sociopragmatic approach is employed, integrating Searle's speech act theory, Leech's politeness principles, Hymes' ethnography of communication, and Schiffrin's discourse marker framework. Data were collected through two months of natural conversation recordings involving 20 participants from multiple faculties, yielding 24 functionally classified types of Arabic expressions as units of analysis. The findings indicate that Arabic expressions function as multidimensional pragmatic resources realizing expressive, directive, assertive, and commissive speech acts, while simultaneously managing discourse structure and indexing deference in hierarchical relationships. The study concludes that Arabic expressions are undergoing indexical stabilization within the student speech community: rather than functioning merely as religious identity markers, they constitute a multifunctional pragmatic infrastructure that organizes discourse, manages social relations, and constructs normatively grounded commitments within a shared religious-academic environment. These findings carry implications for sociopragmatic theory and language education in PTKIN institutions.
ENHANCING PRE-SERVICE SPECIAL EDUCATION TEACHERS’ PEDAGOGICAL COMPETENCE IN TEACHING READING COMPREHENSION TO HEARING-IMPAIRED ELEMENTARY STUDENTS THROUGH FOTONOVELA MEDIA Rohmah Ageng Mursita; Murni Winarsih; Totok Bintoro; Asep Supena; Septiyani Endang Yunitasari; Sri Rizqi Widasari
JURNAL KONFIKS Vol 13 No 2 (2026): KONFIKS
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/f40e8d48

Abstract

Reading comprehension is a fundamental literacy skill that is essential for deaf or hard-of-hearing students to access academic information and participate in social life. However, limited auditory input and language development challenges often create barriers to understanding written texts. This study aimed to enhance the pedagogical competence of pre-service special education teachers in teaching reading comprehension to hearing-impaired students through the use of fotonovela media. The study employed a quasi-experimental design using a pretest–posttest non-equivalent control group approach and was conducted at SLB Pangudi Luhur and SLB Santi Rama as authentic learning contexts. The participants were pre-service special education teachers divided into experimental and control groups. The intervention involved training and teaching practice using fotonovela media integrating visual supports, the Indonesian Sign System (SIBI), and principles of the Maternal Reflective Method (MMR). Pretest results indicated that the initial competence levels of both groups were relatively equivalent, while posttest results showed a significant improvement in the experimental group. The use of fotonovela media significantly improved the pedagogical competence of pre-service teachers, particularly in instructional planning, visual strategies, language and communication support, adaptive teaching practices, and student engagement. The improvement in teacher competence contributed to the development of students’ reading comprehension skills, including vocabulary understanding, identifying main ideas, sequencing events, recognizing story elements, answering questions, making simple inferences, and summarizing texts. These findings indicate that fotonovela media is an innovative and sustainable approach to strengthening teachers’ pedagogical competence while supporting literacy development among deaf students.
DEVELOPMENT OF THE TUTOR SABIT MEMBACA MODEL TO ENHANCE LITERACY SKILLS AND MORAL CHARACTER OF PRIMARY SCHOOL STUDENTS Dedy Adian Utomo; Parmin Parmin; Suparti Suparti
JURNAL KONFIKS Vol 13 No 2 (2026): KONFIKS
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/kyxdzd94

Abstract

This study aims to develop and examine the effectiveness of the TUTOR SABIT MEMBACA instructional model in improving literacy skills and moral character (akhlakul karimah) of primary school students. The study was motivated by the low level of students’ literacy and the need to strengthen character development as reflected in daily behavior. This research employed a Research and Development (R&D) approach using the ADDIE model, which consists of analysis, design, development, implementation, and evaluation stages. The research participants were 14 sixth-grade students of SDN Wirogomo 02, consisting of 6 male students and 8 female students, aged 11–12 years old. The study also involved teachers, peer tutors, school stakeholders, and expert validators. The research instruments included expert validation questionnaires, practicality questionnaires, literacy tests in the form of pretest and posttest, and observation sheets for assessing moral character. The results indicate that the model achieved a high level of validity with an average score of 91%, practicality of 88% in the practical category, and significant effectiveness in improving students’ literacy skills, as evidenced by an increase in scores from 58.2 to 81.6 (p < 0.05). Furthermore, the model was also effective in enhancing students’ moral character, with an average score of 87% in the good category. These findings suggest that the TUTOR SABIT MEMBACA model is an innovative instructional approach that integrates literacy and character education holistically through peer tutoring, reading habituation, moral reflection, and behavioral practice. Therefore, this model is recommended as an alternative strategy for improving the quality of primary education, particularly in strengthening literacy culture and character development.

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