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INDONESIA
JURNAL KONFIKS
Published by Universitas Muhammadiyah Makassar
ISSN : 23552638     EISSN : 27461866     DOI : -
Core Subject : Education,
Education
Arjuna Subject : -
Articles 374 Documents
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KAJIAN EKSISTENSI PEREMPUAN DALAM NOVEL KEBERANGKATAN KARYA NH. DINI DAN IMPLEMENTASINYA SEBAGAI BAHAN AJAR SASTRA DI SMA Mutia Febrianti
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/fwz5z579

Abstract

Penelitian ini dilatarbelakangi oleh masih kuatnya konstruksi sosoal yang membatasi peran perempuan dalam masyarakat dan juga tersermin dalam karya sastra Indonesia, termasuk dalam novel Keberangkatan karya N.h Dini. Novel ini menarik untuk dikaji karena menampilkan sosok perempuan yang berusaha mempertahankan eksistensinya di tengah tekanan budaya patriarki. Oleh karena itu, penelitian ii bertujuan untuk mengidentifikasi bentuk-bentuk eksistensi perempuan dalam novel, memahami bagaimana tokoh perempuan menunjukkan kemandirian serta kebebasan dalam menentukan pilihan hidup, sekaligus mengkaji pemanfaatannya sebagai bahan ajar sastra di SMA. Penelitian ini menggunakan pendekatan kualitatif dengan metode deskriptif analisis dan perspektif feminis. Data diperoleh dari kutipan-kutipan dalam novel melalui teknik baca dan catat, kemudia dianalisis melalui tahap reduksi, penyajian, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa eksistensi perempuan dalam novel tampak melalui sikap mandiri, keberanian mengambil keputusan, kesadaran akan jati diri, serta upaya melawan norma sosial yang membatasi. Tokoh perempuan digambarkan tidak lagi sebagai pihak yang pasif, melainkan sebagai individu yang aktif dan memiliki kendali atas hidupnya. Selain itu, hasil kajian ini juga relevan untuk pembelajaran sastra di SMA, karena dapat membantu siswa memahami nilai kesetaraan gender, membangun sikap mandiri, dan melatih kemampuan berpikir kritis. Dengan demikian, dapat disimpulkan bahwa novel Keberangkatan tidak hanya memiliki nilai sastra, tetapi juga nilai pendidikan yang kuat sehingga layak dijadikan sebagai bahan ajar yang kontekstual dan bermakna. Kata kunci: eksistensi perempuan, feminisme, novel, bahan ajar sastra, pembelajaran SMA
Translanguaging Practices in Primary Education: A Systematic Literature Review of Pedagogical Trends Muhammad Gazali; Suyono Suyono; Ade Eka Anggraini; Khairun Nisa
JURNAL KONFIKS Vol 13 No 2 (2026): KONFIKS
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/1t1f1753

Abstract

This systematic literature review examines research trends and pedagogical implications of translanguaging practices in primary education. Drawing on 148 Scopus-indexed publications published between 2015 and 2025, the study analyzes annual publication trends, geographical distribution, research designs, participant focus, developed skills, and students’ linguistic backgrounds. The findings indicate a substantial increase in translanguaging research over the past decade, reflecting a growing recognition of translanguaging as a pedagogical response to multilingual classroom realities in primary education. Research output is predominantly concentrated in a limited number of countries, particularly Spain, the United States, China, and South Africa, revealing imbalances in global knowledge production. Methodologically, qualitative approaches dominate, with students identified as the primary research subjects, underscoring the learner-centered orientation of translanguaging pedagogy. The reviewed studies report that translanguaging supports language development, classroom communication, conceptual understanding, and the legitimization of students’ mother tongues within instructional practices. Translanguaging is most frequently implemented among EFL learners, immigrant students, indigenous communities, and learners in complex multilingual contexts. Overall, this review positions translanguaging as a pedagogical approach that extends beyond linguistic outcomes, offering meaningful implications for inclusive language teaching practices and the sustained use of learners’ linguistic resources in multilingual primary classrooms.
UTILIZATION OF WAYGROUND AS AN EVALUATION MEDIA FOR LEARNING ANECDOTE TEXTS: A MIXED METHODS STUDY ON GRADE X HIGH SCHOOL STUDENTS ahmad reza dliyaullah; Fina Zaidatul Istiqomah
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/jvhjww91

Abstract

Evaluation of Indonesian language learning in anecdotal text material is still dominated by conventional methods that tend to be oriented towards the final results and less actively involve students in the learning process. This condition encourages the need to utilize digital technology as a more interactive and effective evaluation tool. This study aims to analyze the differences in student learning evaluation results between the use of Wayground and conventional evaluation and describe student and teacher responses to the use of Wayground in learning anecdotal text. The study used a mixed methods approach with an embedded mixed methods design. The research subjects consisted of 20 students of class X.2 SMAN 1 Cluring who were divided into a Wayground group (10 students) and a conventional group (10 students). Data were collected through learning outcome tests, observations and semi-structured interviews. Quantitative data were analyzed using descriptive statistics and Independent Samples t-Test, while qualitative data were analyzed using the Miles and Huberman model. The results showed that the average score of the Wayground group (86.5) was higher than the conventional group (81.0). However, the results of statistical tests showed that the difference was not significant (t = 1.169; p = 0.258). Qualitative findings indicate that Wayground increased student engagement, enthusiasm, independence, and participation during the evaluation. Teachers assessed that Wayground streamlined the assessment process, expedited the delivery of evaluation results, and supported the provision of direct feedback. Students also found the evaluations more engaging and facilitated understanding of the material. Despite challenges such as limited internet connection and devices, Wayground has the potential to support more interactive, efficient, and student-centered learning evaluations.
Pengaru Metode Pembelajaran Mind Mapping Terhadap Kemampuan Menulis Teks Narasi Pada Siswa Kelas Vll SMP Al Ulum Medan Sakdiani Lubis; Riris Nurkholidah Rambe
JURNAL KONFIKS Vol 13 No 2 (2026): KONFIKS
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/51k84135

Abstract

Penelitian ini bertujuan untuk menguji dampak penerapan metode pembelajaran Mind Mapping terhadap keterampilan menulis teks narasi pada siswa kelas VII di SMP Al-Ulum Medan. Permasalahan utama yang melatarbelakangi riset ini adalah rendahnya minat menulis siswa, hambatan dalam mengawali tulisan (blank page syndrome), serta kesulitan menyusun kronologi cerita yang runtut akibat dominasi metode ceramah konvensional. Jenis penelitian yang digunakan adalah eksperimen semu (quasi-experimental) dengan desain Pretest-Posttest Non-Equivalent Control Group. Populasi penelitian mencakup seluruh siswa kelas VII, dengan sampel yang dipilih secara purposif yaitu kelas VII-A (25 siswa) sebagai kelompok eksperimen dan kelas VII-B (25 siswa) sebagai kelompok kontrol. Instrumen pengumpulan data berupa tes unjuk kerja menulis teks narasi yang dinilai menggunakan rubrik analitik. Teknik analisis data menggunakan uji statistik deskriptif dan uji inferensial melalui Independent Samples T-Test. Hasil analisis menunjukkan bahwa terdapat peningkatan nilai rata-rata yang signifikan pada kelas eksperimen (dari 62,40 menjadi 82,80) dibandingkan kelas kontrol (dari 61,60 menjadi 70,20). Hasil uji hipotesis membuktikan nilai signifikansi $0,000 < 0,05$, yang berarti metode Mind Mapping berpengaruh signifikan terhadap kemampuan menulis teks narasi siswa. Kata Kunci: Metode Mind Mapping, Menulis, Teks Narasi, Eksperimen Semu. Abstract This study aims to examine the impact of implementing the Mind Mapping learning method on narrative text writing skills among seventh-grade students at SMP Al-Ulum Medan. The primary issues transitions this research include low student interest in writing, obstacles in initiating sentences (blank page syndrome), and difficulties in chronological storytelling due to the dominance of conventional lecture methods. This study utilized a quasi-experimental approach with a Pretest-Posttest Non-Equivalent Control Group Design. The population comprised all seventh-grade students, with purposively selected samples consisting of class VII-A (25 students) as the experimental group and class VII-B (25 students) as the control group. Data collection instruments involved a performance test scored using an analytical writing rubric. Data were analyzed using descriptive statistics and inferential analysis via Independent Samples T-Test. The analysis indicated a significant increase in the mean score of the experimental class (from 62.40 to 82.80) compared to the control class (from 61.60 to 70.20). The hypothesis test yielded a significance value of 0.000 < 0.05, confirming that the Mind Mapping method has a significant effect on students' narrative writing skills. Keywords: Mind Mapping Method, Writing, Narrative Text, Quasi-Experimental.

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