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Learning Culture-Responsive Biographical Writing Through a Google Sites Assisted Multiliteracies Model Based on High School Students Learning Styles

Journal of Primary Education · Vol. 14 No. 2 (2025) · hlm. 58–69

DOI
10.15294/jpe.v14i2.57490
ISSN
2502-4515, 2252-6404
Terbit
2025-12-30
Penerbit
Universitas Negeri Semarang
Bahasa
eng

Abstrak

This study aimed to examine the effectiveness of a Google Sites-assisted multiliteracies model in teaching culture-responsive biographical writing based on senior high school students’ learning styles. The study employed a mixed-methods approach using a sequential explanatory design. The participants were 30 tenth-grade students selected through purposive sampling. Quantitative data were collected through a culture-responsive biographical writing test and a learning styles questionnaire, while qualitative data were obtained through classroom observations, interviews, and documentation. The quantitative findings showed a significant improvement in students’ writing performance after the implementation of the instructional model. The average writing score increased from 78 to 87, and learning mastery improved from 90% to 100%. Improvements were found across all learning style groups, with visual learners demonstrating the highest gain, followed by auditory and kinesthetic learners. The qualitative findings revealed that the integration of texts, images, videos, and other digital resources through Google Sites enhanced students’ engagement, supported information processing, and facilitated the development of more comprehensive and well-organized biographical texts. The study concludes that the Google Sites-assisted multiliteracies model is effective in improving students’ culture-responsive biographical writing skills while accommodating diverse learning styles.

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  • State University of Semarang
  • Universitas Pattimura
  • IKIP PGRI Bojonegoro
  • Universitas Jambi
  • Universitas PGRI Palembang
  • University of Singaperbangsa Karawang
  • Afiliasi tidak diketahui
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  • Afiliasi tidak diketahui
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Rekan penulisOrganisasiArtikel bersama
Areni Yulitawati SupriyonoUniversitas Pattimura3
Wagiran WagiranState University of Semarang3
Hari Bakti MardikantoroState University of Semarang2
Tommi YuniawanState University of Semarang2
Subyantoro SubyantoroState University of Semarang2
SuratnoState University of Semarang1
Zuliyanti ZuliyantiState University of Semarang1
Santi Pratiwi Tri UtamiState University of Semarang1
Cahyo HasanudinIKIP PGRI Bojonegoro1
Septina SulisyaningrumState University of Semarang1
Suratno SuratnoState University of Semarang1
Rahayu PristiwatiState University of Semarang1
Meilan ArsantiState University of Semarang1
Ayu SetiyaningrumState University of Semarang1
Haryadi HaryadiUniversitas Jambi1
Hetilaniar HetilaniarUniversitas PGRI Palembang1
Nicholas LachlanAfiliasi tidak diketahui1
Sungkowo Edi MulyonoState University of Semarang1
Heri YantoState University of Semarang1
Karnawati KarnawatiState University of Semarang1
Yusro Edi NugrohoAfiliasi tidak diketahui1
Uki Hares YuliantiState University of Semarang1
Ikyboy Van VersieAfiliasi tidak diketahui1
Zummala Rizqi MasykurohState University of Semarang1
Kartono KartonoState University of Semarang1
Firsty Rizqia AgustaState University of Semarang1
Mahda Haidar RahmanState University of Semarang1
Neily Sa’adahAfiliasi tidak diketahui1
Devinta Eka WulansariAfiliasi tidak diketahui1
Dede Indriany RahmawatiState University of Semarang1
Pajar PurnomoAfiliasi tidak diketahui1
Sri WulandariAfiliasi tidak diketahui1
Fathur RokhmanState University of Semarang1
Moh. Henri PrasetiyoAfiliasi tidak diketahui1
Nurul BadriyahUniversity of Singaperbangsa Karawang1
Rofingah RofingahAfiliasi tidak diketahui1
Hariani KustiahAfiliasi tidak diketahui1
Anik HariyastutiAfiliasi tidak diketahui1

Afiliasi berasal dari OpenAlex; metadata OAI-PMH jurnal tidak memuatnya. Penulis tanpa ID OpenAlex dicocokkan berdasarkan nama, sehingga dua orang bisa tergabung atau satu orang bisa terpisah.

Sumber metadata: OAI-PMH (metadata jurnal) https://journal.unnes.ac.id/journals/jpe/oai, pertama di-harvest 6 Nov 2026, terakhir terlihat 8 Nov 2026.
Metadata asli (oai_dc)
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	<dc:title xml:lang="en">Learning Culture-Responsive Biographical Writing Through a Google Sites Assisted Multiliteracies Model Based on High School Students Learning Styles</dc:title>
	<dc:creator xml:lang="en">Ummi Mulyaningsih</dc:creator>
	<dc:creator xml:lang="en">Ida Zulaeha</dc:creator>
	<dc:subject xml:lang="en">biographical writing,  culturally responsive  teaching, Google Sites,  learning styles,  multiliteracies model.</dc:subject>
	<dc:description xml:lang="en">This study aimed to examine the effectiveness of a Google Sites-assisted multiliteracies model in teaching culture-responsive biographical writing based on senior high school students’ learning styles. The study employed a mixed-methods approach using a sequential explanatory design. The participants were 30 tenth-grade students selected through purposive sampling. Quantitative data were collected through a culture-responsive biographical writing test and a learning styles questionnaire, while qualitative data were obtained through classroom observations, interviews, and documentation. The quantitative findings showed a significant improvement in students’ writing performance after the implementation of the instructional model. The average writing score increased from 78 to 87, and learning mastery improved from 90% to 100%. Improvements were found across all learning style groups, with visual learners demonstrating the highest gain, followed by auditory and kinesthetic learners. The qualitative findings revealed that the integration of texts, images, videos, and other digital resources through Google Sites enhanced students’ engagement, supported information processing, and facilitated the development of more comprehensive and well-organized biographical texts. The study concludes that the Google Sites-assisted multiliteracies model is effective in improving students’ culture-responsive biographical writing skills while accommodating diverse learning styles.</dc:description>
	<dc:publisher xml:lang="en">Universitas Negeri Semarang</dc:publisher>
	<dc:date>2025-12-30</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:type xml:lang="en">Peer-reviewed Article</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://journal.unnes.ac.id/journals/jpe/article/view/57490</dc:identifier>
	<dc:identifier>10.15294/jpe.v14i2.57490</dc:identifier>
	<dc:source xml:lang="en">Journal of Primary Education; Vol. 14 No. 2 (2025): December 2025; 58-69</dc:source>
	<dc:source>2502-4515</dc:source>
	<dc:source>2252-6404</dc:source>
	<dc:source>10.15294/jpe.v14i2</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://journal.unnes.ac.id/journals/jpe/article/view/57490/10759</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2025 Journal of Primary Education</dc:rights>
</oai_dc:dc>