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<ici-import>
  <journal issn="3123-7045"/>
  <issue number="1" volume="2" year="2026" publicationDate="2026-08-05" numberOfArticles="5">
    <article externalId="606">
      <type>ORIGINAL_ARTICLE</type>
      <languageVersion externalId="608" language="en">
        <title><![CDATA[Generative AI-Assisted Writing in Indonesian Language Education: A Systematic Literature Review of Process Pedagogy, Critical Literacy, and Academic Integrity]]></title>
        <abstract><![CDATA[Generative artificial intelligence (GenAI) has rapidly entered writing classrooms, yet its educational value depends on whether it supports or bypasses the intellectual work of composing. This systematic literature review synthesizes 20 peer-reviewed international journal articles published between 2022 and 2025 to identify how GenAI, educational chatbots, digital multimodal composing, and critical digital literacy can inform Indonesian language education. A transparent search and screening protocol was applied to journal articles concerned with language learning, writing development, feedback, multimodal composition, authorship, equity, and academic integrity. The thematic synthesis produced five findings. First, GenAI can assist brainstorming, genre modelling, language reformulation, and formative feedback, particularly when students remain responsible for planning and revision. Second, process-based designs are more educationally defensible than product substitution because they make decision making and authorship visible. Third, hallucination, bias, privacy, overdependence, and unreliable AI-detection systems require explicit critical AI literacy. Fourth, multimodal and narrative research indicates that technology should strengthen meaning, cultural voice, and audience awareness rather than reward surface polish. Fifth, equitable implementation requires flexible access, teacher mediation, and assessment that values evidence, reflection, and revision history. Based on these findings, the article proposes a five-stage HUMAN-AI writing cycle for Indonesian language classrooms: human grounding, purposeful prompting, evidence checking, authorial reconstruction, and reflective disclosure. The framework positions GenAI as a supervised dialogic resource, not a substitute author.]]></abstract>
        <pdfFileUrl>https://journal.aapbk.org/index.php/hana/article/view/606/213</pdfFileUrl>
        <publicationDate>2026-10-04</publicationDate>
        <pageFrom>25</pageFrom>
        <pageTo>38</pageTo>
        <doi>10.63203/hana.v2i1.606</doi>
        <keywords>
          <keyword><![CDATA[Generative artificial intelligence]]></keyword>
          <keyword><![CDATA[Indonesian language education]]></keyword>
          <keyword><![CDATA[Writing pedagogy]]></keyword>
          <keyword><![CDATA[Critical AI literacy]]></keyword>
          <keyword><![CDATA[Academic integrity]]></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>
      </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, 252, 104564. 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[Chan, C. K. Y., & Hu, W. (2023). Students’ voices on generative AI: Perceptions, benefits, and challenges in higher education. International Journal of Educational Technology in Higher Education, 20, 43. https://doi.org/10.1186/s41239-023-00411-8]]></unparsedContent>
          <order>2</order>
          <doi>10.1186/s41239-023-00411-8</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>3</order>
          <doi>10.1007/s10639-023-12042-7</doi>
        </reference>
        <reference>
          <unparsedContent><![CDATA[Cotton, D. R. E., Cotton, P. A., & Shipway, J. R. (2024). Chatting and cheating: Ensuring academic integrity in the era of ChatGPT. Innovations in Education and Teaching International, 61(2), 228–239. https://doi.org/10.1080/14703297.2023.2190148]]></unparsedContent>
          <order>4</order>
          <doi>10.1080/14703297.2023.2190148</doi>
        </reference>
        <reference>
          <unparsedContent><![CDATA[Darvin, R., & Hafner, C. A. (2022). Digital literacies in TESOL: Mapping out the terrain. TESOL Quarterly, 56(3), 865–882. https://doi.org/10.1002/tesq.3161]]></unparsedContent>
          <order>5</order>
          <doi>10.1002/tesq.3161</doi>
        </reference>
        <reference>
          <unparsedContent><![CDATA[Huang, W., Hew, K. F., & Fryer, L. K. (2022). Chatbots for language learning—Are they really useful? A systematic review of chatbot-supported language learning. Journal of Computer Assisted Learning, 38(1), 237–257. https://doi.org/10.1111/jcal.12610]]></unparsedContent>
          <order>6</order>
          <doi>10.1111/jcal.12610</doi>
        </reference>
        <reference>
          <unparsedContent><![CDATA[Jiang, L. G., & Hafner, C. A. (2024). Digital multimodal composing in L2 classrooms: A research agenda. Language Teaching, 58(4), 528–546. https://doi.org/10.1017/S0261444824000107]]></unparsedContent>
          <order>7</order>
          <doi>10.1017/S0261444824000107</doi>
        </reference>
        <reference>
          <unparsedContent><![CDATA[Kasneci, E., Sessler, K., Küchemann, S., Bannert, M., Dementieva, D., Fischer, F., Gasser, U., Groh, G., Günnemann, S., Hüllermeier, E., Krusche, S., Kutyniok, G., Michaeli, T., Nerdel, C., Pfeffer, J., Poquet, O., Sailer, M., Schmidt, A., Seidel, T., Stadler, M., Weller, J., Kuhn, J., & Kasneci, G. (2023). ChatGPT for good? On opportunities and challenges of large language models for education. Learning and Individual Differences, 103, 102274. https://doi.org/10.1016/j.lindif.2023.102274]]></unparsedContent>
          <order>8</order>
          <doi>10.1016/j.lindif.2023.102274</doi>
        </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, 1–14. https://doi.org/10.1080/1554480X.2025.2557481]]></unparsedContent>
          <order>9</order>
          <doi>10.1080/1554480X.2025.2557481</doi>
        </reference>
        <reference>
          <unparsedContent><![CDATA[Kohnke, L., Moorhouse, B. L., & Zou, D. (2023). ChatGPT for language teaching and learning. RELC Journal, 54(2), 537–550. https://doi.org/10.1177/00336882231162868]]></unparsedContent>
          <order>10</order>
          <doi>10.1177/00336882231162868</doi>
        </reference>
        <reference>
          <unparsedContent><![CDATA[Kuhail, M. A., Alturki, N., Alramlawi, S., & Alhejori, K. (2023). Interacting with educational chatbots: A systematic review. Education and Information Technologies, 28, 973–1018. https://doi.org/10.1007/s10639-022-11177-3]]></unparsedContent>
          <order>11</order>
          <doi>10.1007/s10639-022-11177-3</doi>
        </reference>
        <reference>
          <unparsedContent><![CDATA[Liang, W., Yuksekgonul, M., Mao, Y., Wu, E., & Zou, J. (2023). GPT detectors are biased against non-native English writers. Patterns, 4(7), 100779. https://doi.org/10.1016/j.patter.2023.100779]]></unparsedContent>
          <order>12</order>
          <doi>10.1016/j.patter.2023.100779</doi>
        </reference>
        <reference>
          <unparsedContent><![CDATA[Mahapatra, S. (2024). Impact of ChatGPT on ESL students’ academic writing skills: A mixed methods intervention study. Smart Learning Environments, 11, 9. https://doi.org/10.1186/s40561-024-00295-9]]></unparsedContent>
          <order>13</order>
          <doi>10.1186/s40561-024-00295-9</doi>
        </reference>
        <reference>
          <unparsedContent><![CDATA[Mogavi, R. H., Deng, C., Kim, J. J., Zhou, P., Kwon, Y. D., Metwally, A. H. S., Tlili, A., Bassanelli, S., Bucchiarone, A., Gujar, S., Nacke, L. E., & Hui, P. (2024). ChatGPT in education: A blessing or a curse? A qualitative study exploring early adopters’ utilization and perceptions. Computers in Human Behavior: Artificial Humans, 2(1), 100027. https://doi.org/10.1016/j.chbah.2023.100027]]></unparsedContent>
          <order>14</order>
          <doi>10.1016/j.chbah.2023.100027</doi>
        </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>15</order>
          <doi>10.1016/j.techfore.2023.122664</doi>
        </reference>
        <reference>
          <unparsedContent><![CDATA[Rapanta, C., Bhatt, I., Bozkurt, A., Chubb, L. A., Erb, C., Forsler, I., Jandrić, P., Kiryakova, G., Kohnke, L., Lee, D., & others. (2025). Critical GenAI literacy: Postdigital configurations. Postdigital Science and Education, 7, 1296–1333. https://doi.org/10.1007/s42438-025-00573-w]]></unparsedContent>
          <order>16</order>
          <doi>10.1007/s42438-025-00573-w</doi>
        </reference>
        <reference>
          <unparsedContent><![CDATA[Tlili, A., Shehata, B., Adarkwah, M. A., Bozkurt, A., Hickey, D. T., Huang, R., & Agyemang, B. (2023). What if the devil is my guardian angel: ChatGPT as a case study of using chatbots in education. Smart Learning Environments, 10, 15. https://doi.org/10.1186/s40561-023-00237-x]]></unparsedContent>
          <order>17</order>
          <doi>10.1186/s40561-023-00237-x</doi>
        </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>18</order>
          <doi>10.1007/s10639-025-13722-2</doi>
        </reference>
        <reference>
          <unparsedContent><![CDATA[Yu, B., & Wang, W. (2025). Using digital storytelling to promote language learning, digital skills and digital collaboration among English pre-service teachers. System, 129, 103577. https://doi.org/10.1016/j.system.2024.103577]]></unparsedContent>
          <order>19</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, 250626, 1–25. https://doi.org/10.58304/ijts.250626]]></unparsedContent>
          <order>20</order>
          <doi>10.58304/ijts.250626</doi>
        </reference>
      </references>
    </article>
    <article externalId="589">
      <type>ORIGINAL_ARTICLE</type>
      <languageVersion externalId="591" language="en">
        <title><![CDATA[Relationship Between the Frequency of Reading English Texts and Students’ English-Speaking Skills]]></title>
        <abstract><![CDATA[Despite years of formal English instruction, many Indonesian senior high school students remain reluctant and unable to speak English fluently, largely due to limited exposure to authentic language input outside the classroom. Although reading is a readily accessible source of such input, its specific contribution to speaking performance has rarely been examined empirically at the senior high school level in Indonesia, leaving a gap in understanding how reading frequency in particular relates to oral proficiency. This study investigated the relationship between the frequency of reading English texts and students' English speaking skills at An Nur Aliyyah Senior High School, using a quantitative correlational design. The sample consisted of 30 eleventh-grade students selected through purposive sampling from a population of 76. Reading frequency was measured using a 30-item Likert-scale questionnaire, while speaking skills were assessed through an oral test covering pronunciation, intonation, accuracy, comprehension, and fluency. Data were analyzed using descriptive statistics, Pearson Product-Moment correlation, and t-test analysis. Results showed a positive and significant correlation between reading frequency (M = 66.00) and speaking skills (M = 77.66), with reading frequency accounting for 64.7% of the variance in speaking performance (t = 7.16 > 1.70, p < 0.05). These findings suggest that integrating reading activities into English instruction can support the development of students' speaking proficiency.]]></abstract>
        <pdfFileUrl>https://journal.aapbk.org/index.php/hana/article/view/589/187</pdfFileUrl>
        <publicationDate>2026-08-05</publicationDate>
        <pageFrom>17</pageFrom>
        <pageTo>24</pageTo>
        <doi>10.63203/hana.v2i1.589</doi>
        <keywords>
          <keyword><![CDATA[English texts]]></keyword>
          <keyword><![CDATA[English as Foreign language]]></keyword>
          <keyword><![CDATA[Reading Frequency]]></keyword>
          <keyword><![CDATA[Senior high school]]></keyword>
          <keyword><![CDATA[Speaking skills]]></keyword>
        </keywords>
      </languageVersion>
      <authors>
        <author>
          <name>Fitri</name>
          <surname>Suryani</surname>
          <email>fitrisur1234@gmail.com</email>
          <polishAffiliation>false</polishAffiliation>
          <order>1</order>
          <instituteAffiliation><![CDATA[Universitas Indraprasta PGRI]]></instituteAffiliation>
          <role>LEAD_AUTHOR</role>
        </author>
        <author>
          <name>Nia Liska Saputri</name>
          <name2>Nia Liska</name2>
          <surname>Saputri</surname>
          <email>nialiskas@gmail.com</email>
          <polishAffiliation>false</polishAffiliation>
          <order>2</order>
          <instituteAffiliation><![CDATA[Universitas Indraprasta PGRI]]></instituteAffiliation>
          <role>AUTHOR</role>
        </author>
      </authors>
      <references>
        <reference>
          <unparsedContent><![CDATA[Beglar, D., Hunt, A., & Kite, Y. (2012). The Effect of Pleasure Reading on Japanese University EFL Learners’ Reading Rates. Language Learning, 62(3), 665–703. https://doi.org/10.1111/j.1467-9922.2011.00651.x]]></unparsedContent>
          <order>1</order>
          <doi>10.1111/j.1467-9922.2011.00651.x</doi>
        </reference>
        <reference>
          <unparsedContent><![CDATA[Fadhilah, I. (2022). Factors of Student Anxiety in Speaking English among Students at Muhammadiyah University Jakarta. Indonesian Research Journal On Education, 2(1), 97.]]></unparsedContent>
          <order>2</order>
        </reference>
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          <order>15</order>
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          <unparsedContent><![CDATA[Setiawan, D. A., Chrisyarani, D. D., & (2023). Implementation of Character Education for Enjoying Reading Through Literacy Programs in Elementary Schools. In Proceeding of International Conference on Innovation in Elementary Education, 1, 97–108.]]></unparsedContent>
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          <doi>10.31004/obsesi.v7i6.5773</doi>
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    </article>
    <article externalId="518">
      <type>ORIGINAL_ARTICLE</type>
      <languageVersion externalId="520" language="en">
        <title><![CDATA[Exploring Kindness and Empathy: An Analysis of the Film 'A Beautiful Day in the Neighborhood' as an Educational Tool for Character Development]]></title>
        <abstract><![CDATA[This study investigates the educational potential of the film "A Beautiful Day in the Neighborhood" as a character education tool focused on moral values like kindness and empathy. Employing a qualitative research design and content analysis, we identified key moments reflecting these values. The analysis revealed that the film illustrates 21 out of 26 identified moral values, with empathy being the most prevalent. Notably, actions such as listening and showing attention, embodied by the character of Fred Rogers, highlight the profound impact of small gestures on interpersonal relationships. The findings suggest a significant enhancement in understanding kindness and empathy, promoting reflective discussions among students on practical applications of these values in their lives. This study contributes to character education by demonstrating the film's role not only as entertainment but also as a catalyst for moral development, advocating for collaborative efforts among educators, families, and communities in fostering a supportive environment for value cultivation. By leveraging film in education, we can nurture a generation that is more empathetic and socially responsible.]]></abstract>
        <pdfFileUrl>https://journal.aapbk.org/index.php/hana/article/view/518/214</pdfFileUrl>
        <publicationDate>2026-10-19</publicationDate>
        <pageFrom>39</pageFrom>
        <pageTo>52</pageTo>
        <doi>10.63203/hana.v2i1.518</doi>
        <keywords>
          <keyword><![CDATA[Character Education]]></keyword>
          <keyword><![CDATA[Kindness]]></keyword>
          <keyword><![CDATA[Empathy]]></keyword>
          <keyword><![CDATA[Film]]></keyword>
          <keyword><![CDATA[Moral Values]]></keyword>
        </keywords>
      </languageVersion>
      <authors>
        <author>
          <name>Yogi</name>
          <surname>Purnama</surname>
          <email>yogipurnama117@gmail.com</email>
          <polishAffiliation>false</polishAffiliation>
          <order>1</order>
          <instituteAffiliation><![CDATA[Universitas Indraprasta PGRI, Jakarta]]></instituteAffiliation>
          <role>LEAD_AUTHOR</role>
        </author>
        <author>
          <name>Yessica Efrilia</name>
          <surname>Yohana</surname>
          <email>yessicaefril@gmail.com</email>
          <polishAffiliation>false</polishAffiliation>
          <order>2</order>
          <instituteAffiliation><![CDATA[Universitas Indraprasta PGRI, Jakarta]]></instituteAffiliation>
          <role>AUTHOR</role>
        </author>
      </authors>
      <references>
        <reference>
          <unparsedContent><![CDATA[Afifah, E. N., Astuti, D., Khoidah, I. A., & Masitoh, S. (2024). Pembentukan Empati Siswa Melalui Pengembangan Metode Pembelajaran Aqidah Akhlak di Madrasah Ibtidaiyah. Social Science Academic, 2(2), 143–152. https://doi.org/10.37680/ssa.v2i2.5795]]></unparsedContent>
          <order>1</order>
          <doi>10.37680/ssa.v2i2.5795</doi>
        </reference>
        <reference>
          <unparsedContent><![CDATA[Aini, F. Q., Yuli, R., Hasibuan, A., & Gusmaneli, G. (2024). Pendidikan Karakter Sebagai Landasan Pembentukan Generasi Muda. Dewantara: Jurnal Pendidikan Sosial Humaniora, 3(4), 54–69.]]></unparsedContent>
          <order>2</order>
        </reference>
        <reference>
          <unparsedContent><![CDATA[Amalia, R. (2019). Empati Sebagai Dasar Kepribadian Konselor. Jurnal Pendidikan Dan Konseling, 1(1), 56–58.]]></unparsedContent>
          <order>3</order>
        </reference>
        <reference>
          <unparsedContent><![CDATA[Aprillia, S., Wahidy, A., & Lanos, C. (2025). Analisis Keterampilan Menyimak Dengan Media Film Cerita Rakyat Batu Balai pada Siswa Kelas IV SD Negeri 227 Palembang. Jurnal Imiah Pendidikan Dasar (JIPDAS), 5(4), 3486–3496. https://jurnal.spada.ipts.ac.id/index.php/JIPDAS/article/view/3127]]></unparsedContent>
          <order>4</order>
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          <doi>10.29300/atmipi.v19.i1.3841</doi>
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    </article>
    <article externalId="494">
      <type>ORIGINAL_ARTICLE</type>
      <languageVersion externalId="496" language="en">
        <title><![CDATA[Pelestarian Dodol Betawi di Era Modern]]></title>
        <abstract><![CDATA[Dodol Betawi merupakan makanan khas Betawi yang telah lama dikenal dan memiliki nilai budaya. Penelitian ini bertujuan untuk mengetahui bagaimana Dodol Betawi dilestarikan di era modern. Penelitian ini menggunakan pendekatan kualitatif dengan metode naratif. Subjek penelitian ini adalah seorang pembuat sekaligus penjual Dodol Betawi yang berdomisili di kawasan Condet, Jakarta Timur. Peneliti melakukan wawancara mendalam mengenai relevansi pembuatan Dodol Betawi dalam upaya pelestariannya di era modern. Hasil penelitian menunjukkan adanya variasi tanggapan terkait pembuatan Dodol Betawi, yang melibatkan proses rumit serta keterampilan khusus yang diwariskan secara turun-temurun. Proses tersebut mencakup pemilihan bahan baku, teknik memasak yang khas, serta metode pengemasan yang unik. Dodol Betawi umumnya disajikan sebagai hidangan istimewa dalam pesta, acara adat, dan hari raya; selain itu, masyarakat Betawi juga berupaya melestarikannya di era modern melalui penyelenggaraan Festival Budaya Condet.]]></abstract>
        <pdfFileUrl>https://journal.aapbk.org/index.php/hana/article/view/494/186</pdfFileUrl>
        <publicationDate>2026-08-05</publicationDate>
        <pageFrom>9</pageFrom>
        <pageTo>16</pageTo>
        <doi>10.63203/hana.v2i1.494</doi>
        <keywords>
          <keyword><![CDATA[Betawi dodol]]></keyword>
          <keyword><![CDATA[Preservation]]></keyword>
          <keyword><![CDATA[Modern]]></keyword>
        </keywords>
      </languageVersion>
      <authors>
        <author>
          <name>Shinta Ady</name>
          <surname>Saputri</surname>
          <email>shintaady0@gmail.com</email>
          <polishAffiliation>false</polishAffiliation>
          <order>1</order>
          <instituteAffiliation><![CDATA[Universitas Muhammadiyah Prof. Dr Hamka]]></instituteAffiliation>
          <role>LEAD_AUTHOR</role>
        </author>
        <author>
          <name>Rahning Nilam</name>
          <surname>Timur</surname>
          <email>rahning@gmail.com</email>
          <polishAffiliation>false</polishAffiliation>
          <order>2</order>
          <instituteAffiliation><![CDATA[Universitas Muhammadiyah Prof Dr. Hamka]]></instituteAffiliation>
          <role>AUTHOR</role>
        </author>
        <author>
          <name>Dewi</name>
          <surname>Sasmita</surname>
          <email>dewi@gmail.com</email>
          <polishAffiliation>false</polishAffiliation>
          <order>3</order>
          <instituteAffiliation><![CDATA[Universitas Muhammadiyah Prof Dr. Hamka]]></instituteAffiliation>
          <role>AUTHOR</role>
        </author>
        <author>
          <name>Melina</name>
          <surname>Lestari</surname>
          <email>melina@gmail.com</email>
          <polishAffiliation>false</polishAffiliation>
          <order>4</order>
          <instituteAffiliation><![CDATA[Universitas Muhammadiyah Prof Dr. Hamka]]></instituteAffiliation>
          <role>AUTHOR</role>
        </author>
      </authors>
      <references>
        <reference>
          <unparsedContent><![CDATA[Adibah, A. N., Fitria, R., Husna, A. Y. N., Salsabila, Z., & Fauziyah, S. (2025). Nasionalisme melalui pelestarian makanan tradisional Indonesia. Jurnal Pendidikan Non-Formal, 3(2), 1–8. https://doi.org/10.47134/jpn.v3i2.2287]]></unparsedContent>
          <order>1</order>
          <doi>10.47134/jpn.v3i2.2287</doi>
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          <unparsedContent><![CDATA[Purbasari, M. (2024). Indahnya Betawi. Humaniora, 1(1), 1. https://doi.org/10.21512/humaniora.v1i1.2142]]></unparsedContent>
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          <unparsedContent><![CDATA[Wijayanti, L. (2024). Transmisi budaya antargenerasi melalui kuliner tradisional di masyarakat urban. Jurnal Diba, 1(1), 1–19.]]></unparsedContent>
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    </article>
    <article externalId="491">
      <type>ORIGINAL_ARTICLE</type>
      <languageVersion externalId="493" language="en">
        <title><![CDATA[Asal Usul Etnis Betawi di Jakarta: Kajian Historis dan Sosio-Kultural]]></title>
        <abstract><![CDATA[Keberadaan etnis Betawi sebagai masyarakat asli Jakarta tidak terlepas dari proses sejarah yang panjang serta dinamika sosial-budaya yang kompleks. Namun, modernisasi dan globalisasi menghadirkan tantangan bagi pelestarian identitas budaya Betawi, sehingga penelitian ini menjadi penting. Penelitian ini bertujuan untuk menganalisis asal-usul etnis Betawi serta mengkaji bagaimana budaya mereka berkembang dan bertahan di era modern. Studi ini menggunakan pendekatan kualitatif dengan metode naratif. Data dikumpulkan melalui wawancara mendalam dengan informan terpilih dan didukung oleh studi pustaka yang relevan. Hasil penelitian menunjukkan bahwa etnis Betawi terbentuk dari akulturasi berbagai kelompok etnis yang tinggal di Batavia sejak abad ke-17, termasuk kelompok Melayu, Arab, Tionghoa, dan Eropa. Perpaduan budaya ini telah membentuk karakteristik khas dalam hal bahasa, pakaian adat, kuliner, kesenian, dan tradisi sosial. Selain itu, meskipun dihadapkan pada modernisasi, budaya Betawi tetap bertahan melalui adaptasi dan upaya pelestarian budaya berbasis komunitas. Implikasi penelitian ini menyoroti pentingnya memperkuat kesadaran budaya dan strategi pelestarian guna mempertahankan identitas Betawi sebagai bagian tak terpisahkan dari warisan budaya Jakarta.]]></abstract>
        <pdfFileUrl>https://journal.aapbk.org/index.php/hana/article/view/491/185</pdfFileUrl>
        <publicationDate>2026-08-05</publicationDate>
        <pageFrom>1</pageFrom>
        <pageTo>8</pageTo>
        <doi>10.63203/hana.v2i1.491</doi>
        <keywords>
          <keyword><![CDATA[Betawi]]></keyword>
          <keyword><![CDATA[Enthnicity]]></keyword>
          <keyword><![CDATA[Origin]]></keyword>
        </keywords>
      </languageVersion>
      <authors>
        <author>
          <name>Annisa</name>
          <surname>Hendini</surname>
          <email>annisahendinii@gmail.com</email>
          <polishAffiliation>false</polishAffiliation>
          <order>1</order>
          <instituteAffiliation><![CDATA[Universitas Muhammadiyah Prof Dr. Hamka]]></instituteAffiliation>
          <role>LEAD_AUTHOR</role>
        </author>
        <author>
          <name>Zahra Putri</name>
          <surname>Rahma Aliya</surname>
          <email>Aii.syahns274@gmail.com</email>
          <polishAffiliation>false</polishAffiliation>
          <order>2</order>
          <instituteAffiliation><![CDATA[Universitas Muhammadiyah Prof. Dr. HAMKA]]></instituteAffiliation>
          <role>AUTHOR</role>
        </author>
        <author>
          <name>Aisyah</name>
          <surname>Nur Syifa</surname>
          <email>zahrasokhitut@gmail.com</email>
          <polishAffiliation>false</polishAffiliation>
          <order>3</order>
          <instituteAffiliation><![CDATA[Universitas Muhammadiyah Prof. Dr. HAMKA]]></instituteAffiliation>
          <role>AUTHOR</role>
        </author>
        <author>
          <name>Tesi</name>
          <surname>Safitri</surname>
          <email>tesisafitri7@gmail.com</email>
          <polishAffiliation>false</polishAffiliation>
          <order>4</order>
          <instituteAffiliation><![CDATA[Universitas Muhammadiyah Prof Dr. Hamka]]></instituteAffiliation>
          <role>AUTHOR</role>
        </author>
        <author>
          <name>Eka</name>
          <surname>Heriyani</surname>
          <email>ekaheriyani@uhamka.ac.id</email>
          <polishAffiliation>false</polishAffiliation>
          <order>5</order>
          <instituteAffiliation><![CDATA[Universitas Muhammadiyah Prof. Dr. HAMKA]]></instituteAffiliation>
          <role>AUTHOR</role>
        </author>
      </authors>
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  </issue>
</ici-import>
