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31	AI in Language, Literature and Arts Education	ABS-96
Enhancing Translation Competence with Un Jour, Une Traduction - One Day, One Translation Dr. Yusi Asnidar, M.Hum., Gathan Razidy Malik, Muhammad Fauzan Universitas Negeri Jakarta Abstract The program ^Un jour, une traduction^ is a micro learning-based innovation developed to enhance translation competence from French into Indonesian in a gradual, reflective, and consistent manner. This study aims to analyze the effectiveness of implementing a micro learning model grounded in Experiential Learning Theory (Kolb, 1984) in fostering the professional competence of prospective translators. The program is conducted through an interactive website platform that delivers one short text each day for participants to translate in less than ten minutes. Every week, participants join online discussion sessions to reflect on their translation outcomes, explore translation strategies, and understand the linguistic strategies, and understand the linguistic cultural dimensions of the source text. The learning design represents the four stages of Kolb^s experiential learning cycle: concrete experience (daily translation practice), reflective observation (weekly discussions), abstract conceptualization (understanding translation theory), and active experimentation (applying new strategies in subsequent exercises). The results indicate that the integration between daily micro-practice and weekly reflection creates a more adaptive, contextual, and meaningful learning process. The program not only improves accuracy and cultural awareness in translation but also fosters learner autonomy and intrinsic motivation. Therefore, Un jour, une traduction has the potential to serve as an alternative model of translation training that is efficient, flexible, and relevant to the characteristics of today^s digital generation Keywords: Keywords: micro learning, experiential learning, translation, and reflective learning Share Link | Plain Format | Corresponding Author (Gathan Razidy Malik Fardiansyah)

32	Cultural Diplomacy and Global Literacy	ABS-13
Liberal Feminist Narratives in Diaspora Literature: Gender Equality and Global Literacy in Samira Ahmed^s Mad, Bad, and Dangerous to Know Erlina Nur Aziza, Ellita Permata Widjayanti State University of Jakarta Jalan Rawamangun Muka, Jakarta Timur, Indonesia. State University of Jakarta Jalan Rawamangun Muka, Jakarta Timur, Indonesia. Abstract This research explores the representation of liberal feminism in Samira Ahmed^s novel Mad, Bad, and Dangerous to Know through its two main characters, Khayyam and Leila. The study addresses the problem of patriarchal domination that limits women^s roles and potential, while examining how liberal feminism advocates equality, freedom, and personal choice. The research focuses on two questions: (1) how the novel represents modern women and women in the Ottoman Empire through Khayyam and Leila, and (2) how these characters resist patriarchal domination in their respective contexts.Using a descriptive qualitative method, the analysis applies Mary Wollstonecraft^s liberal feminist framework to examine narratives, dialogues, and plotlines that highlight women^s struggles. The findings reveal that Khayyam, a Muslim diaspora woman in contemporary Paris, challenges male-centered historical narratives and asserts her autonomy through education, self-determination, and intellectual pursuits. Meanwhile, Leila, a 19th-century Haseki woman, resists oppression through her inner strength, access to education, and the act of writing her own story.This study concludes that both characters embody liberal feminist ideals by asserting independence and resisting restrictive gender norms across different eras. By highlighting their struggles, the research contributes to a more inclusive feminist discourse that considers the intersection of gender, culture, and diasporic identities. Keywords: Keywords: Liberal Feminism, Patriarchal Domination, Representation Share Link | Plain Format | Corresponding Author (Erlina Nur Aziza)

33	Cultural Diplomacy and Global Literacy	ABS-17
Kisah-Kisah Al-Qur^an dalam Surat Al-Kahfi: Pendekatan Retorika dan Semantik dalam Menghadapi Cobaan Umat Manusia Romdani Universitas Negeri Jakarta Abstract Penelitian ini mengkaji kisah-kisah Al-Qur^an dalam Surat Al-Kahfi dari perspektif retorika dan semantik, dengan tujuan mengungkap teknik artistik dan retorika yang digunakan oleh teks Al-Qur^an untuk membangun makna dan membimbing manusia menuju keteguhan iman dan menghadapi godaan dunia. Penelitian ini berfokus pada empat kisah utama dalam surat tersebut: Ashabul Kahfi, Pemilik Dua Taman, Musa dan Al-Khidr, dan Dzulqarnain, dengan analisis metode ekspresi retorika berupa metafora, simile, dialog, dan pengulangan, serta kajian makna semantik simbolis yang terkandung dalam kisah-kisah tersebut. Studi ini menyimpulkan bahwa kisah-kisah Al-Qur^an memadukan kreativitas artistik dengan kedalaman semantik, dan menyajikan model komprehensif untuk menghadapi berbagai tantangan manusia: agama, kekayaan, pengetahuan, dan kekuasaan. Hal ini menjadikan Surat al-Kahfi sebagai wacana pendidikan komprehensif yang mampu membimbing manusia dalam menghadapi tantangan hidup. Keywords: Kisah-kisah Al-Quran, Surat Al-Kahfi, kefasihan Al-Quran, makna penting, godaan, mukjizat. Share Link | Plain Format | Corresponding Author (Romdani Romdani)

34	Cultural Diplomacy and Global Literacy	ABS-51
Lanskap Linguistik Kawasan Masjid Nabawi: Representasi Diplomasi Budaya dan Literasi Global Jamaah Indonesia Muhammad Syamsuri Siddiq, Zainal Rafli, Samsi Setiadi Universitas Negeri Jakarta Abstract Masjid Nabawi di Madinah merupakan salah satu pusat ibadah umat Islam yang menampilkan keragaman bahasa dan budaya secara global. Penelitian ini bertujuan untuk menganalisis peran bahasa Indonesia dalam lanskap linguistik Masjid Nabawi serta membandingkannya dengan penggunaan bahasa lain seperti Arab, Inggris, Urdu, dan Farsi. Kajian ini dilakukan untuk memahami bagaimana bahasa Indonesia berfungsi sebagai sarana komunikasi, edukasi, dan diplomasi budaya bagi jamaah haji dan umrah asal Indonesia. Pendekatan penelitian menggunakan metode deskriptif kualitatif dengan observasi visual terhadap 35 foto tanda publik di area Masjid Nabawi serta wawancara singkat dengan jamaah Indonesia. Hasil menunjukkan bahwa meskipun tidak dominan secara kuantitatif, bahasa Indonesia memiliki peran penting dalam menyampaikan pesan keagamaan dan administratif. Kehadiran bahasa ini di ruang publik religius internasional memperlihatkan bentuk diplomasi budaya non-verbal dan mendukung peningkatan literasi global jamaah Indonesia. Keywords: lanskap linguistik, Masjid Nabawi, diplomasi budaya, literasi global, jamaah Indonesia Share Link | Plain Format | Corresponding Author (Muhammad Syamsuri Siddiq)

35	Cultural Diplomacy and Global Literacy	ABS-59
Bonjour Nusantara: The Internationalization of the Indonesian Language in France Through Indonesian Cultural Diplomacy Muhammad Fauzan Universitas Negeri Jakarta Abstract Indonesia is a country rich in languages, cultures, and natural resources, making it one of the centers of global diversity. However, out of the 1,728 Intangible Cultural Heritages (ICH) designated by the Ministry of Education, Culture, Research, and Technology up to 2022, only 15 have been recognized by UNESCO. This indicates the need for a more massive internationalization effort of Indonesian culture and language. One of the countries showing great interest in Indonesian language and culture is France, which currently has four universities offering Indonesian language studies and various cultural promotion activities. Nevertheless, the internationalization of the Indonesian language in France still faces challenges, one of the major factors being the unfamiliarity of Indonesian culture among the French society. To address these challenges, the Bonjour Nusantara is proposed as an initiative to internationalize the Indonesian language through cultural diplomacy in France. The program is designed to be massive, modern, and sustainable, consisting of four main sub-programs: Bahtera Bahasa as the BIPA (Indonesian Language for Foreign Speakers) learning center, Panggung Nusantara as a platform for Indonesian arts and cultural performances, Kampoeng Nusantara as an interactive educational space for Indonesian culture, and Saga Nusantara as a creative industry integrating technology and gamification. The implementation of Bonjour Nusantara is planned over five years through stages of planning, implementation, launching, evaluation, and expansion to various cities in France. This program is expected to increase French society^s interest in Indonesian language and culture, expand networks of cultural diplomacy, and support the achievement of the United Nations Sustainable Development Goals (SDGs) No. 4 on quality education, as well as contribute to realizing the vision of Indonesia Emas 2045. Keywords: Keywords: internationalization, cultural diplomacy, Indonesian language, France. Share Link | Plain Format | Corresponding Author (Muhammad Fauzan)

36	Cultural Diplomacy and Global Literacy	ABS-66
Analisis Kebutuhan Pembalajaran Menulis Cerpen dengan Pemanfaatan Teks Hikayat sebagai Sumber Ide Cerita pada Murid Sekolah Menengah Atas Adilah Nurul Hidayah, Endry Boeriswati, Saifur Rohman Magister Pendidikan Bahasa Indonesia, Universitas Negeri Jakarta Abstract Penelitian ini bertujuan untuk menganalisis kebutuhan murid dalam proses menulis cerpen dengan memanfaatkan cerita rakyat berupa hikayat yang kaya akan nilai budaya, moral, dan kearifan lokal sebagai sumber ide. Metode penelitian yang digunakan adalah deskriptif kualitatif dengan teknik pengumpulan data melalui observasi, wawancara, dan hasil angket. Hasil analisis ini dilakukan karena dalam pembelajaran Bahasa Indonesia, keterampilan menulis dalam bab cerpen menuntut murid untuk dapat menuangkan ide cerita dengan cara yang menarik, salah satunya dengan membawa nilai kultural dalam hikayat sebagai sumber inspirasi. Hasil dari penelitian dapat terlihat bahwa murid masih belum bisa memahami hikayat sebagai sumber ide cerita cerpen jika menggunakan mode konvensional dan hanya tekstual saja. Maka, dibutuhkan pengembangan suatu model pembelajaran di kelas yang dapat mengajak murid memahami hikayat berbasis multiliterasi dengan pendekatan koloboratif untuk menjadikan hikayat sebagai sumber ide cerita cerpen dengan mengangkat tema nilai kultural dari sastra klasik melalui proses memahami lewat berbagai media. Keywords: analisis kebutuhan, keterampilan menulis, menulis cerpen, cerita rakyat, hikayat Share Link | Plain Format | Corresponding Author (Adilah Nurul Hidayah)

37	Cultural Diplomacy and Global Literacy	ABS-82
Relevansi Pembelajaran Bahasa Arab Berbasis Tujuan Khusus terhadap Kebutuhan Industri Pariwisata Hilda Syaadah, Nurhasanah, Suhardi Universitas Negeri Jakarta Abstract Pembelajaran Bahasa Arab bagi Penutur Non-Arab (BAPNA) yang berorientasi pada tujuan khusus menjadi kebutuhan strategis dalam era globalisasi pariwisata. Seiring meningkatnya arus wisatawan dari Timur Tengah ke Asia Tenggara, termasuk Indonesia, muncul kebutuhan komunikasi efektif antara pelaku industri wisata dan wisatawan Arab. Penelitian ini bertujuan untuk menganalisis relevansi pembelajaran Bahasa Arab berbasis tujuan khusus terhadap kebutuhan industri pariwisata. Metode penelitian yang digunakan adalah kajian pustaka (library research) dengan menelaah artikel ilmiah, buku, dan laporan penelitian terkait pengajaran Bahasa Arab untuk pariwisata yang diterbitkan antara tahun 2019-2025. Hasil penelitian menunjukkan bahwa pengajaran Bahasa Arab untuk tujuan pariwisata memiliki relevansi tinggi terhadap peningkatan kompetensi komunikasi, layanan halal, dan kualitas pelayanan industri wisata. Pengembangan materi ajar yang kontekstual, berbasis kompetensi, dan didukung oleh analisis kebutuhan menjadi kunci keberhasilan implementasi BAPNA dalam bidang pariwisata. Selain itu, integrasi teknologi digital, pelatihan guru bahasa, dan kolaborasi antara lembaga pendidikan dengan industri wisata menjadi faktor pendukung utama. Penelitian ini menegaskan pentingnya pendekatan komunikatif dan berbasis tugas (task-based learning) untuk membekali mahasiswa dengan keterampilan praktis yang sesuai dengan konteks kerja pariwisata. Keywords: Specialized Arabic, Tourism industry, needs analysis, communicative competence, contextual learning Share Link | Plain Format | Corresponding Author (Hilda Syaadah)

38	Cultural Diplomacy and Global Literacy	ABS-83
The Green Imperative: Leveraging English Reading Materials to Cultivate Global Environmental Awareness and Action Siti Drivoka Sulistyaningrum Universitas Negeri Jakarta Abstract This study scrutinizes existing literature to understand the potential and challenges of integrating environmental awareness indicators and problem-solving skills within English reading learning materials. In an era of escalating global environmental crises, English language education is posited as a crucial vehicle for fostering Eco-Literacy 2.0-a new generation of informed global citizens. The paper maps current pedagogical approaches, highlighting their capacity to build both knowledge and solution fluency. Ultimately, it pinpoints gaps, such as the need for more action-oriented content and robust assessment tools, to fully realize the transformative power of English reading in driving global environmental responsibility. Keywords: Environmental Awareness Indicators, English reading Materials, Problem-Solving Skills, Potentials and Challenges. Share Link | Plain Format | Corresponding Author (Siti Drivoka Sulistyaningrum)

39	Cultural Diplomacy and Global Literacy	ABS-85
Kesantunan Berbahasa dalam Perspektif Literasi Global: Strategi Komunikasi Efektif di Era Multikultural Athiya Zahidah, Endry Boeriswati, Saifurrohman Magister Linguistik Terapan, Universitas Negeri Jakarta, Indonesia Abstract Penelitian ini membahas keterkaitan antara kesantunan berbahasa dan literasi global sebagai strategi komunikasi efektif dalam masyarakat multikultural. Era globalisasi telah membawa masyarakat dunia ke dalam lingkungan yang semakin multikultural, di mana komunikasi lintas budaya menjadi kebutuhan utama. Kesantunan berbahasa merupakan salah satu strategi komunikasi yang efektif dalam membangun hubungan sosial yang harmonis dan inklusif. Penelitian ini bertujuan untuk mengkaji peran kesantunan berbahasa dalam perspektif literasi global sebagai strategi komunikasi di era multikultural. Metode yang digunakan adalah studi pustaka dengan pendekatan kualitatif deskriptif, yang menganalisis teori-teori kesantunan berbahasa dan literasi global dari berbagai sumber akademik. Hasil kajian menunjukkan bahwa kesantunan berbahasa tidak hanya mencerminkan etika komunikasi, tetapi juga menjadi indikator literasi global yang mencakup kepekaan terhadap nilai-nilai budaya, sosial, dan moral. Strategi komunikasi yang santun terbukti mampu mengurangi konflik, meningkatkan empati, dan memperkuat kohesi sosial dalam interaksi multikultural. Kesimpulan dari penelitian ini menegaskan bahwa kesantunan berbahasa merupakan fondasi penting dalam membangun komunikasi yang efektif dan berkelanjutan di tengah keberagaman global. Keywords: Kesantunan Berbahasa, Literasi Global, Komunikasi Multikultural, Etika Komunikasi, Strategi Interaksi Share Link | Plain Format | Corresponding Author (Athiya Zahidah)

40	Cultural Diplomacy and Global Literacy	ABS-94
Sistem Penjurian dalam Festival Reyog Ponorogo: Pengaruh Kepentingan terhadap Kreativitas Seniman dalam Konteks Diplomasi Budaya dan Literasi Global Nursilah Universitas Negeri Jakarta Abstract Sistem penjurian dalam Festival Nasional Reyog Ponorogo memiliki peran penting dalam menentukan kualitas dan daya saing seniman, terutama penari dan koreografer. Meskipun festival ini bertujuan untuk melestarikan dan mempromosikan seni Reyog, dinamika dalam sistem penjurian sering kali dipengaruhi oleh kepentingan sosial, politik, dan hubungan pribadi antara peserta dan juri. Ketidakobjektifan dalam penjurian berdampak pada kreativitas seniman, karena mereka cenderung mengikuti preferensi juri demi mencapai kemenangan, bukan berinovasi dengan karya yang lebih orisinal. Artikel ini bertujuan untuk menganalisis sistem penjurian dalam Festival Reyog Ponorogo, mengeksplorasi pengaruh kepentingan terhadap kreativitas seniman, serta menjelaskan dampaknya dalam konteks diplomasi budaya dan literasi global. Menggunakan pendekatan kualitatif dan teori produksi budaya Pierre Bourdieu dan performativitas Richard Schechner, penelitian ini membahas bagaimana kepentingan-kepentingan sosial-politik mengganggu objektivitas penjurian dan membatasi kebebasan artistik dalam festival tersebut. Hasil penelitian ini diharapkan dapat memberikan rekomendasi bagi perbaikan sistem penjurian yang lebih objektif dan mendukung kreativitas seniman dalam skala global. Keywords: Sistem Penjurian, Festival Reyog Ponorogo, Kreativitas Seniman, Kepentingan Sosial, Diplomasi Budaya Share Link | Plain Format | Corresponding Author (Nursilah Nursilah)

41	Digital Literacy and Ecopedagogy for SDGs	ABS-3
Transformative Education as a Framework for Arabic Language Learning Syamsi Setiadi Universitas Negeri Jakarta Abstract This paper explores the application of transformative education in Arabic language learning as an alternative framework to overcome the limitations of traditional approaches. Transformative education emphasizes critical consciousness, reflective thinking, empowerment, active participation, and intercultural empathy. By integrating the perspectives of Paulo Freire and Jack Mezirow, this study argues that Arabic language learning should not only focus on linguistic competence but also on developing learners^ social awareness, critical reflection, and lifelong learning skills. Practical strategies such as problem-based learning, collaborative projects, multimodal approaches, and reflective activities are presented as models to create a more dynamic and contextualized learning process. This paper highlights the potential of transformative education to empower learners to use Arabic as a tool for intercultural dialogue and global citizenship. Keywords: transformative education, Arabic language learning, critical reflection, problem-based learning, intercultural dialogue Share Link | Plain Format | Corresponding Author (Syamsi Setiadi)

42	Digital Literacy and Ecopedagogy for SDGs	ABS-15
Equity and Access in AR-Enabled Arts Education: A Literature Review with Implications for Indonesian Junior High Schools Shinta Fierda Kus Edwin (a*), Dinny Devi Triana (b), Elindra Yetti (b) Universitas Negeri Jakarta Abstract This literature review explores issues of equity and access in using augmented reality (AR) for arts education, especially in junior high school dance learning. Studies show that AR can enhance engagement, creativity, and cultural literacy, but challenges such as unequal device ownership, unstable internet, and varied teacher readiness often limit its application. By synthesizing recent international research, this review identifies practical solutions, including low-cost AR applications, collaborative project-based learning, and teacher training programs. It concludes that equity in AR-based arts education requires not only technological resources but also systemic support in curriculum, professional development, and policy aligned with the Sustainable Development Goals (SDGs). These insights are relevant for Indonesia, where arts education sustains cultural identity while promoting inclusive and transformative learning. Keywords: augmented reality- arts education- cultural literacy- equity- access Share Link | Plain Format | Corresponding Author (Shinta Fierda Kus Edwin)

43	Digital Literacy and Ecopedagogy for SDGs	ABS-18
The Application of Digital Literacy and Ecopedagogy in Club Implementation for Enhancing School Quality at SDI At-Taubah Uu Abdullah1*, R. Madhakomala 2 1*Doctoral Program in Education Management, Jakarta State University, Indonesia 2 Jakarta State University, Indonesia Abstract This paper examines the implementation of Digital Literacy and Ecopedagogy within the school club programs at SDI At-Taubah as a strategic approach to enhancing school quality. Based on an original qualitative case study, the findings confirm that school club programs are highly effective in developing students^ non-academic potential in the fields of STEM, arts, sports, and religion. These programs foster 21st-century skills-essential competencies required for success in the information age and global competition-including the 4Cs: critical thinking, creativity, communication, and collaboration. Furthermore, they promote additional literacies such as information, media, and technology literacy, along with adaptability, leadership, initiative, productivity, and social skills. Collectively, these outcomes contribute significantly to the cultivation of positive character traits and enhance parental trust in the school. Moreover, the clubs successfully foster awareness of Sustainable Development (SD) through environmentally and socially responsible programs. This paper articulates these implicit achievements by proposing the explicit and systematic integration of Digital Literacy to regulate the use of technology and Ecopedagogy to strengthen ecological and social responsibility. Such an integrated application directly addresses contemporary educational challenges, including character instability, ineffective time management among students, and the misuse of technology. Ultimately, it ensures that the school clubs at SDI At-Taubah serve as a model for producing superior, highly competent, and globally responsible human resources, thereby enhancing the school^s reputation and aligning with the mandate of Education for Sustainable Development (ESD). Keywords: Digital Literacy, Ecopedagogy, School Club, School Quality, ESD Share Link | Plain Format | Corresponding Author (Uu Abdullah)

44	Digital Literacy and Ecopedagogy for SDGs	ABS-19
Digital Literacy for Sustainable Maritime English Learning: Ecopedagogical Insights in Nautical and Technical Education Suhartini, Aliya Izet Begovic Yahya Sekolah Tinggi Ilmu Pelayaran Jakarta Abstract Maritime English has become a crucial competence for cadets in nautical and technical education, as it represents the lingua franca of international shipping and complies with IMO and STCW requirements. However, traditional approaches often fail to integrate the digital literacy skills required in the 21st century and the ecological awareness demanded by the Sustainable Development Goals (SDGs). This study explores the role of digital literacy in fostering effective and sustainable Maritime English learning by incorporating ecopedagogical perspectives. Using a mixed-method design, data were collected from nautical and technical cadets through surveys, classroom observations, and interviews with instructors. Quantitative analysis mapped cadets^ digital literacy levels, while qualitative analysis identified strategies of ecopedagogy embedded in teaching practices. Findings indicate that higher digital literacy significantly enhances cadets^ ability to engage with interactive learning platforms, simulations, and authentic maritime communication tasks. Moreover, ecopedagogical approaches encourage environmental responsibility while contextualizing Maritime English within real-life maritime sustainability issues. The study proposes a conceptual model of Maritime English learning that integrates digital literacy and ecopedagogy to strengthen cadets^ communicative competence and global ecological awareness. These insights contribute to both maritime education practices and the broader discourse on sustainable language learning. Keywords: Maritime English- digital literacy- ecopedagogy- nautical education- technical education- sustainable learning Share Link | Plain Format | Corresponding Author (Aliya Yahya)

45	Digital Literacy and Ecopedagogy for SDGs	ABS-39
Innovation in Reproductive Health Education: Developing a Deep Learning-Assisted UNO Reproductive Card for Puberty Readiness Agung Witjoro(1*), Arindra Nirbaya(1), Nur^aini Kartikasari(1), Moch. Yunus(1), Galang Raka Abdilah(1), Luffi Karimah(1), Alfiatus Sa^diyah(1), Wintang Wanudya Kristianto(1), Wachidah Hayuana(1) (1) Universitas Negeri Malang, Indonesia Abstract Science learning at the secondary school level should not only emphasize cognitive understanding but also provide meaningful experiences relevant to students^ lives. This study aimed to develop and evaluate the effectiveness of UNO Reproductive Cards, an UNO-style educational card medium using a deep learning approach, to improve puberty readiness and reproductive health literacy in the human reproductive system topic. The research employed a Research and Development method with the ADDIE model (Analyze, Design, Develop, Implement, Evaluate). Needs analysis revealed that existing media were less interactive and did not include puberty content, with an initial average puberty readiness score of 77.2 (moderately ready). The UNO Reproductive Cards were designed to promote active engagement, reflection, and meaningful understanding through problem-based activities and interactive discussions. After expert validation, the product obtained an excellent validity score (media 96.47%, devices 100%, and material 100%) with only minor revisions on layout and illustrations. The implementation was conducted with ninth-grade students at MTs Sultan Agung Kalipare. Pre-test and post-test results showed an improvement in learning outcomes from an average of 66.4 to 80.0, with an N-gain of 0.4 (medium category). Meanwhile, puberty readiness scores increased from 77.2 to 82.1, and reproductive health literacy reached an average of 82.1. Student response questionnaires indicated very positive engagement with a mean score of 91.1, showing good acceptance of the media. These findings demonstrate that the UNO Reproductive Cards are effective in improving conceptual understanding, learning motivation, and reflective awareness of reproductive health. Game-based media with a deep learning approach are recommended as an innovative strategy for teaching sensitive topics and have strong potential for development into digital formats to achieve long-term impacts. Keywords: deep learning-game-based learning-UNO Reproductive Cards-puberty readiness-sexual health literacy Share Link | Plain Format | Corresponding Author (Galang Raka Abdilah)

46	Digital Literacy and Ecopedagogy for SDGs	ABS-76
Digital Literacy and Ecopedagogy in the Speech Acts of the @kopidarimedalsari Social Media Account Sigit Pramono Department of Indonesian Literature, Universitas Negeri Jakarta, Indonesia Abstract This article examines the interplay of digital literacy and ecopedagogy in the speech acts employed by the @kopidarimedalsari social media account. The study adopts a qualitative method, with data collected from the Instagram account @kopidarimedalsari. The analysis is grounded in the speech act theory proposed by Austin (1962) and Searle (1969). The findings reveal that directive illocutionary acts are extensively utilized within the account^s communicative practices. Directive speech acts are strategically employed to invite, persuade, and encourage potential consumers not only to engage with the products being promoted but also to internalize the ecological values embodied in the coffee culture it represents. Meanwhile, assertive, directive, and commissive speech acts function to establish and nurture emotional rapport with the account^s followers. Based on these findings, it can be concluded that linguistic strategies reflected through speech acts play a pivotal role in product branding and in enhancing digital interaction with potential consumers. Keywords: Digital literacy, Ecopedagogy, speech acts, illocutionary acts, linguistic strategy, social media Share Link | Plain Format | Corresponding Author (Sigit Pramono)

47	Digital Literacy and Ecopedagogy for SDGs	ABS-86
Implementation of the Mentimeter-Based Think Pair Share Model in Learning to Read Drama Texts for Class XI Students of SMA Negeri 70 Edi Puryanto1*, Karunia Isnaeni2 , Nurita Bayu Kusmayati3 1*Faculty of Languages and Arts, Universitas Negeri Jakarta, Indonesia 2*Faculty of Languages and Arts, Universitas Negeri Jakarta, Indonesia 3*Faculty of Languages and Arts, Universitas Negeri Jakarta, Indonesia Abstract Reading comprehension plays a vital role in language learning because it develops students^ ability to understand, interpret, and appreciate literary works. However, observations at Senior High School 70 Jakarta showed that students^ skills in reading and appreciating drama texts remained low, particularly in interpreting implied meanings, connecting texts to real-life experiences, and making evaluative judgments. This study aims to determine the effectiveness of the Mentimeter-based Think Pair Share (TPS) model in improving the drama text reading skills of 11th-grade students. The research used a pre-experimental design with a one-group pretest-posttest model involving 35 students. Learning activities were carried out through three TPS stages-think, pair, and share-supported by the Mentimeter platform to encourage participation and reflection. Data were collected using essay tests before and after the treatment. The results showed a significant increase in the mean score from 55.57 on the pretest to 85.86 on the posttest, and the number of students achieving the minimum learning mastery criteria increased from 5 (14.3%) to 30 (85.7%). The N-Gain score of 0.71 indicated a high level of effectiveness. Improvements occurred consistently in the cognitive, emotive, and evaluative aspects of drama text reading. Therefore, the Mentimeter-based Think Pair Share model is proven effective in improving reading comprehension, fostering critical and emotional appreciation, and promoting more equitable learning outcomes. Keywords: think pair share, mentimeter, reading skills, drama text Share Link | Plain Format | Corresponding Author (Edi Puryanto)

48	Inclusive Learning through Creative Media and Methods	ABS-2
CRJ (CREATIVE REFLECTIVE JOURNALING) METHOD BASED ON PJBL AS AN INNOVATION IN LEARNING THE KITABAH OF STUDENTS OF THE ARABIC LANGUAGE EDUCATION STUDY PROGRAM Khotimatun Nafiah, Mia Mutmainah, Samsi Setiadi, Ihwan Rahman Bahtiar, Andri Ilham, Alya Tarrafiah Universitas Negeri jakarta Abstract The need to overcome learning problems is increasing, especially in Arabic language learning, Arabic writing learning carried out with similar methods makes students less interested, so there is a need for innovation in learning methods to foster student motivation in learning Maharah Al-Kitabah. This study aims to develop the CRJ (Creative Reflective Journaling) method in learning Maharah Al-Kitabah (Arabic writing skills), this CRJ method is a method applied to students in helping understanding of previous material by reflecting on the learning that has been done at the beginning of the next meeting (aperception), a touch of creativity applied to this method is expected to overcome student boredom and encourage students to be able to express themselves. Learning is carried out based on Project Based Learning (PjBL) with assignments to write reflective journals. This study uses the ADDIE model Research and Development (R&D) research design up to the product development stage. The targeted output of this study is product IPR in the form of teaching methods and publication of research results in SINTA 3 accredited scientific journals. This study refers to Technology Readiness Level (TKT) 1-3, namely- 1) The basic principles of a technology are studied, 2) the technology concept and applications have been formulated, and 3) The important concepts and characteristics of a technology have been proven analytically and experimentally. Keywords: Methods, CRJ, Kitabah Share Link | Plain Format | Corresponding Author (Khotimatun Nafiah)

49	Inclusive Learning through Creative Media and Methods	ABS-24
Media Pembelajaran Tari Augmented Reality: Literasi Gerak Notasi Laban Untuk Siswa SMP Siti Fatmasari, Dinny Devi Triana, Jeong OK Jeon Universitas Negeri Jakarta, Fakultas Bahasa Dan Seni Abstract Penelitian ini bertujuan memperkenalkan media pembelajaran tari menggunakan Augmented Reality dengan materi Literasi Gerak berbasis simbol Notasi Laban untuk siswa SMP. Latar belakang penelitian didasari pada rendahnya minat siswa dalam pembelajaran tari serta kesulitan memahami unsur ruang, waktu, dan tenaga karena keterbatasan media konvensional yang tidak sesuai dengan karakteristik generasi digital. Metode yang digunakan adalah penelitian dan pengembangan (R&D) dengan tahapan awal meliputi analisis kebutuhan, perancangan produk, pengembangan produk, implementasi melalui uji coba terbatas, serta evaluasi produk. Produk yang dikembangkan berupa aplikasi Augmented Reality (AR) yang menyajikan literasi gerak berbasis Notasi Laban dalam bentuk 3D interaktif, sehingga siswa dapat belajar gerak secara visual, kinestetik, dan reflektif. Hasil awal berdasarkan analisis kebutuhan dan produk yang didesain menunjukkan bahwa aplikasi dinilai menarik, mudah digunakan, serta membantu pemahaman gerak dasar tari, dan sesuai dengan karakteristik peserta didik di era digital. Guru memberikan tanggapan positif terhadap potensi media ini sebagai pendukung pembelajaran mendalam (deep learning) yang berkesadaran, bermakna, dan menyenangkan. Dengan demikian, diharapkan aplikasi AR-Literasi Gerak dapat menjadi alternatif inovatif dalam pembelajaran tari, khususnya dalam menstimulus siswa dalam mempelajari gerak di era digital pada siswa SMP. Keywords: Media pembelajaran tari, Augmented Reality, Literasi gerak, Notasi Laban,Deep Learning,Siswa SMP. Share Link | Plain Format | Corresponding Author (Siti Fatmasari)

50	Inclusive Learning through Creative Media and Methods	ABS-26
Kelayakan Bahan Ajar Teks Berita Berbasis Aplikasi Pewarta dalam Pembelajaran Bahasa Indonesia Era Digital Irena Aprilia Putri (1*), Fathiaty Murtadho (2), Siti Ansoriyah (3) 1) Fakultas Bahasa dan Seni, Universitas Negeri Jakarta, Indonesia 2) Fakultas Bahasa dan Seni, Universitas Negeri Jakarta, Indonesia 3) Fakultas Bahasa dan Seni, Universitas Negeri Jakarta, Indonesia Abstract Penelitian ini memiliki tujuan untuk mengembangkan dan menilai kelayakan bahan ajar teks berita berbasis aplikasi pewarta (perluas wawasan teks berita) dalam mendukung pembelajaran Bahasa Indonesia di Era Digital. Penelitian ini dilatarbelakangi oleh permasalahan keterbatasan bahan ajar yang digunakan oleh guru dalam pembelajaran teks berita. Bahan ajar yang tersedia masih bersifat sederhana serta belum memanfaatkan teknologi yang sesuai dengan pembelajaran era digital saat ini. Keterbatasan tersebut menyebabkan rendahnya pemahaman siswa pada pembelajaran teks berita. Penelitian ini menjadi solusi dari permasalahan kebutuhan akan inovasi bahan ajar yang interaktif, menarik, dan sesuai dengan pembelajaran era digital. Pendekatan penelitian yang digunakan ialah Research and Development (R&D) dengan model ADDIE, yang mencakup lima tahapan, yaitu Analisis, Perancangan, Pengembangan, Implementasi, dan Evaluasi. Teknik pengumpulan data dilakukan dengan cara observasi langsung, wawancara mendalam, serta penyebaran angket kuesioner. Proses analisis terhadap data dilakukan menggunakan pendekatan kualitatif dan kuantitatif. Subjek dalam penelitian ini melibatkan satu orang pakar media, satu orang pakar materi, seorang guru Bahasa Indonesia, serta 36 peserta didik dari kelas VII SMP Negeri 2 Jakarta. Hasil penelitian menunjukkan bahwa bahan ajar teks berita berbasis aplikasi pewarta (perluas wawasan teks berita) memperoleh persentase dari ahli media sebesar 94,7%, sedangkan dari ahli materi sebesar 92,5%. Selanjutnya, penilaian oleh guru bahasa Indonesia mendapatkan persentase 97,3%. Lalu, dilakukan uji coba kepada 36 siswa dan mendapatkan respons positif dengan persentase 94%. Dengan demikian, dapat disimpulkan bahwa bahan ajar dalam aplikasi pewarta (perluas wawasan teks berita) sangat layak digunakan dalam mendukung pembelajaran teks berita di era digital. Keywords: Bahan Ajar, Teks Berita, Pewarta, Era Digital Share Link | Plain Format | Corresponding Author (Irena Aprilia Putri)

51	Inclusive Learning through Creative Media and Methods	ABS-32
Development of the Arabic Language Ambassador Program to Improve Arabic Speaking Skills of Students at La Tansa Modern Islamic Boarding School Imaadulhamdi Lillah, Muhammad Kamal, Samsi Setiadi Universitas Negeri Jakarta Abstract This research is meant to develop an Arabic Language Ambassador program to boost Arabic speaking skills among students at the La Tansa Modern Islamic Boarding School. It^s done to deal with the problems and challenges students face when learning Arabic, especially when it comes to speaking, and to help them feel more motivated and understand Arabic lessons better. The method used in this study is the research and development (R&D) method using the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation) developed by Dick and Carey (1978). This study was conducted to determine the needs, design, development, implementation methods, and evaluation of the Arabic Language Ambassador program at the La Tansa Modern Islamic Boarding School. Based on the results of the study, the quality of the Arabic Language Ambassador program developed using the ADDIE method received the following assessments: 1) Learning program expert assessment: The Arabic Language Ambassador program received a score of 96 on a scale of 81-100, categorized as ^highly suitable^. 2) Material expert assessment: The learning materials in the Arabic Language Ambassador program received a score of 98 on a scale of 81-100, with a rating of ^highly suitable^. 3) Assessment of students^ views on the program: The Arabic Language Ambassador program received a score of 86 on a scale of 81-100, categorized as ^highly suitable.^ Based on the above, the Arabic Language Ambassador program for improving Arabic speaking skills is considered highly suitable for use in Arabic language instruction. Keywords: Program development, Community Language Learning, Arabic Language Ambassador, Speaking skills Share Link | Plain Format | Corresponding Author (Muhammad Kamal)

52	Inclusive Learning through Creative Media and Methods	ABS-35
Analisis Efektivitas Model Pembelajaran Berdiferensiasi dalam Pembelajaran Abad ke-21: Systematic Literature Review Ajeng Rahmadania Ariestiara, N. Lia Marliana, Reni Nur Eriyani Universitas Negeri Jakarta Abstract Penelitian ini bertujuan untuk menganalisis efektivitas model pembelajaran berdiferensiasi dalam konteks pembelajaran abad ke-21. Kajian ini dilakukan melalui metode systematic literature review untuk menelusuri dan mengkaji berbagai temuan penelitian yang relevan mengenai implementasi serta dampak penerapan pembelajaran berdiferensiasi. Sebanyak 15 artikel ilmiah yang diterbitkan pada periode 2020 hingga 2025 dianalisis secara komprehensif dengan menggunakan pendekatan PRISMA. Hasil kajian menunjukkan bahwa pembelajaran berdiferensiasi memberikan kontribusi positif terhadap peningkatan motivasi belajar, partisipasi aktif, kemampuan berpikir kritis, kreativitas, serta capaian akademik murid. Model ini juga terbukti mendukung terwujudnya lingkungan belajar yang inklusif, adaptif, dan berpusat pada murid, sejalan dengan tuntutan kompetensi abad ke-21 yang menekankan kolaborasi, komunikasi, kreativitas, dan berpikir kritis. Meskipun demikian, implementasi model pembelajaran berdiferensiasi masih menghadapi sejumlah kendala, antara lain keterbatasan pemahaman pendidik terhadap prinsip-prinsip diferensiasi, keterbatasan waktu dalam perencanaan pembelajaran, serta belum optimalnya integrasi teknologi digital dalam proses pembelajaran. Berdasarkan hasil analisis tersebut, dapat disimpulkan bahwa pembelajaran berdiferensiasi merupakan pendekatan pedagogis yang efektif dan relevan untuk mewujudkan proses pembelajaran yang bermakna, kontekstual, dan berpihak pada murid. Keberhasilan penerapannya sangat bergantung pada dukungan kebijakan sekolah, pengembangan profesional berkelanjutan bagi pendidik, serta komitmen dalam mengimplementasikan prinsip diferensiasi secara konsisten dan berkesinambungan. Keywords: pembelajaran berdiferensiasi, systematic literature review, pembelajaran abad ke-21 Share Link | Plain Format | Corresponding Author ( )

53	Inclusive Learning through Creative Media and Methods	ABS-37
Descriptive Conceptual Analysis: The Synergy of Digital Media, Multicultural Values, and Deep Learning Approaches in Music Education Giceila Dias Praditya, Dinny Devi Triana, Rien Safrina Universitas Negeri Jakarta Abstract This descriptive conceptual study explores the integration of digital media, multicultural values, and deep learning pedagogical principles in the context of music education. As education systems worldwide undergo rapid digital transformation, the need for inclusive and meaningful learning models has become increasingly urgent. This article aims to synthesize theoretical perspectives from educational technology, multicultural education, and deep learning to conceptualize a synergistic framework for 21st-century music instruction. Through a descriptive analysis of recent literature (2020-2025), this paper identifies key connections between digital interactivity, cultural pluralism, and deep cognitive engagement in the music classroom. Findings suggest that this triadic synergy fosters critical reflection, creativity, and intercultural understanding, positioning music education as a vital medium for nurturing global citizenship and transformative learning. Keywords: Digital Media, Multicultural Education, Deep Learning, Music Education, Conceptual Analysis Share Link | Plain Format | Corresponding Author (Giceila Dias Praditya)

54	Inclusive Learning through Creative Media and Methods	ABS-38
Developing Gen-Z Cards with Deep Learning to Enhance Sexual Health Literacy among Senior High School Students Agung Witjoro(a*), Arindra Nirbaya(a), Nur^aini Kartikasari(a), Moch. Yunus(a), Galang Raka Abdilah(a), Luffi Karimah(a), Alfiatus Sa^diyah(a), Wintang Wanudya Kristianto(a), Wachidah Hayuana(a) (a)Department of Biology Education, Universitas Negeri Malang, Malang, Indonesia Abstract This study addresses the urgent need to enhance adolescents^ sexual health literacy in Indonesia, where low understanding contributes to high rates of unintended pregnancies, sexually transmitted infections, and risky behaviors. The research aimed to develop and evaluate GEN-Z Cards, an interactive visual learning medium based on a deep learning approach, to improve meaningful understanding, emotional engagement, and critical reflection on sexual health issues among high school students. Using the ADDIE (Analyze, Design, Develop, Implement, Evaluate) research and development model, learning materials were designed and validated through expert review, then implemented with Grade XI students at SMA Laboratorium Universitas Negeri Malang during the 2025/2026 academic year. Data were collected through a modified HL-EU-Q47 questionnaire, learning outcome tests, and deep learning observation sheets, and were analyzed descriptively. Results showed that the GEN-Z Cards were highly valid (media 97.64%, materials and devices 100%), practical, and well-received (student response 92.1%). Learning outcomes improved with an N-Gain of 0.5 (medium category). Sexual health literacy increased from a pretest average of 75.58 (sufficient category) to a posttest average of 83.72, demonstrating better application of health information, although critical evaluation skills remained less developed. These findings demonstrate that GEN-Z Cards foster active, enjoyable learning and have potential as an innovative medium for strengthening sexual health literacy among Generation Z students. Future studies should expand the sample, apply longer-term interventions, and include behavioral assessments to enhance evaluative skills. Keywords: Deep learning- GEN-Z Cards- sexual health literacy- teaching media- youth education Share Link | Plain Format | Corresponding Author (Galang Raka Abdilah)

55	Inclusive Learning through Creative Media and Methods	ABS-40
Penerapan Problem Based Learning dalam Pembelajaran Menulis Cerita Fantasi Berbantu Webtoon Peni Pangestuti, Fathiaty Murtadho, Siti Ansoriyah Magister Pendidikan Bahasa Indonesia Universitas Negeri Jakarta Abstract Penelitian ini bertujuan untuk mendeskripsikan penerapan model pembelajaran Problem Based Learning (PBL) dalam meningkatkan kemampuan menulis cerita fantasi siswa dengan bantuan media webtoon. Pendekatan yang digunakan adalah kualitatif deskriptif dengan subjek siswa siswa kelas 7 SMP. Model Problem Based Learning (PBL) diterapkan melalui beberapa tahapan, yaitu orientasi terhadap masalah, pengorganisasian siswa, penyelidikan mandiri dan kelompok, pengembangan serta penyajian hasil karya, dan refleksi. Media webtoon digunakan sebagai stimulus visual dan naratif untuk memicu ide dan kreativitas siswa dalam menulis. Hasil penelitian menunjukkan bahwa penggunaan webtoon mampu meningkatkan minat dan imajinasi siswa, sedangkan pendekatan Problem Based Learning (PBL) mendorong keterlibatan aktif, pemecahan masalah, dan kolaborasi dalam proses menulis. Dengan demikian, integrasi pendekatan Problem Based Learning PBL dan webtoon terbukti efektif dalam pembelajaran menulis cerita fantasi yang lebih kontekstual, kreatif, dan menyenangkan. Keywords: problem based learning, menulis cerita fantasi, webtoon, pembelajaran kreatif Share Link | Plain Format | Corresponding Author (Peni Pangestuti)

56	Inclusive Learning through Creative Media and Methods	ABS-41
Analisis Kebutuhan Bahan Ajar Debat Berbantuan QR Code untuk SMA Kelas XI Ai Siti Julaeha, Fathiaty Murtadho, Asep Supriyana Magister Pendidikan Bahasa Indonesia-Universitas Negeri Jakarta Abstract Penelitian ini bertujuan menganalisis kebutuhan bahan ajar debat yang berbantuan QR Code untuk siswa sekolah menengah atas kelas XI. Metode yang digunakan adalah deskriptif kualitatif dengan subjek siswa dan guru Bahasa Indonesia di SMA. Data dikumpulkan melalui wawancara, angket, dan observasi, kemudian dianalisis untuk mengetahui masalah, kebutuhan, dan preferensi siswa dalam pembelajaran debat.Hasil penelitian menunjukkan bahwa siswa mengalami kesulitan memahami struktur, teknik, dan strategi debat karena bahan ajar yang kurang menarik, interaktif dan sulit diakses. Guru juga menilai bahan ajar yang ada belum mendukung keterampilan abad 21 seperti kolaborasi, berpikir kritis, dan literasi digital.Oleh karena itu, pengembangan bahan ajar debat berbantuan QR Code dianggap penting agar siswa dapat dengan mudah mengakses bahan ajar yang bersofat multimodal secara cepat dan fleksibel. Kesimpulannya, pengembangan bahan ajar berbasis teknologi sangat penting untuk meningkatkan efektivitas pembelajaran debat di kelas. Keywords: Debat, QR Code, SMA Share Link | Plain Format | Corresponding Author (Ai Julaeha)

57	Inclusive Learning through Creative Media and Methods	ABS-42
Penerapan Model Project Based Learning untuk Meningkatkan Keterampilan Menulis Teks Deskripsi: Sebuah Kajian Literatur Sistematis Ratna Friyandini, Reni Nur Eriyani, Edi Puryanto Magister Pendidikan Bahasa Indonesia, Universitas Negeri Jakarta, Indonesia Abstract Penelitian ini bertujuan untuk menganalisis efektivitas model Project Based Learning (PjBL) dalam meningkatkan keterampilan menulis teks deskripsi melalui pendekatan Systematic Literature Review (SLR) dengan model PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses). Sebanyak sepuluh artikel terpublikasi pada rentang 2023-2025 ditelaah secara sistematis untuk mengidentifikasi tren, variasi penerapan, serta bukti empiris tentang efektivitas PjBL dalam pembelajaran Bahasa Indonesia. Hasil kajian menunjukkan bahwa penerapan PjBL secara konsisten berpengaruh positif terhadap peningkatan keterampilan menulis teks deskripsi di berbagai jenjang pendidikan. Secara kuantitatif, terdapat peningkatan hasil belajar antara 15-30 poin, sementara secara kualitatif, murid menunjukkan peningkatan motivasi, kreativitas, dan kemampuan berpikir kritis. Temuan ilmiah menunjukkan bahwa efektivitas PjBL didukung oleh tiga aspek utama: keterlibatan dalam pengalaman autentik, kolaborasi sosial, dan integrasi media digital maupun visual yang memperkuat proses berpikir dan imajinasi linguistik. Selain itu, analisis juga menunjukkan adanya pergeseran pedagogis dari PjBL konvensional menuju PjBL berbasis teknologi yang sesuai dengan paradigma Education 4.0, di mana pembelajaran menulis berorientasi pada literasi digital dan keterampilan abad ke-21. Dengan demikian, PjBL tidak hanya terbukti meningkatkan kemampuan menulis teks deskripsi, tetapi juga membentuk murid yang adaptif, reflektif, dan kreatif dalam menghadapi tantangan pembelajaran modern. Keywords: project based learning, keterampilan menulis, teks deskripsi, systematic literature review, pendidikan abad ke-21 Share Link | Plain Format | Corresponding Author (Ratna Friyandini)

58	Inclusive Learning through Creative Media and Methods	ABS-43
Peningkatan Ketepatan Berbahasa pada Laman Resmi Pemerintahan melalui Program Pembinaan Bahasa bagi Staf Administrasi di Kecamatan Cileungsi Nadhifa Indana Zulfa Rahman, Siti Ansoriyah, Wita Septiani Rahmaputri, Ayu Puspa Nanda Universitas Negeri Jakarta Abstract Analisis kesalahan berbahasa terhadap laman resmi Kecamatan Cileungsi mulanya dilakukan untuk memetakan kemampuan berbahasa staf administrasi di kantor kecamatan dan desa di wilayah Cileungsi, Kabupaten Bogor. Hasil analisis menunjukkan bahwa masih banyak kesalahan ejaan dan tanda baca pada unggahan laman tersebut. Dengan demikian, langkah selanjutnya adalah melakukan pendampingan untuk meningkatkan kemampuan komunikasi melalui pelatihan dan penggunaan bahasa Indonesia yang baik dan benar serta mempraktikkannya dalam sebuah karya digital bermediakan Canva. Metode kegiatan dilakukan melalui lokakarya interaktif, pendampingan, serta evaluasi hasil karya peserta. Hasil menunjukkan adanya peningkatan yang signifikan dalam ketepatan penggunaan bahasa Indonesia sesuai EYD V. Setelah pelatihan, unggahan resmi di laman dan media sosial pemerintah setempat menjadi lebih komunikatif dan sesuai kaidah kebahasaan yang benar. Temuan ini menunjukkan bahwa pembinaan bahasa yang dipadukan dengan literasi digital dapat memperkuat profesionalisme aparatur pemerintahan dalam menyampaikan informasi publik yang efektif dan berwibawa. Keywords: analisis kesalahan berbahasa, Canva, ketepatan berbahasa, EYD V, pelatihan penggunaan bahasa Indonesia yang baik dan benar Share Link | Plain Format | Corresponding Author (Nadhifa Indana Zulfa Rahman)

59	Inclusive Learning through Creative Media and Methods	ABS-44
Needs Analysis of Storytelling-Based Reflective Argumentative Writing Materials for High School Students Dristyana Munthe (1*), Endry Boeriswati (2), N. Lia Marliana (3) (1*) Magister Pendidikan Bahasa Indonesia, Fakultas Bahasa dan Seni, Universitas Negeri Jakarta, Indonesia *dristyana.munthe[at]mhs.unj.ac.id (2) Fakultas Bahasa dan Seni, Universitas Negeri Jakarta, Indonesia (3) Fakultas Bahasa dan Seni, Universitas Negeri Jakarta, Indonesia Abstract This research aims to identify the needs of teachers and students in the development of teaching materials for writing storytelling-based reflective argumentative texts for high school students. This research is based on the Independent Curriculum, which emphasizes reflective and inclusive learning. The learning results in the previous school year showed that students ability to write reflective argumentative texts was still low and did not meet the expected competency standards. Existing writing learning still focuses on structural aspects and has not left room for personal reflection and future planning for students. This study uses a qualitative descriptive method at the Analysis stage of the ADDIE development model to identify the needs of teachers and students before the teaching material design stage. Data were collected from four public senior high schools in Humbang Hasundutan Regency through teacher interviews, student questionnaires, and classroom observation. The results show that students have difficulty building reflective arguments based on their experiences and future ideals, while teachers need contextual and meaningful teaching materials. These findings confirm that a storytelling approach can be an inclusive pedagogical strategy to foster reflective and future-oriented writing skills trought writing reflective argumentative texts. The results of this needs analysis are the basis for the development text that is in line with the Independent Curriculum. Keywords: needs analysis, storytelling-based teaching materials, reflective argumentative texts, future orientation, senior high school Share Link | Plain Format | Corresponding Author (Dristyana Munthe)

60	Inclusive Learning through Creative Media and Methods	ABS-47
Penerapan Media Plotagon Pada Pembelajaran Menulis Teks Negosiasi SMA Kelas X Helvina Vardila, Fathiaty Murtadho, Siti Ansoriyah Magister Pendidikan Bahasa Indonesia, Fakultas Bahasa dan Seni, Universitas Negeri Jakarta, Indonesia Fakultas Bahasa dan Seni, Universitas Negeri Jakarta, Indonesia Fakultas Bahasa dan Seni, Universitas Negeri Jakarta, Indonesia Abstract Penelitian ini bertujuan untuk mendeskripsikan proses penerapan media plotagon dan mengetahui respon serta persepsi siswa kelas X SMA di Medan terhadap penggunaan media plotagon dalam pembelajaran menulis teks negosiasi. Kemampuan menulis teks negosiasi sering kali terkendala oleh kurangnya pemahaman siswa tentang struktur dan kaidah kebahasaan. Media plotagon memberikan solusi inovatif untuk siswa dalam menciptakan teks negosiasi. Metode yang digunakan adalah kualitatif deskriptif dengan teknik pengumpulan data observasi, wawancara dan angket. Angket digunakan untuk mengetahui respon dan persepsi siswa terhadap media plotagon. Subjek penelitian adalah siswa SMA Kelas X yang berjumlah satu kelas. Hasil penelitian menunjukkan bahwa proses penerapan Plotagon berjalan efektif, meningkatkan motivasi dan keterlibatan aktif siswa, hasil angket menunjukkan respons positif dari siswa, mayoritas siswa menyatakan bahwa media plotagon membuat pembelajaran menulis teks negosiasi menjadi lebih mudah dipahami, menarik dan mampu membantu siswa dalam menulis teks negosiasi. Dengan demikian media plotagon terbukti menjadi media yang relevan dan potensial untuk pembelajaran menulis teks negosiasi. Keywords: Media Plotagon, Pembelajaran Menulis, Teks Negosiasi, Persepsi Siswa Share Link | Plain Format | Corresponding Author (Helvina Vardila)

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