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This study aims to examine and review the impact of language learning through text-based methods on the cognitive abilities of elementary school students. The research approach used is a qualitative study with the main instrument being the researcher, and supporting instruments including observation, interviews, and documentation of student learning outcomes at the elementary school level. Research data was obtained from various library sources, such as books, scientific articles, national and international journals, and other relevant scientific works related to text-based learning and student cognitive development. The results of the study indicate that the implementation of Indonesian language learning with text-based methods has a diverse impact on students. Differences in learning outcomes are not only influenced by the strategies and learning processes implemented by teachers, but are also closely related to students' cognitive abilities in understanding, interpreting, and processing information from Indonesian texts. Thus, text-based methods need to be adapted to the characteristics and levels of students' cognitive abilities so that learning objectives can be optimally achieved.

The progress of the era accompanying the growth of Generation Z has made it easier and faster for Generation Z to socialize. In this digital era, people are likely to use Indonesian that does not conform to the rules. Sometimes, code-mixing occurs among Generation Z. This study was conducted to determine whether the digital era really has a significant influence on the language competence of Generation Z. This study, which uses a quantitative descriptive method, is expected to be one of many studies discussing the language skills of Generation Z. To that end, this study distributed questionnaires to 108 people from Generation Z. The results show that the level of influence of the digital era is moderate, while the language competence of the respondents is quite good, with an average score of 28.04. These findings indicate that even though Generation Z actively uses digital media and is often exposed to non-standard language on social media, their Indonesian language skills are still fairly well maintained. Therefore, the digital era does not significantly reduce language competence, although good language awareness is still necessary to prevent the quality of Indonesian from falling.

Unlike Indo-European languages, Indonesian (Bahasa Indonesia) and most other Austronesian languages lack grammatical tense marking, presenting a fundamental typological difference with significant implications for linguistic theory and second language acquisition. This study investigates how Indonesian expresses temporal reference without grammatical tense, comparing it with tensed languages, and exploring the cognitive and typological implications of tenselessness. We employed a mixed-methods approach combining: corpus analysis of 5,000 Indonesian sentences; comparative linguistic analysis with English and Mandarin Chinese; psycholinguistic experiments with 200 native Indonesian speakers; and a cross-linguistic survey of 15 Austronesian languages. Results revealed that Indonesian expresses temporality primarily through lexical temporal markers (sudah, sedang, akan) in 68.3% of contexts, temporal adverbials (82.1%), and contextual inference (34.5%). Psycholinguistic experiments showed no processing disadvantage for Indonesian speakers in temporal reasoning tasks compared to English speakers. Cross-linguistic analysis confirmed that 86.7% of surveyed Austronesian languages lack grammatical tense, suggesting tenselessness represents a stable inherited feature of the family. Indonesian's tenseless system represents not a linguistic deficit but an alternative, equally sophisticated means of temporal expression. These findings challenge universal claims about tense as a necessary grammatical category and have significant implications for linguistictypology, second language pedagogy, and theories of universal grammar.

Indonesia represents one of the world's most complex and dynamic linguistic ecosystems, harboring over 700 regional languages alongside the national language (Bahasa Indonesia) and Indonesian Sign Language (BISINDO). This synthesis study provides comprehensive analysis of the Indonesian linguistic landscape, integrating findings from five complementary large-scale investigations conducted 2020–2024: code-switching patterns in digital communication; typological uniqueness of Indonesia's tenseless temporal system; linguistic complexity of BISINDO and barriers to deaf inclusion; sociolinguistic stratification through first-person pronoun variation; and critical endangerment of regional languages. The synthesis employed integrative methodology encompassing 3,550 total participants, 20,000+ linguistic tokens, 18 months of ethnographic fieldwork, and analysis of 150 languages and 25 revitalization programs. Synthesis reveals five interconnected dynamics: (1) centripetal standardization through education, urbanization, and media; (2) centrifugal diversification through identity construction and social stratification; (3) typological persistence maintaining Indonesian distinctiveness despite contact; (4) parallel endangerment affecting regional languages and BISINDO; and (5) ideology-driven change linking language choice to modernity and prestige. These dynamics produce dynamic tension between homogenization and diversification. Indonesia's linguistic future depends on whether policies can balance national unity through Indonesian and linguistic diversity through regional language and BISINDO protection. 

This study analyzes the similarities and differences between Japanese and Indonesian compound words, with particular attention to their structural patterns and semantic characteristics. The data were collected from official news websites in Japan and Indonesia, including Asahi Shinbun and Kompas, through observation and note-taking techniques. The collected data were analyzed through the distributional method, and the contrastive analysis was conducted based on morphological theories proposed by Chaer (2015), Katamba (2018), and Kageyama (2016). The findings reveal that ten Japanese and Indonesian compound words share equivalent meanings. From a structural perspective, both languages exhibit various types of compound formations, including noun, adjective, and verb compounds. A notable structural difference is that Japanese compound words may undergo a phonological process known as rendaku. From a semantic perspective, compound words in both languages may be categorized as endocentric and exocentric. However, some compounds do not share the same idiomatic meanings, even though they are constructed from identical lexemes in each language.  

This study analyzes the similarities and differences between Japanese and Indonesian compound words, with particular attention to their structural patterns and semantic characteristics. The data were collected from official news websites in Japan and Indonesia, including Asahi Shinbun and Kompas, through observation and note-taking techniques. The collected data were analyzed through the distributional method, and the contrastive analysis was conducted based on morphological theories proposed by Chaer (2015), Katamba (2018), and Kageyama (2016). The findings reveal that ten Japanese and Indonesian compound words share equivalent meanings. From a structural perspective, both languages exhibit various types of compound formations, including noun, adjective, and verb compounds. A notable structural difference is that Japanese compound words may undergo a phonological process known as rendaku. From a semantic perspective, compound words in both languages may be categorized as endocentric and exocentric. However, some compounds do not share the same idiomatic meanings, even though they are constructed from identical lexemes in each language.  

Language is the primary means of communication in human life. The absorption of English into Indonesian among university students is an increasingly prominent phenomenon with the development of globalization and digital technology. This study aims to analyze the impact of this absorption on the emergence of new words or terms used by students in academic contexts and everyday communication. The research method used is descriptive qualitative. This approach was chosen because this study aims to describe and analyze linguistic phenomena and their impact on the Indonesian language. The results of the analysis show that the absorption of English has given rise to various new terms that are practical, concise, and contextual, such as deadline, submit, healing, burnout, as well as mixed forms with Indonesian affixes such as nge-print and di-upload. These terms facilitate communication and enrich students' linguistic expression. However, on the other hand, the use of these new terms has the potential to displace the use of standard Indonesian equivalents. Thus, the absorption of English has a dual impact: enriching vocabulary through the formation of new terms while also requiring a wise attitude to maintain the existence of the Indonesian language.  

Language is the primary means of communication in human life. The absorption of English into Indonesian among university students is an increasingly prominent phenomenon with the development of globalization and digital technology. This study aims to analyze the impact of this absorption on the emergence of new words or terms used by students in academic contexts and everyday communication. The research method used is descriptive qualitative. This approach was chosen because this study aims to describe and analyze linguistic phenomena and their impact on the Indonesian language. The results of the analysis show that the absorption of English has given rise to various new terms that are practical, concise, and contextual, such as deadline, submit, healing, burnout, as well as mixed forms with Indonesian affixes such as nge-print and di-upload. These terms facilitate communication and enrich students' linguistic expression. However, on the other hand, the use of these new terms has the potential to displace the use of standard Indonesian equivalents. Thus, the absorption of English has a dual impact: enriching vocabulary through the formation of new terms while also requiring a wise attitude to maintain the existence of the Indonesian language.  

This study aims to examine the influence of slang language usage on the use of Indonesian language in WhatsApp communication among students of Class F, Indonesian Language and Literature Education Study Program, Universitas Negeri Padang, academic year 2025/2026. This research employed a quantitative descriptive method with a correlational approach. The population and sample consisted of 35 students selected using total sampling technique. Data were collected through questionnaires using a Likert scale and analyzed using descriptive analysis, Pearson correlation test, and simple linear regression. The results indicate that the use of slang language is categorized as high, while the use of standard Indonesian language is categorized as moderate. The correlation analysis shows a negative relationship between slang usage and the use of Indonesian language in WhatsApp communication. These findings suggest that higher intensity of slang usage tends to reduce the use of proper Indonesian language. This study is expected to raise students’ awareness of the importance of using appropriate Indonesian language according to communication contexts, particularly in academic settings.

Polysemy is an important semantic phenomenon in Indonesian language learning in elementary schools because one word form can have more than one interrelated meaning. Understanding polysemy affects students' reading skills, text comprehension, and literacy development. However, studies that specifically examine polysemy in elementary school Indonesian language materials are still limited. This study aims to examine the forms of polysemy, how they are presented in Indonesian language textbooks for elementary schools, and their implications for student understanding. The study uses a qualitative approach with a literature review design. Data were obtained from semantics books and national and international journal articles published between 2017 and 2024 that were relevant to the research topic. Data analysis was conducted using content analysis techniques. The results of the study show that polysemy in elementary school Indonesian language materials appears in the form of context-based, functional, and extended meanings, with a presentation that is not yet fully systematic, thus potentially causing misconceptions and affecting students' reading comprehension.

This study aims to examine the influence of slang language usage on the use of Indonesian language in WhatsApp communication among students of Class F, Indonesian Language and Literature Education Study Program, Universitas Negeri Padang, academic year 2025/2026. This research employed a quantitative descriptive method with a correlational approach. The population and sample consisted of 35 students selected using total sampling technique. Data were collected through questionnaires using a Likert scale and analyzed using descriptive analysis, Pearson correlation test, and simple linear regression. The results indicate that the use of slang language is categorized as high, while the use of standard Indonesian language is categorized as moderate. The correlation analysis shows a negative relationship between slang usage and the use of Indonesian language in WhatsApp communication. These findings suggest that higher intensity of slang usage tends to reduce the use of proper Indonesian language. This study is expected to raise students’ awareness of the importance of using appropriate Indonesian language according to communication contexts, particularly in academic settings.

Polysemy is an important semantic phenomenon in Indonesian language learning in elementary schools because one word form can have more than one interrelated meaning. Understanding polysemy affects students' reading skills, text comprehension, and literacy development. However, studies that specifically examine polysemy in elementary school Indonesian language materials are still limited. This study aims to examine the forms of polysemy, how they are presented in Indonesian language textbooks for elementary schools, and their implications for student understanding. The study uses a qualitative approach with a literature review design. Data were obtained from semantics books and national and international journal articles published between 2017 and 2024 that were relevant to the research topic. Data analysis was conducted using content analysis techniques. The results of the study show that polysemy in elementary school Indonesian language materials appears in the form of context-based, functional, and extended meanings, with a presentation that is not yet fully systematic, thus potentially causing misconceptions and affecting students' reading comprehension.

In the Independent Curriculum implemented in schools starting the 2024/2025 academic year, there are Learning Outcomes (CP) that read "Students are able to modify/deconstruct literary works for creative economic purposes" and "Students are able to translate one text into another for creative economic purposes". In reality, in schools, there are still few teachers who connect literary works with economic issues, many teachers are still unfamiliar with the concept of translation, not many teachers have participated in translation training, and there is no guidebook for translating literary texts into non-literary texts or vice versa. This also applies to high school Indonesian Language teachers in Rembang Regency. Combining these two Learning Outcomes and connecting them to conditions in society, this community service conducted training on translating literary works into advertising texts for high school Indonesian Language teachers in Rembang Regency. The training was carried out with the first stage providing material on translation and advertising and the second stage providing mentoring to teachers to practice translating literary works into advertising.

The development of academic writing skills among university students remains a serious challenge in higher education, particularly in Indonesian language courses that are often perceived as theoretical and procedural. This study aims to reconstruct Indonesian language learning through an Outcome Based Education (OBE) approach to strengthen students’ scientific writing skills at Universitas Muhammadiyah Maumere. Employing a qualitative research design, data were collected through classroom observations and in-depth interviews with students and lecturers over a three-week period. The findings reveal that OBE based learning encourages clearer learning objectives, increases students’ awareness of academic writing standards, and fosters reflective and critical writing practices. Students demonstrated improved understanding of scientific text structures, argument development, and academic language conventions. Furthermore, the learning process shifted from teacher centered instruction to a more participatory and student oriented model, allowing students to actively construct knowledge through observation, discussion, and writing practice. The study also highlights that the integration of contextual learning and continuous feedback plays a crucial role in enhancing students’ confidence and motivation in academic writing. These findings imply that OBE based Indonesian language instruction can serve as an effective pedagogical strategy to cultivate academic literacy, critical thinking, and responsible scholarly attitudes among university students. The study recommends broader implementation of OBE principles in language education to support sustainable improvement in higher education learning outcomes.

Indonesian language education plays a strategic role in strengthening national identity and preserving cultural values amid the pressures of globalization. In the global era, the dominance of foreign languages, digital media, and transnational cultures poses challenges to the existence of national languages and local cultural identities. This study aims to analyze the role of Indonesian language education as an instrument for reinforcing national identity and cultural awareness in formal educational settings. The research employs a qualitative descriptive method with a literature review approach, examining scientific journals, policy documents, and relevant educational studies published within the last five years. Data were analyzed through content analysis to identify patterns, themes, and conceptual relationships related to language education and cultural identity. The findings reveal that Indonesian language education not only functions as a medium of communication but also serves as a vehicle for transmitting national values, cultural narratives, and collective identity. Learning materials that integrate local wisdom, literature, and cultural texts significantly contribute to students’ cultural awareness and national character development. Furthermore, Indonesian language education plays an important role in fostering critical literacy, cultural resilience, and a sense of belonging among learners in a globalized context. The study implies that strengthening Indonesian language education through curriculum development, contextual learning, and teacher competence enhancement is essential to sustaining national identity and cultural continuity in the era of globalization.

This study examines the implementation of Indonesian Language learning in higher education as a foundation for developing students’ academic literacy within an Outcome Based Education (OBE) framework. The research is motivated by serious concerns regarding students’ low academic writing ability, weak critical reading skills, and inconsistent use of academic language, which hinder the formation of academic culture at universities. The objective of this study is to describe and interpret the learning process, challenges, and outcomes of Indonesian Language courses in fostering academic literacy. This research employed a qualitative descriptive approach conducted intensively over a three-week period. Data were collected through classroom observations, in depth interviews with lecturers and students, and document analysis of lesson plans, teaching materials, and students’ academic assignments. The findings reveal that although the course design conceptually aligns with OBE principles, its classroom implementation has not fully emphasized reflective processes, critical engagement, and consistent academic language practice. Learning activities tend to focus on task completion rather than on the development of academic thinking processes. The study implies that Indonesian Language learning should be strengthened through reflective, contextual, and process oriented strategies to enhance students’ academic literacy and academic identity. These findings contribute theoretically to studies on academic literacy and practically to the improvement of Indonesian Language instruction in higher education.

This research is motivated by the use of conventional learning models that still dominate Indonesian language learning at the high school level, causing learning to become monotonous and less actively involving students. This study aims to determine the effectiveness of implementing the Quizizz-based Game Based Learning (GBL) model in improving learning outcomes, motivation, and participation of grade XII Social Science students at SMA BIMA Ambulu. The research method used is quantitative experimental with a one-group design (one-group pretest-posttest design). Research subjects consisted of 70 students divided into two classes, namely XII IPS 2 and XII IPS 5, with 35 students each. Data were collected through tests (pretest and posttest), learning motivation questionnaires using a 5-level Likert scale, student activity observation sheets, and documentation of learning activities. Research instruments have been tested for validity using Pearson Product Moment correlation and reliability using Cronbach's Alpha. Data analysis included validity tests, reliability tests, normality tests, and hypothesis testing using Independent Sample t-Test. The research results show that all test items are declared valid (r calculated > r table 0.334) and the instrument is reliable with a Cronbach's Alpha value of 0.812. The average N-Gain for class XII IPS 2 is 0.668 and class XII IPS 5 is 0.679, both in the medium-high category indicating the effectiveness of the GBL model. The t-test results show no significant difference between the two classes (mean difference 0.011), indicating consistency in the effectiveness of the GBL model in both groups. This study concludes that the Quizizz-based Game Based Learning model is proven effective in improving Indonesian language learning outcomes for grade XII Social Science students at SMA BIMA Ambulu. The implementation of GBL creates more interactive, enjoyable, healthy competitive learning, and is able to increase motivation and active student participation in learning.

This study analyzes efforts to develop and foster the Indonesian language through the use of standard and nonstandard words at MTS Bahlul Ulum. The increasing use of nonstandard words among students, influenced by social media and cross-regional interactions, has led to a decline in the awareness of using standard language in academic contexts. A descriptive qualitative approach was used with teachers and students of Class VII H at MTS Bahlul Ulum during the first semester of the 2025/2026 academic year. Data were collected through observation, interviews, and documentation of Student Worksheet (LKPD) results containing 50 questions on standard and nonstandard words. The findings showed that before the language development program, students had an average score of 62.4 in understanding standard and nonstandard words, with errors in commonly used informal words like vidio (standard: video) and antri (standard: antre). After the program, which included class discussions, conversation simulations, and interactive worksheets, the average score increased to 78.6, with 82% of students scoring above 78. The error rate decreased from 45% to 18%, indicating that interactive and contextual language development is effective. Continuous training and curriculum integration are essential to strengthening the use of standard language in the digital era.

Vocational education in Vocational High Schools (SMK) requires innovative, interactive, and industry-relevant learning media to support students’ independent and competency-based learning. However, learning activities in the subject Communication in the Workplace for Grade XI MPLB at SMKN 62 Jakarta are still dominated by lecture-based methods with limited instructional media, resulting in low levels of student independence and understanding. This study aimed to develop and examine the feasibility, practicality, and effectiveness of an interactive e-book based on Canva for Oral Communication materials in Indonesian Language. The study employed a Research and Development (R&D) method using the ADDIE development model, consisting of analysis, design, development, implementation, and evaluation stages. The research subjects included 36 students in the needs analysis stage, 5 students in the small-scale trial, and 31 students in the large-scale trial. Data were collected through observation, questionnaires, learning outcome tests, and documentation, and analyzed using descriptive qualitative and quantitative techniques. The validation results indicated that the Canva-based interactive e-book was categorized as very feasible, with validation percentages of 100% from the material expert, 88.24% from the media expert, and 95% from the language expert. The small-scale trial showed a practicality percentage of 82.2%, while the large-scale trial reached 88.39%, both classified as very practical. In addition, the pre-test and post-test results in the large-scale trial demonstrated an increase in students’ average scores and a higher number of students achieving the Minimum Mastery Criteria (KKM). Therefore, the Canva-based interactive e-book is feasible, practical, and effective as a learning medium to enhance students’ understanding, motivation, and independent learning in Oral Communication for vocational high school students.

Textbooks are the heart of the learning process, therefore an in-depth analysis of the suitability, relevance, and pedagogical potential of textbooks is crucial to ensure that learning outcomes can be achieved optimally. This study aims to analyze and describe based on aspects of content, presentation, language, graphics in the Indonesian language textbook for grade II elementary school revised independent curriculum published by Erlangga by Dr.A. Indradi, M.Pd & Rahmah Purwahida, S.Pd., M.Hum. The method used is qualitative descriptive analysis by referring to textbook feasibility guidelines. The results of the analysis show that this textbook is generally suitable for use. The suitability of the material with learning outcomes includes the development of four language skills, namely listening, speaking, reading, and writing, which are presented in an integrated and contextual manner. The presentation of the material is considered effective through the use of simple language, logical flow, and varied assignments. Overall, this textbook is a relevant and supportive learning resource in implementing the independent curriculum at the grade II elementary school level.