ISOLEK: Jurnal Pendidikan, Pengajaran, Bahasa, dan Sastra

Kerangka Pikir Tanpa Arah: Kritik atas Lemahnya Fondasi Teoretis dalam Penelitian Pendidikan Modern

2025-12-25T08:18:32+00:00

This study examines the relationship between theory, conceptual framework, and hypothesis in educational research. The problem raised relates to the still weak ability of researchers to formulate a scientifically integrated and consistent conceptual framework. This research aims to critically examine the practice of using theory in educational research, including Islamic education, and to formulate strategies for strengthening theoretical and conceptual foundations in order to achieve scientific coherence and epistemological accuracy. The method used is a literature study through descriptive analysis of the methodology and educational research literature. The results of the study indicate that the weak integration of theory is caused by a minimal understanding of the function of theory, a lack of systematic development of the conceptual framework, and the formulation of hypotheses that are not derived from theoretical argumentation. This study emphasizes the importance of positioning theory, conceptual framework, and hypothesis as a functionally interrelated unit. In the context of Islamic education, strengthening theoretical foundations requires a reflective integration between the naqli and aqli approaches so that research is not only methodologically valid but also epistemologically authentic. These findings provide a conceptual contribution in the form of a framework for strengthening theoretical foundations that can serve as a reference in improving the quality of educational research.

Pementasan Drama dalam Pembelajaran Perguruan Tinggi: Telaah Terhadap Unsur Kelengkapan Artistik dan Akting

2026-01-21T11:57:42+00:00

Drama performance learning in higher education tends to focus primarily on stage performance, while conceptual understanding of performance elements, artistic completeness, and acting skills has not been comprehensively explored by students. This study aims to analyze the fundamental principles of drama performance in higher education learning by emphasizing performance elements, artistic aspects, and acting. The study employs a qualitative approach using a descriptive-analytical method through a literature review of relevant scholarly journals and academic references related to drama performance. The results indicate that performance elements such as script, director, actors, dialogue, and conflict play an essential role in constructing a coherent and communicative dramatic performance. In addition, artistic elements—including stage setting, make-up, costumes, lighting, music, and properties—serve to strengthen the dramatic atmosphere and aesthetic value of the performance. Acting, on the other hand, becomes the core of drama performance as actors convey ideas, emotions, and dramatic messages through character interpretation and expression. Therefore, a comprehensive understanding of performance elements, artistic components, and acting should be emphasized in drama learning so that students are not only capable of presenting technical performances but also understand the conceptual foundation and creative process underlying drama performance.

Dampak Negatif Game Online Free Fire Terhadap Keterampilan Bahasa Anak Usia 4 Tahun

2025-11-24T09:38:46+00:00

The uncontrolled use of digital games among early childhood may affect children’s language and emotional development. This study aims to describe the impact of digital game addiction on the language skills and emotional development of a four-year-old child. The research employed a qualitative descriptive approach with a single research subject, a four-year-old child suspected of experiencing addiction to the digital game Free Fire. Data were collected through direct observation and field notes focusing on the child’s language behavior and emotional responses during interactions with the surrounding environment. The findings indicate that intensive exposure to digital games influences the child’s language use, as reflected in the tendency to imitate vocabulary and expressions of game characters that are not appropriate for the child’s developmental stage. In addition, the child showed a decline in contextual language ability and reduced social interaction with others. From an emotional perspective, the child demonstrated emotional instability, such as excessive anger when prohibited from playing the game and difficulties in self-regulation. The main contributing factors include limited parental supervision and assistance, as well as excessive gaming duration. The negative impacts identified encompass three developmental aspects: language skills, socio-emotional development, and cognitive development related to attention and concentration. This study highlights the importance of collaboration between parents and the surrounding environment in regulating children’s digital device use through limiting gaming duration, providing alternative educational activities, and promoting early digital literacy so that technology can support children’s balanced and optimal development.

Pengaruh Metode Bermain dan Bercerita Terhadap Perkembangan Bahasa Anak Di TK Dian Harapan Makkio Baji Takalar

2026-01-03T15:28:29+00:00

Early childhood language development is a crucial aspect of holistic growth and development, especially in Dian Harapan Makkio Baji Kindergarten in Takalar, located in an area with a language delay rate of 12–14%. This study aims to examine the effect of play and storytelling methods on the expressive language skills of children aged 5–6 years, analyze development before and after intervention, and assess the effectiveness of the integrated application of both methods. Using a Quasi-Experimental design with 14 subjects divided into experimental and control groups, the study was conducted over six weeks with a Likert-scale pretest and posttest. The results showed a significant increase in the experimental group, with an average score of 67.57 to 86.43, while the control group only increased from 65.29 to 68.43. The Wilcoxon test confirmed a significant effect (p = 0.018) of the play and storytelling method on language development, compared to the insignificant change in the control group (p = 0.310). Thus, this method is proven to be effective in improving the quality of children's language development objectively and measurably.

Efektivitas Pendekatan Pembelajaran Mendalam dalam Membangun Kemampuan Menulis Teks Eksplanasi

2026-05-08T20:41:37+00:00

This study aims to test the effectiveness of an immersive learning approach in improving the writing skills of explanatory texts among high school students. The method used was a quasi-experimental design with a pre-test and post-test, involving two groups: an experimental group that received instruction with an immersive approach and a control group that used conventional methods. A sample of 60 students was divided into two groups using purposive sampling. The main instrument was an explanatory text writing test, the validity and reliability of which had been tested. Data were analyzed using a t-test with a significance level of 0.05. The results showed a significant improvement in students' writing skills in the experimental group (an average increase of 16.25) compared to the control group (an average increase of 6.85), with a t-value of 3.56 (p<0.05). Observations also revealed higher student activity and motivation in the experimental group. These results indicate that the immersive learning approach is effective in improving the quality of explanatory text writing skills and can be an innovative alternative in teaching Indonesian at the high school level.

Bahasa Sebagai Alat Kuasa dalam Lagu Wajib Nasional: Studi Analisis Wacana Kritis

2025-12-11T09:50:47+00:00

This study is based on the assumption that Indonesian national songs function not only as a medium of entertainment or moral education but also as a discursive instrument that shapes national consciousness. The purpose of this study is to identify the linguistic and discursive strategies employed in three Indonesian national songs Mars Pancasila, Ibu Pertiwi, and Pahlawan Tanpa Tanda Jasa and to explain how these songs collectively construct a hierarchical discourse of ideal citizenship. The data consist of song lyrics obtained from official documents of the Ministry of Education and Culture and the National Archives of Indonesia. This research employs a qualitative descriptive approach using Critical Discourse Analysis based on Van Dijk’s model, which examines three analytical dimensions: micro (linguistic structures), meso (social and institutional contexts), and macro (ideology and power relations). The findings reveal that Mars Pancasila promotes ideological obedience through militaristic diction and imperative repetition. Ibu Pertiwi constructs emotional nationalism through maternal personification that evokes collective responsibility toward the homeland. Meanwhile, Pahlawan Tanpa Tanda Jasa emphasizes the moral devotion of teachers through spiritual metaphors that highlight values of sacrifice. These findings indicate that national songs function as symbolic instruments that reinforce national discourse within educational contexts through specific linguistic and musical constructions.

Pembelajaran Berbasis Kritik Sastra untuk Mengembangkan Keterampilan Interpretatif Siswa di SMP Unismuh Makassar

2026-01-11T13:05:10+00:00

This study aims to describe the implementation of literary criticism-based instruction (LCBI) in literature learning and to analyze its effect on students’ interpretative skills at SMP Unismuh Makassar. The research employed a qualitative descriptive approach through a two-cycle classroom action research design involving 28 eighth-grade students selected purposively. Data were collected through observation, interviews, field notes, and document analysis, and analyzed interactively using data reduction, display, and conclusion drawing. The findings revealed that LCBI significantly improved students’ interpretative ability, as indicated by the increase in the average score from 63.4 in the pre-cycle to 85.3 in the second cycle. Improvements were evident in students’ abilities to interpret implicit meanings, analyze structure and style, and construct logical interpretative arguments. Moreover, the approach fostered active participation, confidence, and reflective engagement with literary texts. It can be concluded that literary criticism-based instruction effectively enhances students’ interpretative and critical thinking skills while offering a humanistic, reflective, and contextual model for literature learning in secondary education.