Abstract: Character Education through Literature Learning. One of the importantaspects in appropriate literature learning is character education. Based on theresults of several studies, some conclusions can be drawn. First, essentiallyliterature is a medium of mental and intellectual enlightenment, the mostimportant aspect in character education. Second, there are a variety of literaryworks that need appreciating as they are important in the character development.Third, literature learning relevant to the character development is one that enableslearners to develop their awareness of reading and writing as importantprerequisites for the character development. Fourth, literary books relevant to thecharacter development are those with beautiful language capable of making thereaders moved, containing high humanistic values, and encouraging the readers totreat other people and creatures well.Keywords: literature, literature learning, character education
Penelitian ini bertujuan untuk mengetahui perbedaan pengalaman mahasiswa membaca sastra sebelum mereka mengikuti perkuliahan berbasis strategi tugas dan presentasi dengan setelah mengikutinya di tiga kelas di Jurusan Pendidikan Bahasa dan Sastra Indonesia (JPBSI). Disain pembelajaran membaca sastra dirancang dengan menggunakan pendeÂ katanÂ praktik membaca berbasis tugas dan presentasi. Jenis penelitian yang digunakan adalah penelitian eksperimen semu. Disain penelitian yang dipilih adalah desain pretest-posttest. Hasil penelitian sebagai berikut. Pertama, pengalaman mahasiswa membaca karya sastra berada di bawah standar membaca buku KTSP dan Kurikulum 2013. Kedua, strategi tugas dan presentasi berdampak positif terhadap peningkatan pengalaman mahasiswa membaca karya sastra dari 0 buku karya sastra menjadi sesuai standar Kurikulum JPBSI. Ketiga, selisih skor pengalaman membaca karya sastra setelah perlakuan signifikan.Kata kunci: pengalaman membaca karya sastra, perspektif pembelajaranÂ LITERARY READING EXPERIENCEÂ IN THE LEARNING PERSPECTIVEAbstractThis study aimed to find out the difference in studentsâ literary reading experience before they attended lectures based on assignment and presentation strategies and after they attended them in three classes in the Department of Indonesian Language and Literature (DILL). Literary reading learning was designed using a reading practice approach based on assignments and presentations. This was a quasi-experimental study using the pretest-posttest design. The results of the study were as follows. First, the studentsâ literary reading experience was below the book-reading standards for the School-Based Curriculum and the 2013 Curriculum. Second, the assignment and presentation strategies had positive impacts on the improvement of the studentsâ literary reading experience, from 0 literary works to a number satisfying the standard of the DILL Curriculum. Third, there was a significant difference in the score of literary reading experience after the treatment.Keywords: literary reading experience, learning perspective
This study aims to describe lecturersâ and studentsâ perceptions of learning materials of the history of modern Indonesian literature with a gender perspective. Based on the perceptions, a conceptual model of a course book on the history of modern Indonesian literature with a gender perspective is designed. This study employed a development research design. The data were collected through interviews and a document study on information about characteristics of a course book on literature history with a gender perspective. The findings show that the lecturersâ and studentsâ perceptions of gender have not become a strong perspective in literature history learning. The books on literature history as learning references have not accommodated gender perspective issues. There is an opinion that female writersâ works do not belong to main works in the history of Indonesian literature.
Penelitian ini bertujuan untuk mengembangkan model panduan pendidik pengajaran sastra berbasis pendidikan karakter. Penelitian dilakukan dengan melibatkan 10 guru bahasa Indonesia, 150 siswa kelas 2 dari 10 sekolah, serta empat ketua MGMP kabupaten/kota dan satu ketua MGMP provinsi. Instrumen pengumpulan data yang digunakan di dalam penelitian ini adalah human instrument, wawancara, observasi, angket, dan format penelaahan. Analisis data dilakukan melalui teknik deskriptif kuantitatif dan kualitatif. Hasil penelitian menunjukkan bahwa persoalan yang dihadapi oleh para guru adalah kurangnya sumber-sumber pengayaan untuk mengembangkan pembelajaran sastra, baik dalam bentuk perangkat pembelajaran maupun praktinya di kelas, yang diintegrasikan dengan pendidikan karakter. Oleh karena itu, diperlukan buku panduan pengajaran sastra berbasis pendidikan karakter.
Penelitian ini bertujuan untuk mengembangkan model panduan pendidik pengajaran sastra berbasis pendidikan karakter. Penelitian dilakukan dengan melibatkan 10 guru bahasa Indonesia, 150 siswa kelas 2 dari 10 sekolah, serta empat ketua MGMP kabupaten/kota dan satu ketua MGMP provinsi. Instrumen pengumpulan data yang digunakan di dalam penelitian ini adalah human instrument, wawancara, observasi, angket, dan format penelaahan. Analisis data dilakukan melalui teknik deskriptif kuantitatif dan kualitatif. Hasil penelitian menunjukkan bahwa persoalan yang dihadapi oleh para guru adalah kurangnya sumber-sumber pengayaan untuk mengembangkan pembelajaran sastra, baik dalam bentuk perangkat pembelajaran maupun praktinya di kelas, yang diintegrasikan dengan pendidikan karakter. Oleh karena itu, diperlukan buku panduan pengajaran sastra berbasis pendidikan karakter
Penelitian ini bertujuan untuk mendeskripsikan kriteria-kriteria yang digunakan dalam pemilihan cerita anak yang layak sebagai bahan ajar membaca di MTs. Selain itu, penelitian ini juga bertujuan untuk menganalisis cerita anak yang layak sebagai bahan ajar membaca di MTs berdasarkan kriteria-kriteria itu.Penelitian ini adalah penelitian deskriptif kualitatif. Subjek penelitian ini adalah cerita anak yang ada di Buku Sekolah Elektronik, buku bacaan, dan internet. Objek penelitiannya adalah isi cerita. Ada dua puluh cerita anak yang yang dijadikan sampel penelitian. Pengambilan sampel dilakukan dengan teknik purposive sampling. Pengumpulan data dilakukan dengan membaca dan mencatat. Analisis data dilakukan dengan cara reduksi, penyajian, dan penyimpulan data. Hasil penelitian menunjukkan bahwa (1) ada tiga kriteria yang digunakan dalam pemilihan cerita anak yang layak sebagai bahan ajar membaca di MTs. Kriteria-kriteria itu adalah kriteria nilai/moral, motivasi, dan kesesuaian jenis sekolah. (2) Dari dua puluh cerita yang dianalisis, sebelas cerita dinyatakan layak dan sembilan cerita dinyatakan tidak layak dijadikan bahan ajar membaca di MTs. Kata kunci: cerita anak, bahan ajar, membaca Â THE SELECTION OF CHILDREN STORIES AS READING TEACHING MATERIAL IN MADRASAH TSANAWIYAH (MTS) Abstract The study aims to describe criteria used in the selection proper children stories as reading teaching material in Madrasah Tsanawiyah (MTs). In addition, the study also aims to describe proper children stories as reading teaching material in Madrasah Tsanawiyah (MTs) based on the criteria.The study is descriptive qualitative research. The subjects of the study are children stories in Buku Sekolah Elektronik (BSE), reading book, and internet. The object of the study is the contents of the stories. There are twenty children stories that the research sample. The sample was taken by purposive sampling technique. The collection of data is done by reading and writing. Data is analyzed by reduction, presentation, and inference.The results of study showed that (1) there are three criteria used in the selection of children stories as reading teaching material in MTs. The criteria are Value/moral, motivation, and relevant of the type of school. (2) Of the twenty stories analyzed, there are eleven proper stories and nine stories are not proper as reading materials in the MTs. Keywords: children stories, teaching material, reading
AbstractThis study aims to describe: (a) Indonesian studentsâ reading skills in the internationallevel, (b) their skills in solving literary and non-literary test items, and (c) factors affectingtheir problem solving skills. This study employed the exploratory descriptive approachand document analysis. The data source was the database of IEA Program PIRLS 2011taken from PIRLS-almanac and TPIRLS-item released. The results of the study are asfollows. First, the average attainment of Indonesian studentsâ reading skills is lower thanthe international median. Second, their problem solving skills improved from 2006 to 2011,especially in the high, moderate, and low levels, but there was no improvement in theexcellent level. Third, the problem solving skills are affected by: (a) a tendency to answerquestions by guessing, (b) the poor construction of stems and options, (c) poor qualitydiscourses, (d) reading competence development which is not maximum, (e) inadequatereading habit development, (f) inappropriate literary theories taught, (g) answers whichare varied according teachers and students, and (h) test items that do not usually appearin the national examination.Keywords: reading skills, national examination, literary and non-literary test items
This article is about a study on what basically a lesson book is and how acontextual teaching strategy is applied in writing a lesson book of the languagecalled Bahasa Indonesia. In involving students in language learning and literaryactivity, a competency to be developed is related to how to guide them so that theyare motivated to learn through the lesson book. A basic principle to be paidattention to is that students are able to build up experiences in language and literaryactivities on the basis of their initial experience.The study indicates the following results. First, a lesson book is ahandbook for students at a level of formal education and used as an instructionalmedium related to a certain subject matter (such as Bahasa Indonesia). Second,such a book occupies a very important position as a store of knowledge of variousaspects of life, has a meaningful role in students’ learning achievement, andconstitutes a source of reference for the teacher. Third, that book should contain afoundation for a clear and contemporary viewpoint, materials that are adequate,systematically and gradually composed, presented via methods and means able tostimulate students to read books with interest, having enough depth providingthem with help in solving academic problems, and enabling them to have a chanceto ponder what they have learned, and also evaluation instruments enabling themto know the competency they have achieved. Fourth, the curriculum containsinformation of only the main competencies to be achieved and these still have to beinterpreted, clarified, broken down, completed, enriched, and put together througha lesson book. Fifth, the students, teacher, teaching materials, ways of presentingthem, and exercises are the important components of learning to be accommodatedin a lesson book. Sixth, contextual teaching employs a strategy oriented to effortsof aiding and inspiring students by linking a standard of competency with a realworldsituation. Seventh, the basic principles of a contextual teaching approach areproblem-based learning, context-based learning, difference-based learning,learning based on individuals, learning based on groups, and learning based onauthentic evaluation. Eighth, a contextual teaching strategy could be manifested ina lesson book of Bahasa Indonesia by providing such activities as investigation,exploration, inquiry, model making, construction, and reflection. Ninth, anapplication of such a strategy should be in a concrete form to enable students tobuild up effective new experiences.Keywords: lesson book of Bahasa Indonesia, contextual dimension, contextualstrategy165
This article is about a research with the objective of discovering a modelfor a course book based on contextual instruction for junior high school classes ofIndonesian. To achieve the objective, in the first phase of the research, that is, in thefirst year, 2007, the research had the specific objective of discoveringmanifestations of contextual instruction to serve as starting points in developingthe model. The research subjects consisted of (1) class instruction, (2) students,and (3) course books of Indonesian.The research results indicated the following. (1) When a constructivestrategy is used, the contextual manifestations are, among others, simpleformulations of objectives, uses of operational verbs, the appearance of themes,the mapping of new experiences, an appropriateness of the strategy and methodfrom the point of objectives and learners’ characteristics, and language suitability.(2) When an inquiry strategy is used, the manifestations are, among others, a matchbetween objectives and thematic basic competency indicators, consideration oflearners’ needs, appropriate selection of media, appropriateness of the strategy andmethod from the point of learners’ needs, hypothesis confirmation or testing, andgain of new experience. (3) When a question-and-answer strategy is used, themanifestations are, among others, apperception, questions and answers,encouragement through questions, and asking resource persons questions. (4)When a modeling strategy is used, the manifestations consist of imitation, givingexamples, making use of examples, and variety of examples. (5) When a learningcommunitystrategy is used, the manifestations consist of the discovery of newexperience, problem-solving through group work, development of selfdependenceas well as collaborative work, communication of learning results toothers, communication of works to others, and ethical formation. (6) When anauthentic-assessment strategy is used, the manifestations consist of variety inmethod of assessment, presentation of work, and work performance. (7) When areflection strategy is used, the manifestations consist of linking learning resultswith benefits for learners, self-development, expansion of experience, pursuit ofmeaning, creation of a feeling of pleasure, support of what one dreams to achieve,and creation of motivation. (8) The anatomy of the course book consists of (a) theintroduction, containing the title of the book, preface, table of contents, andorganization of content, (b) the content, containing the material, materialpresentation, and strategy of presentation, and (c) the conclusion, containing theevaluation, reflection, bibliography, index, and relevant answer keys.Keywords: course book, contextual manifestations and strategies