Proceedings of Fine Arts, Literature, Language, and Education

LOGO REDESIGN AS VISUAL IDENTITY OF PUI-PRA UNNES

Haya Nailatul Hasna — 2026-10-08

Logo is an essential part of visual identity that plays an important role in representing the character and values of an institution. Pusat Unggulan IPTEK (PUI) Pendidikan Ramah Anak (PRA) Universitas Negeri Semarang requires a logo that reflects the characteristics of science and technology in supporting child-friendly learning while remaining easily recognizable. However, the previous logo was considered unable to optimally represent the institution’s identity. This article aims to redesign the PUI-PRA UNNES logo in order to create a visual identity that is simpler, more recognizable, and more representative of the institution’s values. This study is a qualitative research, employed a design approach using observation, literature review, and documentation methods. The design process involved analysis of the previous logo, concept development, exploration of alternative designs, digitization of the selected concept, and refinement of the final logo. The redesign resulted in a new logo that integrates the values of child-friendly education, learning media, and science into interconnected visual elements. Redesigned logo is expected to strengthen the institution’s visual identity and improve public recognition of PUI-PRA UNNES.

TRENDS OF LEARNING MODELS INTEGRATED WITH AI-DRIVEN TECHNOLOGY TO ENHANCE STUDENTS’ ACADEMIC WRITING IN HIGHER EDUCATION: A SYSTEMATIC REVIEW

Andy Sutrisno — 2026-10-08

Academic writing is essential for students in higher education, while the integration of learning model with AI-based technologies remains to be explored. This systematic review synthesizes evidence on trends of learning models that can be integrated with AI-driven technology to enhance students’ academic writing skills in a various learning models. This research used a PRISMA framework, to search a relevant article in the databases of Scopus, Springer Nature, and BRILL in year 2020 to April, 2026 using keywords including “AI-driven technology,” “learning models,” and “academic writing.” which found 5.605 initial records, 21 empirical studies met the inclusion criteria after screening for peer-reviewed English-language articles focused on learning models integrated with AI-driven technology to enhance students’ academic writing in higher education. The findings indicate that blended learning mostly dominant trends of learning models in 2020-2026 for enhancing students’ academic writing in higher education. While, GenAI applications mainly ChatGPT (n=17) presented the most impactful application, followed by other applications. GenAI served four primary function such specialized academic writing assistants (n=9), literature synthesis (n=5), drafting and ideas generation (n=4), and as a paraphrasing application (n=2). Challenges include the digital equity gap and over-reliance on technology that may overcoming critical thinking. This review offers implications for curriculum designers in selecting learning models which appropriate for students in enhancing student academic writing. Future research should involve studies on learning models such as collaborative learning, PjBL, and PBL, through AI in a broader context and scope for developing new innovation in learning processes.

CONTENT VALIDATION OF A CRITICAL READING ASSESSMENT INSTRUMENT WITHIN A CRITICAL DIGITAL LITERACY FRAMEWORK USING THE FUZZY DELPHI METHOD

Veni Nurpadillah — 2026-10-09

This study aimed at developing and establishing content validity evidence for a
multidimensional assessment instrument designed to assess students’ critical reading
skills in digital environment within the Critical Digital Literacy (CDL) framework. A
research and development approach was employed with the Fuzzy Delphi Method
(FDM) used to evaluate expert consensus regarding item relevance, clarity, and
construct alignment. Ten experts in litereacy, educational technology, and educational
assessment participated in the content validation process. Responses were collected
using a seven-point Likert scale and converted into Triangular Fuzzy Numbers (TFN).
Item acceptance was determined using threshold values (d ≤ 0.20) and defuzzification
scores. The results indicated that all twenty-five items achieved expert consensus,
with threshold values ranging from 0.113 to 0.182 and defuzzification scores ranging
from 0.800 to 0.943. These findings provide evidence of strong content validity across
five dimensions: critical digital literacy, critical reading, multimodality, linguistic
clarity, and E-module usability. Rather than establishing complete instrument validity,
the study offers an initial expert-based validation framework that can support
subsequent empirical testing involving construct validity, reliability analysis, and field
implementation.

ILLUSTRATION ASSET DESIGN FOR THE INTERACTIVE MULTIMEDIA APPLICATION “ECO QUEST” AS AN EDUCATIONAL MEDIA FOR WASTE SORTING

Muhammad Zamzam Arbukham — 2026-10-09

Waste sorting remains an environmental issue that requires educational media that is
more engaging and easier to understand, especially for children. Interactive
multimedia can serve as a fun learning medium by combining visual elements with a
more communicative learning experience. In the development of interactive
multimedia, illustrations play an important role as visual assets that help clarify
information and assist users in understanding the material in a more engaging way.
This article aims to describe the process of designing illustrative visual assets for the
interactive multimedia application Eco Quest as an educational medium for waste
sorting, as well as to analyze the role of illustrations in supporting the delivery of
educational content. The study employed a qualitative approach using observation,
literature review, and documentation methods. The illustration design process was
carried out through several stages, including brief reception, concept brainstorming,
sketching, outlining, coloring, finishing, and digital asset formatting. The results show
that illustrations contribute to building the application’s visual identity, facilitating
user navigation, clarifying the recognition of waste categories, and supporting the
visual communication of waste categories. Therefore, the implementation of
illustrative assets in the Eco Quest interactive multimedia application demonstrates
how illustrations can support the communication of waste sorting concepts in a
communicative and engaging manner.

INTEGRATING CULTURALLY RESPONSIVE TEACHING IN DIGITAL LESSON PLANNING

Yuyun Rosliyah — 2026-10-09

Integrating 21st-century skills (4C capabilities) with Culturally Responsive Teaching
(CRT) remains a significant challenge in Japanese language teacher education. While
lesson planning is essential to bridge global linguistic standards with local
environments, empirical evaluation of novice teachers' instructional designs is often
lacking. This study aims to evaluate how pre-service Japanese language teachers
integrate 4C capabilities and CRT tenets within their digital lesson plans (RPPs) and
pedagogical scenarios. Employing a qualitative multi-case content analysis design,
the study targeted a initial population of 76 pre-service teachers divided into 19 fixed
collaborative cohorts at Universitas Negeri Semarang. Utilizing a purposive sampling
technique driven by the principle of data saturation, a total of 11 lesson plans
(representing 57.8% of the cohort population) across various Marugoto
communicative themes were analyzed textually using a specialized four-level rubric.
The findings revealed a distinct pedagogical landscape characterized by high cultural
responsiveness but a severe structural imbalance in literacy skill development. Preservice teachers successfully achieved the highest level (Level 4) in CRT and
Collaboration by deploying localized cultural scaffolding (e.g., bridging Omiai with
kopdar, or Matsuri with Dugderan) and interactive role cards. Furthermore, spatialvisual media (such as rumpang maps and floor plans) effectively elevated Critical
Thinking to Level 4. However, a critical "communicative misconception" was
unveiled: an absolute majority of the cohorts systematically omitted the writing
mechanics and dictation phases (scoring Level 1), exposing an extreme oralproficiency bias that equated communicative competence exclusively with speaking
and listening. This study concludes that while personal-themed topics serve as
excellent gateways for cross-cultural identity validation, teacher education programs
must urgently reinforce a balanced communicative approach to prevent scriptorial
illiteracy in foreign language classrooms.

THE BODY LOSING GROUND: DANCE EDUCATION AND THE URGENCY OF PRESERVING LOCAL TRACES IN THE DIGITAL ERA

Sri Mulyani — 2026-10-13

The development of digital culture and social media has accelerated the spread of
popular movement trends in the choreographic practices of younger generations. This
condition encourages the homogenization of movement patterns as many dancers and
choreographers adopt popular choreographic movements exposed through media
without understanding the cultural values and local traditions underlying them. As a
result, regional choreographic identities gradually weaken and local movement
characteristics become increasingly difficult to recognize. This study discusses the
urgency of dance education in preserving cultural locality through choreography
learning rooted in regional cultural values. The research employs a reflective
qualitative approach based on artistic practices and educational experiences within
cultural communities. The findings reveal that the body in dance functions not only
as a medium of artistic expression, but also as a repository of cultural memory and
regional identity. Choreography education based on local wisdom is able to strengthen
cultural identity while encouraging the creativity of younger generations amid the
influence of digital culture and global aesthetic trends. In conclusion, dance education
plays a strategic role in sustaining local cultural identity through the creative
choreographic processes of younger generations.

BARONGAN DANCE: INSTILLING LOCAL WISDOM VALUES TO FOSTER CULTURAL AWARENESS IN GENERATION Z

Hartono — 2026-10-13

Generation Z, growing up in the digital era, faces significant challenges in the form
of shifting values and declining awareness of local culture. This study aims to explore
the instillation of local wisdom values through the Barongan Dance as an instrument
to foster cultural awareness in Generation Z. The research method used is descriptive
qualitative with an ethnographic approach. Data collection was conducted through
participant observation, in-depth interviews with traditional leaders and Barongan
Dance artists, and documentation studies. Data analysis used data reduction, data
presentation, and conclusion drawing techniques. The research findings show that the
Barongan Dance not only functions as a performing art, but is also rich in local
wisdom values such as religious values, mutual cooperation, discipline, and chivalry
(courage to defend the truth). The instillation of these values in Generation Z was
successfully carried out effectively through modifications to communication
strategies, the use of social media for performance documentation, and their active
involvement in group practice processes. The implications of this study emphasize the
importance of transforming traditional arts into a modern context without losing their
essence. The Barongan Dance can be a strategic character education medium in both
formal and informal environments to maintain the sustainability of the nation's
cultural identity in the future.

A CONTRASTIVE ANALYSIS OF COMPLAINING SPEECH ACTS IN INDONESIAN AND JAPANESE DIGITAL COMMUNICATION

Narendra Mahisi Pinasthika — 2026-10-13

Today’s digital communication enables individuals to easily express their opinions
and thoughts, including lodging complaints via social media. Therefore, this study
aims to analyze the differences in complaining speech acts between Japanese and
Indonesian in digital communication. This study employed a qualitative approach
with a contrastive analysis method. Data consisting of utterances containing
complaining speech acts in Indonesian and Japanese were collected from the social
media platform X. The findings indicate that although both Indonesia and Japan are
classified as high-context cultures, Indonesian speakers tend to express complaints
more directly and explicitly, often accompanied by emotional expressions.
Conversely, Japanese speakers tend to utilize indirect complaining speech act
strategies through implicit expressions. These differences reflect the distinct
politeness norms and cultural values inherent in both languages. Consequently, it can
be concluded that culture plays a vital role in shaping complaint strategies within
digital communication.

RECONCEPTUALIZING HUMAN-AI COLLABORATION IN LANGUAGE LEARNING: A PRISMA-BASED SYSTEMATIC REVIEW OF PEDAGOGICAL AND MANAGERIAL INTEGRATION IN HIGHER EDUCATION

Dian Erliyani — 2026-10-13

This study takes the misalignment across three dimensions of technology, pedagogy,
and management within the higher education language learning context as its core
entry point to re-examine the topic of human-AI collaboration. It adopts a systematic
literature review that complies with PRISMA standards, combined with the thematic
synthesis method, using 30 peer-reviewed articles published between 2020 and 2025
and indexed in Google Scholar, Scopus, and Web of Science as its research sample.
The review finds that to establish trust and enable responsible AI applications, ethical
challenges, including data privacy and algorithmic bias, must be resolved first. While
AI can improve learning outcomes and student engagement through adaptive
feedback and personalized learning pathways, it currently serves only an auxiliary
role, with insufficient empirical support to enable full collaborative interaction.
Integration at the pedagogical dimension is the core determinant of AI application
effectiveness, while integration at the management and institutional governance
dimensions remains an underexplored gap in the field. This study constructs an
integrated conceptual framework that connects human-AI collaboration, instructional
design, and governance structures, advancing theoretical understanding of the field
and providing practical support for building adaptive, ethical, and sustainable AIsupported learning environments.

DEVELOPING AN ELECTRONIC INDONESIAN LANGUAGE LEARNING MODULE BASED ON THERAPEUTIC COMMUNICATION FOR NURSING STUDENTS

Nova Mustika — 2026-10-13

Digital transformation in higher education requires innovative learning resources that
support professional competencies and contextual learning experiences. In nursing
education, Indonesian language learning contributes to the development of
communication competence, particularly therapeutic communication skills required
in healthcare practice. However, existing learning materials remain focused on
general academic competencies and provide limited integration with professional
communication contexts. This study aimed to develop an electronic Indonesian
language learning module based on therapeutic communication for nursing students.
The study employed a Research and Development approach using the Four D model
consisting of Define, Design, Develop, and Disseminate stages. This paper focuses on
the preliminary stages involving needs analysis and product design. Data were
collected through questionnaires, interviews, observations, and curriculum analysis
involving nursing students and lecturers from two higher education institutions in
West Sumatra, Indonesia. The findings indicate the need for contextual, interactive,
and digitally accessible learning materials that support communication competence in
nursing education. Based on these findings, an electronic learning module was
designed to integrate language learning with therapeutic communication practices and
digital learning features. The proposed module is expected to provide an alternative
instructional approach that supports contextual language learning and strengthens
communication competence in nursing education.

TEACHERS' RECEPTION OF NOVEL "GURU: MENDIDIK ITU MELAWAN" AS FOUNDATION FOR SUSTAINABLE LANGUAGE AND ARTS EDUCATION

Dimas Pratama Sukma — 2026-10-17

This study aims to analyze the reception of vocational high school (SMK) teachers in
Tegal Regency toward heroism ideology in the novel "Guru: Mendidik itu Melawan"
(Teacher: Teaching is Resistance) by Eko Prasetyo and its implications for
transforming language and arts education toward a sustainables future. Using a
sociological literary approach with qualitative descriptive method, the study involved
50 SMK teachers comprising 25 male and 25 female teachers from 5 public and 5
private vocational schools in Tegal Regency. Data were collected through
questionnaires, interviews, and researcher notes, then analyzed using interpretive
techniques based on Stuart Hall's reception theory and Bernstein's heroism ideology
framework. Results indicate that all manifestations of heroism ideology appeared in
the novel, with dominance in the value of loyalty to principles from the spiritual
ownership aspect. Gender-based teacher reception showed significant differences:
male teachers tended to interpret heroism within a citizenship and structural struggle
framework, while female teachers emphasized empathy, sacrifice, and sincerity.
Nevertheless, both genders shared common ground in viewing heroism as a moral
responsibility to defend others' rights and maintaining consistent fighting spirit.
Implementation of this reception in classroom policies reflects a shift from rule-based
approaches toward a balance between discipline and empathy.

INNOVATION IN AI-BASED SPEAKING INSTRUCTION THROUGH DIGITAL LITERACY SCAFFOLDING FOR STRENGTHENING ACADEMIC COMMUNICATION COMPETENCE IN THE SOCIETY 5.0 ERA

Joko Setiyono — 2026-10-17

The rapid development of Artificial Intelligence (AI) has transformed higher
education learning systems, particularly speaking instruction in the Society 5.0 era.
University students still face challenges in academic communication, including low
speaking confidence, weak argumentation skills, limited critical thinking, and
inadequate digital literacy. This study aimed to describe the implementation of AIbased speaking instruction through digital literacy scaffolding to strengthen students’
academic communication competence in the Indonesian Language and Literature
Education Program at IKIP PGRI Bojonegoro. This research employed a descriptive
qualitative approach involving 37 students. Data were collected through participatory
observation, in-depth interviews, documentation, and analysis of students’ speaking
performances. Data were analyzed interactively through data reduction, data display,
and conclusion drawing. The findings revealed that AI integration created a more
communicative, adaptive, and reflective learning environment. Students used AI to
develop presentation frameworks, improve academic arguments, conduct speaking
simulations, and evaluate speaking performances independently. The implementation
of digital literacy scaffolding also encouraged students to utilize digital technology
critically and ethically. The results demonstrated improvements in several aspects of
academic communication competence, including speaking confidence (54%–86%),
academic argumentation (49%–83%), presentation fluency (57%–88%), critical
thinking (51%–81%), and academic digital literacy (46%–90%). Furthermore, AIassisted learning enabled lecturers to provide more adaptive and efficient feedback
through technology-supported evaluation. This study concludes that AI-based
speaking instruction through digital literacy scaffolding effectively strengthens
students’ academic communication competence and digital literacy in higher
education learning transformation.

BRIDGING THE GAP: A PRELIMINARY NEEDS ASSESSMENT OF ACADEMIC LITERACY AND THE URGENCY OF AI-AUGMENTED ETEXTBOOKS FOR STUDENTS IN EDUCATION DEPARTMENTS

Arief Darmawan — 2026-10-17

The rapid proliferation of generative artificial intelligence has precipitated a systemic
pedagogical misalignment within higher education. While automated tools offer
sophisticated text generation, a critical deficit remains in students’ discursive agency
and analytical depth. This research conducts a preliminary needs assessment across
three academic institutions in Semarang: UNNES, UPGRIS, and UNISSULA to
identify instructional interactivity gaps. Grounded in the Deep Learning framework,
which prioritizes meaningful understanding over rote memorization, the study
employs a discrepancy analysis model with one hundred and fifty respondents.
Results delineate a significant aggregate gap of plus zero point nine two, with the most
pronounced priority deficit in rhetorical data synthesis at plus one point one three.
These findings reflect a profound student desire for systematic and gradual
instructional structures that guide them from basic concepts to complex problemsolving. Despite high technological receptiveness, traditional static materials continue
to hinder academic literacy. The study concludes that these gaps provide the essential
empirical foundation for developing AI-augmented E-textbooks as a structural
necessity for maintaining professional relevance in the twenty-first century.

DIGITIZATION OF CULTURAL ARTS HERITAGE AS A STRATEGY FOR EDUCATION AND SUSTAINABLE DEVELOPMENT IN THE GLOBAL ERA

Gusti Ayu Made Puspawati — 2026-10-17

Digitization of cultural arts heritage is an important strategy in maintaining the
sustainability of local culture in the midst of globalization and information technology
developments. Digital transformation opens up new opportunities in the process of
documenting, preserving, and transmitting cultural values to the younger generation
through more adaptive and interactive media. This research aims to analyze the role
of digitization of cultural arts heritage in supporting cultural-based education and its
contribution to sustainable development. The research uses a qualitative approach
through literature study and conceptual analysis of various cultural digitalization
practices, especially in traditional performing arts. The results of the study show that
digitalization not only functions as a cultural archive media, but also as an educational
space that is able to expand public access to cultural knowledge, strengthen local
identity, and increase the participation of the younger generation in the preservation
of traditional arts. In addition, the integration of digital technology in cultural
education encourages the creation of contextual, innovative, and relevant learning to
the needs of the global community. This study concludes that the digitization of
cultural arts heritage has a strategic role in supporting continuous education and
strengthening local cultural resilience. Nevertheless, synergy is needed between the
government, academics, cultural communities, and society in designing digitalization
policies that maintain the authentic values and philosophical meaning of traditional
culture.

IMAGE OF TANGGAI DANCER: PARADOX OF VISUAL APPEAL AND SKILL MASTERY IN THE CONTEXT ARTS EDUCATION

Halimah Agustina — 2026-10-17

The purpose of this article is to illustrate the gap between the ideal image of the dancer
and the reality of learning in the Tanggai traditional dance, and to emphasize a more
holistic understanding of dance as an art form and skill development process. This
focus emphasizes the complexity of dance studies, highlighting the gap between the
visual representation of the ideal dancer and the actual learning process. By reviewing
the theories of David Michael Levin and Suzane K. Langer's trilogy with an emphasis
on Abraham Maslow's humanistic theory. The results of the study indicate that the
criteria for the ideal dancer as a learner are expected to place the values of societal
beliefs in the context that should exist in learning, by seeing that each individual has
unique potential and should be given the opportunity to develop according to their
abilities. The difference between the interests of societal perceptions in their beliefs,
which are related to the myth of the prima donna dancer, creates conflict tension in
the context of arts education, thus giving rise to competition and jealousy in the
learning process. Shouldn't art used as a medium in education be fun, without
competition and social jealousy in learning.

COLLABORATION STRATEGY AND IMPLEMENTATION OF ARTS EDUCATION BY KORAKRIT ARUNANONDCHAI AT MUSEUM MACAN

Tatang Khalid Mawardi — 2026-10-17

This study analyzes the innovative arts education management model of the Museum
MACAN (Modern and Contemporary Art in Nusantara) through a collaboration with
contemporary artist Korakrit Arunanondchai, focusing on the integration of strategic
management and participatory pedagogical approaches. The study reveals that the
active involvement of artists as co-educators, as seen in the exhibition "Sing Dance
Cry Breathe" as their worlds collide on screen, has enriched the learning experience
through interdisciplinary methods that combine art, cultural narratives, and
contemporary creative processes. This research employed a qualitative case study
approach, with data obtained through observation and documentation. The relational
aesthetics (Bourriaud) and experiential learning (Kolb) approaches strengthen the
model's effectiveness in transforming the museum into a dynamic learning space. The
study demonstrates that the program's success depends on adaptive spatial design for
participatory activities, flexible management that addresses budget challenges
through strategic partnerships, and ongoing staff training. This study offers a blueprint
for Indonesian arts institutions in developing arts education relevant to the
contemporary context.

SYMBOLISM AND FUNCTIONS OF CLASSICAL BATIK IN SURAKARTA WITHIN THE CULTURAL AND ROYAL COURT TRADITION PERSPECTIVE

Denik Ristya Rini — 2026-10-20

This study examines the symbolism and functions of classical batik in Surakarta within the context of Javanese culture and royal court traditions. Classical batik is not merely a decorative textile but also represents cultural values, philosophical meanings, and social identities inherited through generations. The research focuses on the interpretation of symbolic motifs and the functional use of batik in traditional ceremonies, social practices, and cultural activities associated with the Surakarta palace tradition. A qualitative descriptive method was employed through observation, documentation, and in depth interviews with batik artisans, cultural practitioners, palace representatives, and local communities. The collected data were analyzed using a cultural interpretation approach to understand the meanings embedded in classical batik motifs and their relevance in contemporary society. The findings reveal that classical batik in Surakarta contains symbolic representations related to harmony, social ethics, spirituality, and cultural identity. In addition, batik functions as a medium of cultural preservation, social communication, and ceremonial representation within Javanese royal traditions. The study concludes that classical batik remains an important cultural heritage that reflects the continuity of traditional values and the cultural identity of Surakarta society.

SCIENTIFIC WRITING PROBLEMATICS AMONG ALLIED HEALTH STUDENTS: A FOUNDATION FOR DEVELOPING A MULTILITERACY-BASED LEARNING MODEL

Tati Sri Uswati — 2026-10-20

Proficiency in scientific writing for health science students is a crucial competence closely linked to the accuracy of medical documentation and professional communication. However, there is a gap between these competency requirements and the reality of students' current abilities. This study aims to map the scientific writing problematics among students at a health higher education institution in Cirebon as a basis for developing a multiliteracy-based learning model. The research employs a descriptive qualitative method with document analysis techniques on student assignments using Sudaryanto’s distributional and identity frameworks. The results revealed three interconnected layers of linguistic deviations. First, orthographic and mechanical errors (such as prefix separation and miscapitalization) were highly persistent, accounting for 30% of the data. Second, severe syntactic convolutions and anacoluthon in clinical messaging represented 40%. Third, sociolinguistic barriers and non-standard hybridization of medical terminology (e.g., compounding foreign roots with local affixes like di-up and meng-hecting) constituted 30%. These findings conclude that students heavily rely on casual, spoken hospital jargon, failing to transition into formal academic writing. Consequently, this study underlines the urgent need to implement the proposed Multiliteracy Learning Model that holistically bridges medical literacy and functional syntax to enhance the institutional credibility of future health professionals.

STUDY OF LEARNER AUTONOMY STRATEGIES IN IMPROVING SPEAKING AND SUPRASEGMENTAL ASPECTS THROUGH DIGITAL HUMANITIES

Sunara — 2026-10-20

This study explores the use of learner autonomy strategies combined with digital humanities to improve students' speaking skills and suprasegmental aspects in English language learning. The problem addressed is students’ need to independently manage their learning while enhancing pronunciation features such as intonation, word stress, rhythm, and pauses to make their speech more understandable. Employing a qualitative case study approach, data were collected through observations, in-depth interviews, and digital activity documentation, including recordings and reflective journals. Thematic analysis was used to interpret the data, focusing on how autonomous learning behaviours and digital tools contributed to speech improvement. The results indicate that learners who applied goal-setting, planning, self-monitoring, reflection, and digital feedback showed significant enhancement in speaking fluency, clarity, and prosodic features. The integration of digital humanities facilitated auditory and visual recognition of suprasegmental patterns, leading to improved pronunciation accuracy. This approach proved effective in supporting independent learning and improving spoken language skills, and it suggested that combining learner autonomy with digital humanities has promising potential for educational practices in language acquisition.

AESTHETIC EDUCATION IN BATIK MAKING FAMILIES IN PODHEK BATIK VILLAGE, PAMEKASAN REGENCY

Belinda Dewi Regina — 2026-10-20

This study aims to examine aesthetic education within batik-making families in Podhek Batik Village, Pamekasan Regency, as a process of cultural inheritance passed down across generations. The research focuses on how batik families shape aesthetic experiences, transmit cultural values, and preserve batik as a cultural identity of the community. This study is motivated by the limited research on aesthetic education that positions the family as the primary space for cultural learning and the development of artistic sensitivity. A qualitative approach with a genealogical perspective was employed. Data were collected through participatory observation, in-depth interviews, and documentation involving batik families, community leaders, and younger generations in Podhek Village. Data analysis was conducted through data reduction, data display, and interpretive conclusion drawing. The findings reveal that aesthetic education within batik families takes place through direct participation in batik-making activities, observation, habituation, and the internalization of values such as patience, precision, spirituality, and appreciation of local culture. The inheritance of batik traditions occurs genealogically and tends to follow a matrilineal pattern. This study concludes that batik families play a significant role as cultural education spaces in sustaining batik as the cultural identity of the Podhek community.

TRANSFORMATION THE LEARNING OF JEPIN LANGKAH BUJUR SERONG DANCE THROUGH DIGITAL CULTURAL LITERACY: A MULTIMODAL E-BOOK APPROACH IN HIGHER EDUCATION

Lissa Maharani — 2026-10-20

This study examines how the learning of the Jepin Langkah Bujur Serong Dance can be transformed through Digital Cultural Literacy using a multimodal e-book in higher education. The research was conducted in the Malay Dance course at the Dance Education Study Program, Faculty of Languages and Arts, Universitas Negeri Jakarta. A qualitative case study approach was employed to explore how multimodal digital learning materials support dance learning and strengthen students’ digital cultural literacy. Data were collected through observations, interviews, and documentation involving lecturers and students. The findings indicate that Malay dance learning was previously dominated by direct demonstration and movement imitation, limiting students’ understanding of cultural contexts. The integration of a multimodal e-book containing text, images, videos, movement documentation, and cultural explanations enabled students to access learning materials independently and more flexibly. The e-book not only enhanced students’ understanding of dance techniques but also increased their awareness of Malay cultural values, identity, and heritage. Furthermore, the multimodal approach promoted more interactive, reflective, and contextual learning experiences. This study concludes that multimodal e-books function as both digital learning resources and cultural preservation media, supporting Digital Cultural Literacy while contributing to SDGs 4 and SDGs 11.

PERFORMING CULTURAL PEDAGOGY IN BALINESE ARJA THEATRE

Komang David Darmawan — 2026-10-20

Traditional performing arts are not merely aesthetic expressions but also function as cultural spaces through which social values, norms, and collective identities are transmitted. In Bali, Arja theatre has long served as a popular dramatic performance that integrates dialogue, song, humor, and moral narratives within the social life of the community. However, previous studies have predominantly examined Arja from the perspectives of preservation, aesthetics, and performance structure, while its role as a form of cultural pedagogy remains underexplored. This study investigates how Balinese Arja theatre operates as a medium of socio-cultural education through performative practices embedded in its dramatic representation. Using a qualitative approach grounded in performance studies and cultural pedagogy, the research draws on observation, interviews, and documentation of Arja performances in Bali. The findings reveal that Arja functions as an informal pedagogical space where social ethics, cultural values, and communal norms are articulated and negotiated through characterization, dialogue, humor, and symbolic performance elements. The performative dimension of Arja enables audiences not only to consume cultural narratives but also to participate in processes of social learning and cultural reflection. Furthermore, the study argues that Arja remains relevant within contemporary Balinese society because it continuously adapts to changing social contexts while maintaining its pedagogical function as a medium of cultural transmission. This paper contributes to discussions on cultural pedagogy and performance studies by positioning traditional theatre as an active site of socio-cultural learning beyond formal educational institutions.

INDONESIAN LANGUAGE AND LITERATURE EDUCATION STUDENTS' PERSPECTIVES ON AUTONOMOUS LEARNERS IN THE ARTIFICIAL INTELLIGENCE ERA

Agus Milu Susetyo — 2026-10-20

Autonomous students are expected to improve the quality of education and achieve educational goals. Therefore, research on the level of student independence is considered important to provide input in the development of educational programs. Artificial intelligence (AI) is identified as an important element in this context, contributing to the development of educational programs by providing adaptive and personalized learning resources. This research uses a quantitative approach with a type of survey research used to view survey results regarding autonomous student styles, with data collected through questionnaires. The research population included all students of the Indonesian Language and Literature Education Study Program, with simple random sampling as the sample. The data analysis technique is descriptive, with percentage calculations. The author concludes that there are significant differences between the planning, process, and evaluation stages, especially at the evaluation stage, which is still below 50%. This shows the need for the role of educators or lecturers in helping students evaluate independent learning outcomes. However, the use of artificial intelligence was rated positively by students, indicating that this technology can be an effective tool for supporting independent learning. This research makes an important contribution to the understanding of learner autonomy.

MAPPING RESEARCH TRENDS ON DIGITAL LITERACY AND ARTIFICIAL INTELLIGENCE IN EDUCATION: A BIBLIOMETRIC ANALYSIS USING BIBLIOSHINY

Azizia Freda Savana — 2026-10-20

The rapid development of artificial intelligence (AI) and digital literacy has significantly transformed contemporary educational practices, particularly in teaching, learning, pedagogy, classroom practices, and assessment. The increasing number of scientific publications in this field indicates growing academic interest, yet comprehensive mapping studies integrating these domains remain limited. This study aims to analyze global research trends related to digital literacy and artificial intelligence in education using a bibliometric approach. Data were collected from the Scopus database using structured search queries covering publications from 2015 to 2025. The analysis employed Biblioshiny through several stages, including descriptive bibliometrics, co-authorship analysis, co-citation analysis, co-word analysis, conceptual structure mapping, thematic evolution, and trend topic analysis. The findings indicate a substantial increase in publications in recent years, reflecting the accelerated integration of AI technologies in educational contexts. Research themes have evolved from technology-assisted learning toward generative AI, adaptive learning, intelligent tutoring systems, and AI-driven assessment. The study also identifies dominant publication sources, influential authors, collaborative networks, and emerging thematic clusters shaping future educational research. Furthermore, the analysis reveals several research gaps, particularly regarding pedagogical implementation, ethical considerations, teacher readiness, and equitable access to AI technologies. This study contributes to the development of a comprehensive research landscape on AI and digital literacy in education and provides strategic recommendations for future research, educational policy, and curriculum innovation in the era of digital transformation.

TEACHER SPEECH ACTS AND THEIR PEDAGOGICAL FUNCTIONS IN CLASSROOM INTERACTION: A SYSTEMATIC LITERATURE REVIEW

Ratna Muthia — 2026-10-20

Research on teacher speech acts and their functions in learning is still scattered and has not provided a comprehensive picture of the pattern of research topics. This study aims to systematically review previous studies on speech acts in learning through the PRISMA guidelines. Articles were obtained from the Publish or Perish application. Of the 847 articles, six were included. The results of this study are as follows: 1) Searle's speech act theory is predominantly used in the articles (83.3%) and the pedagogical function theory has not been specifically mentioned (66.7%); 2) descriptive qualitative was found to be the dominant research method used (83.3%); 3) EFL classes were the dominant context (66.7%); 4) the dominant speech act found/studied was directive; 5) two articles using Walsh's SETT found that teacher utterances fulfill all modes; directive speech acts are used by teachers to manage and control the class. These findings suggest that there has not been any research that specifically integrates speech act theory and pedagogical functions.

ATTACHMENT ORIENTATION IN FRENCH L2 WRITING: TOWARD A CONCEPTUAL FRAMEWORK

Tri Eko Agustiningrum — 2026-10-20

This paper proposes a conceptual framework for understanding attachment orientation in second language (L2) writing from a psycholinguistic and discourse-oriented perspective. While research on affect in L2 writing has largely focused on constructs such as anxiety, motivation, and enjoyment, limited attention has been paid to how attachment-related affective orientations may shape interpersonal meaning-making in writing, particularly in French as a Foreign Language (FFL) contexts. Drawing on attachment theory and affective perspectives in second language acquisition, the paper argues that learners’ attachment orientations may influence discursive self-positioning, emotional expression, and relational engagement in written communication. Adopting a conceptual and exploratory approach, the discussion is informed by relevant literature alongside preliminary observations derived from exploratory learner questionnaires and classroom-based French writing samples. The paper conceptualizes L2 writing not merely as a cognitive-linguistic activity, but also as an affective and relational process through which learners negotiate identity, emotion, and interpersonal meaning. It ultimately proposes an attachment-informed conceptual framework that contributes to emerging discussions on affect in L2 writing and provides a foundation for future psycholinguistic and discourse-oriented research in French language education.