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  <journal issn="3123-7045"/>
  <issue number="2" volume="1" year="2026" publicationDate="2026-04-10" numberOfArticles="5">
    <article externalId="510">
      <type>ORIGINAL_ARTICLE</type>
      <languageVersion externalId="512" language="en">
        <title><![CDATA[Narrative Literacy and Digital Storytelling in Indonesian Language Education: A Humanistic Framework for Values, Identity, and Critical Digital Literacies]]></title>
        <abstract><![CDATA[Humanities-centered education positions language learning as a space where identity, values, and meaning are negotiated through narrative. In Indonesia, persistent challenges in reading performance, alongside rapid digital transformation, create an urgent need for pedagogy that strengthens narrative literacy while cultivating critical digital literacies (OECD, 2023a; OECD, 2023b). This article develops a humanistic framework for integrating digital storytelling (DST) into Indonesian language education to support (a) narrative competence, (b) value formation and cultural identity, and (c) ethical, critical, and creative participation in digital culture (UNESCO, 2024; Katadata & Sibercakap Digital, 2023). Using a scoping review approach, literature from 2021–2025 on DST, multimodal composing, multiliteracies pedagogy, and narrative inquiry is synthesized (Jiang & Hafner, 2024; Veyis et al., 2025). The synthesis highlights mechanisms through which DST contributes to writing development and engagement (Ajabshir, 2024; Meletiadou, 2022), and it foregrounds GenAI-era risks and equity issues that demand critical ethical literacy (Kim et al., 2025; Rapanta et al., 2025). The paper proposes design principles, an instructional sequence, assessment indicators, and safeguards to guide Indonesian language teachers.]]></abstract>
        <pdfFileUrl>https://journal.aapbk.org/index.php/hana/article/view/510/134</pdfFileUrl>
        <publicationDate>2026-04-10</publicationDate>
        <pageFrom>50</pageFrom>
        <pageTo>55</pageTo>
        <doi>10.63203/hana.v1i2.510</doi>
        <keywords>
          <keyword><![CDATA[Narrative literacy]]></keyword>
          <keyword><![CDATA[digital storytelling]]></keyword>
          <keyword><![CDATA[multiliteracies]]></keyword>
          <keyword><![CDATA[critical digital literacy]]></keyword>
        </keywords>
      </languageVersion>
      <authors>
        <author>
          <name>Zathu Restie</name>
          <surname>Utami</surname>
          <email>zathurestieutami@radenintan.ac.id</email>
          <polishAffiliation>false</polishAffiliation>
          <order>1</order>
          <instituteAffiliation><![CDATA[UIN Raden Intan Lampung]]></instituteAffiliation>
          <role>LEAD_AUTHOR</role>
        </author>
        <author>
          <name>Agus</name>
          <surname>Kurniawan</surname>
          <email>aguskurniawan@radenintan.ac.id</email>
          <polishAffiliation>false</polishAffiliation>
          <order>2</order>
          <instituteAffiliation><![CDATA[UIN Raden Intan Lampung]]></instituteAffiliation>
          <role>AUTHOR</role>
        </author>
      </authors>
      <references>
        <reference>
          <unparsedContent><![CDATA[Ajabshir, Z. F. (2024). Empowering EFL writing through digital storytelling: A quasi-experimental assessment of CALF measures and multidimensional engagement. Acta Psychologica. https://doi.org/10.1016/j.actpsy.2024.104564]]></unparsedContent>
          <order>1</order>
          <doi>10.1016/j.actpsy.2024.104564</doi>
        </reference>
        <reference>
          <unparsedContent><![CDATA[Ciğerci, F. M., & Yıldırım, M. (2023). From Freytag pyramid story structure to digital storytelling: Adventures of pre-service teachers as story writers and digital story tellers. Education and Information Technologies. https://doi.org/10.1007/s10639-023-12042-7]]></unparsedContent>
          <order>2</order>
          <doi>10.1007/s10639-023-12042-7</doi>
        </reference>
        <reference>
          <unparsedContent><![CDATA[Darvin, R., & Hafner, C. A. (2022). Digital literacies in TESOL: Mapping out the terrain. TESOL Quarterly, 56(3), 1–18.]]></unparsedContent>
          <order>3</order>
        </reference>
        <reference>
          <unparsedContent><![CDATA[Ergül Sönmez, E., & Urfalı Dadandı, P. (2023). Does digital storytelling have an effect on writing outcomes? Malaysian Online Journal of Educational Technology, 11(2), 147–157. https://doi.org/10.52380/mojet.2023.11.2.441]]></unparsedContent>
          <order>4</order>
          <doi>10.52380/mojet.2023.11.2.441</doi>
        </reference>
        <reference>
          <unparsedContent><![CDATA[Jiang, L. G., & Hafner, C. A. (2024). Digital multimodal composing in L2 classrooms: A research agenda. Language Teaching. https://doi.org/10.1017/S0261444824000107]]></unparsedContent>
          <order>5</order>
          <doi>10.1017/S0261444824000107</doi>
        </reference>
        <reference>
          <unparsedContent><![CDATA[Katadata & Sibercakap Digital. (2023). Status Literasi Digital di Indonesia 2023 (Report). https://cdn1.katadata.co.id/media/Report_LITDIG_2023.pdf]]></unparsedContent>
          <order>6</order>
        </reference>
        <reference>
          <unparsedContent><![CDATA[Kim, N., Lee, V. W. Y., Mecham, S., & De Costa, P. I. (2025). Problematizing and addressing equity issues in multiliteracies and the use of generative AI: Why critical ethical literacy matters. Pedagogies. https://doi.org/10.1080/1554480X.2025.2557481]]></unparsedContent>
          <order>7</order>
          <doi>10.1080/1554480X.2025.2557481</doi>
        </reference>
        <reference>
          <unparsedContent><![CDATA[Meletiadou, E. (2022). Using educational digital storytelling to enhance multilingual students’ writing skills in higher education. IAFOR Journal of Education: Technology in Education, 10(2), 111–130.]]></unparsedContent>
          <order>8</order>
        </reference>
        <reference>
          <unparsedContent><![CDATA[Mukul, E., & Büyüközkan, G. (2023). Digital transformation in education: A systematic review of education 4.0. Technological Forecasting and Social Change, 194, 122664. https://doi.org/10.1016/j.techfore.2023.122664]]></unparsedContent>
          <order>9</order>
          <doi>10.1016/j.techfore.2023.122664</doi>
        </reference>
        <reference>
          <unparsedContent><![CDATA[OECD. (2023a). Education GPS: Indonesia—Student performance (PISA 2022). https://gpseducation.oecd.org/CountryProfile?primaryCountry=IDN&topic=PI]]></unparsedContent>
          <order>10</order>
        </reference>
        <reference>
          <unparsedContent><![CDATA[OECD. (2023b). PISA 2022 results (Volume I and II): Country notes—Indonesia. https://www.oecd.org/en/publications/pisa-2022-results-volume-i-and-ii-country-notes_ed6fbcc5-en/indonesia_c2e1ae0e-en.html]]></unparsedContent>
          <order>11</order>
        </reference>
        <reference>
          <unparsedContent><![CDATA[Rapanta, C., Bhatt, I., Bozkurt, A., Chubb, L. A., Erb, C., Forsler, I., ... Jandrić, P. (2025). Critical GenAI literacy: Postdigital configurations. Postdigital Science and Education, 7, 1296–1333. https://doi.org/10.1007/s42438-025-00573-w]]></unparsedContent>
          <order>12</order>
          <doi>10.1007/s42438-025-00573-w</doi>
        </reference>
        <reference>
          <unparsedContent><![CDATA[Sevilla-Liu, A. (2021). From Mori Akira to narrative education: Weaving the tapestry of narrative philosophy, analysis, therapy, pedagogy, and research. Human Arenas. https://doi.org/10.1007/s42087-021-00202-5]]></unparsedContent>
          <order>13</order>
          <doi>10.1007/s42087-021-00202-5</doi>
        </reference>
        <reference>
          <unparsedContent><![CDATA[UNESCO. (2021). AI and education: Guidance for policy-makers (Report).]]></unparsedContent>
          <order>14</order>
        </reference>
        <reference>
          <unparsedContent><![CDATA[UNESCO. (2023). Digital learning and transformation of education. UNESCO (Policy page). https://www.unesco.org/en/digital-education]]></unparsedContent>
          <order>15</order>
        </reference>
        <reference>
          <unparsedContent><![CDATA[UNESCO. (2024). UNESCO framework for culture and arts education. https://www.unesco.org/sites/default/files/medias/fichiers/2024/02/WCCAE_UNESCO%20Framework_EN_0.pdf]]></unparsedContent>
          <order>16</order>
        </reference>
        <reference>
          <unparsedContent><![CDATA[Veyis, F., Gözüyeşil, E., & Ciğerci, F. M. (2025). The effect of digital storytelling on students’ language skills performance: A meta-analytic study. Education and Information Technologies, 30, 24463–24501. https://doi.org/10.1007/s10639-025-13722-2]]></unparsedContent>
          <order>17</order>
          <doi>10.1007/s10639-025-13722-2</doi>
        </reference>
        <reference>
          <unparsedContent><![CDATA[Yu, B., & Wang, W. (2024). Using digital storytelling to promote language learning, digital skills and digital collaboration among English pre-service teachers. System. https://doi.org/10.1016/j.system.2024.103577]]></unparsedContent>
          <order>18</order>
          <doi>10.1016/j.system.2024.103577</doi>
        </reference>
        <reference>
          <unparsedContent><![CDATA[Zhang, Y., & Dikilitaş, K. (2025). Investing in critical digital literacies involving generative AI: A multiple-case study of second language novice teachers. International Journal of TESOL Studies. https://doi.org/10.58304/ijts.250626]]></unparsedContent>
          <order>19</order>
          <doi>10.58304/ijts.250626</doi>
        </reference>
        <reference>
          <unparsedContent><![CDATA[OECD. (2021). 21st-century readers: Developing literacy skills in a digital world (Report).]]></unparsedContent>
          <order>20</order>
        </reference>
      </references>
    </article>
    <article externalId="497">
      <type>ORIGINAL_ARTICLE</type>
      <languageVersion externalId="499" language="en">
        <title><![CDATA[Academic Self-Efficacy Profile of Fifth-Semester Students]]></title>
        <abstract><![CDATA[The stages of learning development in students are complex internal experiences, not merely a matter of scores or academic achievement, but also require individuals to manage their belief in their own potential. One psychological aspect that plays a role in supporting student academic success is self-efficacy, which is an individual's belief in their capacity to complete a learning task or specific job optimally. This study uses a quantitative approach with a descriptive method. The population consisted of all fifth-semester students in one class at Universitas Negeri Malang, with a total of 30 students selected through total sampling. The population consisted of all fifth-semester students in one class at Universitas Negeri Malang, with 30 students selected through total sampling. The research instrument was a Self-Efficacy Scale registered under Intellectual Property Rights (HKI), comprising 21 items on a Likert scale and the reliability through Cronbach's alpha (α = 0.898). The results show that 53% of fifth-semester students fall in the high self-efficacy category and 47% in the moderate category, with no students in the low category. These findings suggest that most students have a good level of academic self-confidence in facing academic tasks, shaped by accumulated learning experiences across previous semesters. Several factors thought to influence self-efficacy include mastery experience, vicarious experience, verbal persuasion, and psychological states.]]></abstract>
        <pdfFileUrl>https://journal.aapbk.org/index.php/hana/article/view/497/136</pdfFileUrl>
        <publicationDate>2026-04-10</publicationDate>
        <pageFrom>35</pageFrom>
        <pageTo>40</pageTo>
        <doi>10.63203/hana.v1i2.497</doi>
        <keywords>
          <keyword><![CDATA[Students]]></keyword>
          <keyword><![CDATA[Education]]></keyword>
          <keyword><![CDATA[Self-Efficacy]]></keyword>
        </keywords>
      </languageVersion>
      <authors>
        <author>
          <name>Awalya Siska Pratiwi</name>
          <name2>Awalya Siska</name2>
          <surname>Pratiwi</surname>
          <email>awalya.siska.fip@um.ac.id</email>
          <polishAffiliation>false</polishAffiliation>
          <order>1</order>
          <instituteAffiliation><![CDATA[Universitas Negeri Malang]]></instituteAffiliation>
          <role>LEAD_AUTHOR</role>
        </author>
        <author>
          <name>Abel Embun Bunga</name>
          <surname>Salsabila</surname>
          <email>abelembun11@gmail.com</email>
          <polishAffiliation>false</polishAffiliation>
          <order>2</order>
          <instituteAffiliation><![CDATA[Universitas Negeri Malang]]></instituteAffiliation>
          <role>AUTHOR</role>
        </author>
      </authors>
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        </reference>
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          <unparsedContent><![CDATA[Wang, Y., & Zhang, W. (2024). The relationship between college students’ learning engagement and academic self-efficacy: a moderated mediation model. Frontiers in Psychology, 15. https://doi.org/10.3389/fpsyg.2024.1425172]]></unparsedContent>
          <order>32</order>
          <doi>10.3389/fpsyg.2024.1425172</doi>
        </reference>
      </references>
    </article>
    <article externalId="495">
      <type>ORIGINAL_ARTICLE</type>
      <languageVersion externalId="497" language="en">
        <title><![CDATA[Analisis Makna Lebaran Ketupat di Kabupaten Grobogan Jawa Tengah]]></title>
        <abstract><![CDATA[This research aims to analyze the meaning of Ketupat Eid in Grobogan Regency, Central Java. This research uses a qualitative approach with narrative methods. Researchers conducted interviews with two community leaders in Grobogan Regency, Central Java. Data analysis uses Miles Huberman with stages of data collection, organizing data, reading data, coding, developing categorization, interpreting data, verifying findings, and presenting findings. The results of this research are that Eid Ketupat has deep social and religious meaning. Apart from being a form of gratitude after completing the Shawwal fast, this celebration also strengthens social and family ties. This event is often accompanied by friendly activities, visiting each other with family and neighbors, and sharing typical foods such as ketupat, opor ayam, and fried chili sauce. Overall, Eid Ketupat is not only an extension of the Eid al-Fitr celebration, but also an opportunity to strengthen social ties and revive local traditions that have been passed down from generation to generation.]]></abstract>
        <pdfFileUrl>https://journal.aapbk.org/index.php/hana/article/view/495/142</pdfFileUrl>
        <publicationDate>2026-04-11</publicationDate>
        <pageFrom>62</pageFrom>
        <pageTo>71</pageTo>
        <doi>10.63203/hana.v1i2.495</doi>
        <keywords>
          <keyword><![CDATA[Lebaran ketupat]]></keyword>
          <keyword><![CDATA[Perayaan]]></keyword>
          <keyword><![CDATA[Tradisi]]></keyword>
        </keywords>
      </languageVersion>
      <authors>
        <author>
          <name>Anisa</name>
          <surname>Alfisyah</surname>
          <email>alfisyahanisa@gmail.com</email>
          <polishAffiliation>false</polishAffiliation>
          <order>1</order>
          <instituteAffiliation><![CDATA[Universitas Muhammadiyah Prof Dr. Hamka, Jakarta]]></instituteAffiliation>
          <role>LEAD_AUTHOR</role>
        </author>
        <author>
          <name>Natasya Java Zeiza</name>
          <surname>Shaputri</surname>
          <email>natasyajavaa@gmail.com</email>
          <polishAffiliation>false</polishAffiliation>
          <order>2</order>
          <instituteAffiliation><![CDATA[Universitas Muhammadiyah Prof. Dr Hamka, Jakarta]]></instituteAffiliation>
          <role>AUTHOR</role>
        </author>
        <author>
          <name>Regita Cahya</name>
          <surname>Widadari</surname>
          <email>rgtaaachya11@gmail.com</email>
          <polishAffiliation>false</polishAffiliation>
          <order>3</order>
          <instituteAffiliation><![CDATA[Universitas Muhammadiyah Prof Dr. Hamka, Jakarta]]></instituteAffiliation>
          <role>AUTHOR</role>
        </author>
        <author>
          <name>Melina</name>
          <surname>Lestari</surname>
          <email>melani.lestari@uhamka.ac.id</email>
          <polishAffiliation>false</polishAffiliation>
          <order>4</order>
          <instituteAffiliation><![CDATA[Universitas Muhammadiyah Prof Dr. Hamka, Jakarta]]></instituteAffiliation>
          <role>AUTHOR</role>
        </author>
      </authors>
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          <unparsedContent><![CDATA[Taylor, S. E. (2011). Social support: A review. In H. S. Friedman (Ed.), The Oxford handbook of health psychology. Oxford University Press.]]></unparsedContent>
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          <unparsedContent><![CDATA[Turner, V. (1969). The ritual process: Structure and anti-structure. Aldine.]]></unparsedContent>
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          <unparsedContent><![CDATA[Utami, L. (2021). Tradisi Lebaran Ketupat sebagai refleksi spiritual masyarakat Jawa. Jurnal Penelitian Keagamaan, 9(1), 77–92.]]></unparsedContent>
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          <unparsedContent><![CDATA[Vinata, D., & Dora, N. (2025). The Philosophy Meaning of the Lebaran Ketupat Tradition in Javanese Society. Journal of Social Work and Science Education, 6(3), 1024–1038. https://doi.org/10.52690/jswse.v6i3.1091]]></unparsedContent>
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    </article>
    <article externalId="492">
      <type>ORIGINAL_ARTICLE</type>
      <languageVersion externalId="494" language="en">
        <title><![CDATA[Pembentukan Karakter Survival Siswa melalui Media Film: Studi Eksperimen pada Film Drawing Closer dan 18x2 Beyond Youthful Days]]></title>
        <abstract><![CDATA[Penelitian ini bertujuan untuk menganalisis pembentukan karakter survival siswa melalui narasi tokoh film Drawing Closer dan 18x2 Beyond Youthful Days. Karakter survival dipahami sebagai kemampuan siswa dalam membangun ketahanan diri, refleksi makna hidup, serta sikap adaptif dalam menghadapi tantangan personal dan sosial. Penelitian ini menggunakan pendekatan kuantitatif dengan metode eksperimen melalui desain Pre-Experimental Pre-Test and Post-Test. Subjek penelitian meliputi peserta didik kelas X Perhotelan 2 dan X DPB 2 di SMKN 32 Jakarta Selatan dengan jumlah responden 59 siswa, serta didukung data dari guru bimbingan dan konseling, wali kelas, dan pihak kurikulum kesiswaan. Layanan penguasaan konten berbasis narasi tokoh film digunakan sebagai media pembelajaran reflektif yang mendorong pemaknaan nilai dan pengalaman kemanusiaan siswa. Analisis data dilakukan menggunakan uji Paired Samples t-Test. Hasil penelitian menunjukkan adanya perbedaan yang signifikan antara skor pre-test dan post-test, dengan nilai signifikansi (2-tailed) sebesar 0,000 < 0,05. Temuan ini mengindikasikan bahwa pemanfaatan narasi tokoh film dalam layanan penguasaan konten berpengaruh secara signifikan terhadap pembentukan karakter survival siswa. Secara keseluruhan, penelitian ini menegaskan bahwa pendekatan pembelajaran berbasis narasi melalui media film dapat menjadi alternatif pedagogis yang efektif dalam mendukung pendidikan karakter dan pengembangan nilai kemanusiaan di lingkungan sekolah menengah kejuruan.]]></abstract>
        <pdfFileUrl>https://journal.aapbk.org/index.php/hana/article/view/492/135</pdfFileUrl>
        <publicationDate>2026-04-10</publicationDate>
        <pageFrom>41</pageFrom>
        <pageTo>49</pageTo>
        <doi>10.63203/hana.v1i2.492</doi>
        <keywords>
          <keyword><![CDATA[Pembentukan Karakter]]></keyword>
          <keyword><![CDATA[Karakter Bertahan Hidup]]></keyword>
          <keyword><![CDATA[Pembelajaran Berbasis Film]]></keyword>
          <keyword><![CDATA[Pembelajaran Reflektif]]></keyword>
          <keyword><![CDATA[Siswa Vokasi]]></keyword>
        </keywords>
      </languageVersion>
      <authors>
        <author>
          <name>Siti Sarah</name>
          <surname>Salsadita</surname>
          <email>sitisyasadita1@gmail.com</email>
          <polishAffiliation>false</polishAffiliation>
          <order>1</order>
          <instituteAffiliation><![CDATA[Universitas Indraprasta PGRI, Jakarta]]></instituteAffiliation>
          <role>LEAD_AUTHOR</role>
        </author>
        <author>
          <name>Christine Masada Hirashita</name>
          <surname>Tobing</surname>
          <email>masada@gmail.com</email>
          <polishAffiliation>false</polishAffiliation>
          <order>2</order>
          <instituteAffiliation><![CDATA[Universitas Indraprasta PGRI, Jakarta]]></instituteAffiliation>
          <role>AUTHOR</role>
        </author>
        <author>
          <name>Dery Purnama</name>
          <surname>Saefudin</surname>
          <email>dery@gmail.com</email>
          <polishAffiliation>false</polishAffiliation>
          <order>3</order>
          <instituteAffiliation><![CDATA[Universitas Indraprasta PGRI, Jakarta]]></instituteAffiliation>
          <role>AUTHOR</role>
        </author>
      </authors>
      <references>
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          <unparsedContent><![CDATA[Albab, S., Saefudin, D. P., Umbarasari, T., & Restoeningroem, R. (2025). Analisis Bahasa Figuratif dalam Dialog Romantis Film Dilan 1990: Kajian Stilistika. DEIKTIS: Jurnal Pendidikan Bahasa dan Sastra, 5(2), 696-705. https://scholar.google.com/citations?view_op=view_citation&hl=en&user=axu2KMwAAAAJ&citation_for_view=axu2KMwAAAAJ:W7OEmFMy1HYC]]></unparsedContent>
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          <unparsedContent><![CDATA[Rismayanti, R. (2021). Pembentukan konsep diri remaja penonton film Dilan 1990 di Yogyakarta. Jurnal Ilmu Komunikasi, 18(1), 105-122. https://ojs.uajy.ac.id/index.php/jik/article/view/4036/2175]]></unparsedContent>
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          <unparsedContent><![CDATA[Rosmawati, E., Anggelina, S. E., Rahmayani, W., & Azaria, T. T. (2024). Literature Review: Pemanfaatan Film Sebagai Media Penguatan Karakter Siswa. Jurnal Pendidikan Tematik, 9(2), 92–101. https://mail.online-journal.unja.ac.id/JPTD/article/view/38605]]></unparsedContent>
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        </reference>
        <reference>
          <unparsedContent><![CDATA[Sa’diyah, H. (2022). Penggunaan Media Film Dokumenter dalam Pembelajaran IPS untuk Meningkatkan Karakter Peduli Lingkungan Siswa. DWIJA CENDEKIA: Jurnal Riset Pedagogik, 6(1), 128. https://doi.org/10.20961/jdc.v6i1.60498]]></unparsedContent>
          <order>15</order>
          <doi>10.20961/jdc.v6i1.60498</doi>
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          <unparsedContent><![CDATA[Susanti, A. T. F., Tobing, C. M. H., & Burhanudin, B. (2020). Layanan Penguasaan Konten Teknik Self Management untuk Menghilangkan Kecanduan Menyontek Siswa SMK Pembangunan Jaya-Yakapi. Teraputik Jurnal Bimbingan Dan Konseling, 4(2), 387–393. https://doi.org/10.26539/teraputik-42451]]></unparsedContent>
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          <unparsedContent><![CDATA[West, R., & Turner, L. H. (2020). Introducing Communication Theory: Analysis and Application (7th Editio). McGraw-Hill.]]></unparsedContent>
          <order>17</order>
        </reference>
        <reference>
          <unparsedContent><![CDATA[Widya, T., & Hariyanto, F. (2022). Media Film Sebagai Sarana Pembelajaran Pendidikan Karakter Peserta Didik SD/MI Nurul Huda Cikampek. Jurnal Politikom Indonesiana, 7(2), 111–122. https://doi.org/10.35706/jpi.v7i2.8206]]></unparsedContent>
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    </article>
    <article externalId="489">
      <type>ORIGINAL_ARTICLE</type>
      <languageVersion externalId="491" language="en">
        <title><![CDATA[Morfofonemik dalam Teks Berita pada Kolom "Tren" di Platform Online Kompas.Com]]></title>
        <abstract><![CDATA[Penelitian ini bertujuan untuk mendeskripsikan jenis-jenis proses morfofonemik yang ditemukan dalam berita Tren di Kompas.com serta menganalisis pola-pola perubahan bunyi yang muncul. Hasil penelitian ini diharapkan dapat memberikan kontribusi bagi perkembangan linguistik terapan, khususnya dalam pemantauan penggunaan bahasa Indonesia di ruang digital. Proses Morfofonemik adalah perubahan bunyi yang timbul akibat pertemuan morfem terikat dan morfem bebas. Metode yang digunakan adalah deskriptif kualitatif dengan teknik simak dan catat. Data diambil dari artikel berita populer 2026. Hasil penelitian menunjukkan adanya berbagai fenomena morfofonemik seperti pemunculan fonem peluluhan fonem. Penggunaan bahasa dalam platform online cenderung mengikuti kaidah baku. Menghasikan data morfofonemik dengan jumlah data sebanyak 17 data. Dalam kajian liguistik penelitian ini membantu untuk lebih memahami dalam pembentukan katapun terdapat proses dan aturannya.]]></abstract>
        <pdfFileUrl>https://journal.aapbk.org/index.php/hana/article/view/489/143</pdfFileUrl>
        <publicationDate>2026-04-11</publicationDate>
        <pageFrom>56</pageFrom>
        <pageTo>61</pageTo>
        <doi>10.63203/hana.v1i2.489</doi>
        <keywords>
          <keyword><![CDATA[Morfofonemik]]></keyword>
          <keyword><![CDATA[Kompas.com]]></keyword>
          <keyword><![CDATA[Berita Tren]]></keyword>
          <keyword><![CDATA[Linguistik]]></keyword>
        </keywords>
      </languageVersion>
      <authors>
        <author>
          <name>Vidya</name>
          <surname>Vidya</surname>
          <email>vidyaningsi838@gmail.com</email>
          <polishAffiliation>false</polishAffiliation>
          <order>1</order>
          <instituteAffiliation><![CDATA[Universitas Bina Bangsa]]></instituteAffiliation>
          <role>LEAD_AUTHOR</role>
        </author>
        <author>
          <name>Desma Yuliadi</name>
          <surname>Saputra</surname>
          <email>desmays@gmail.com</email>
          <polishAffiliation>false</polishAffiliation>
          <order>2</order>
          <instituteAffiliation><![CDATA[Universitas Bina Bangsa]]></instituteAffiliation>
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    </article>
  </issue>
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