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All Journal Paramasastra: Jurnal Ilmiah Bahasa Sastra dan Pembelajarannya Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan
Anditasari, Restining
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Humanities Education Languange, Linguistic, Communication & Media Library & Information Science Social Sciences

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DONGENG NUSANTARA SEBAGAI WAHANA MEMATANGKAN EMOSI ANAK DALAM BERCERITA Anditasari, Restining
Paramasastra Vol 3, No 2 (2016): Vol 3 No 2 Bulan September Tahun 2016
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/parama.v3n2.p%p

Abstract

In the story telling activity, it is often encountered many children that are intelligent and brilliant performance cannot process their emotions, so that their understanding of a story that should be channeled properly through emotional intelligence are not formed. In the process of finalizing the EI of students, the role of teachers is necessary. Teachers can use fairy tales as one literary work that can be used to develop EI of students. Fairytale has the potential to contribute to the emotional development of students. This is due to the involvement of all the senses when the students are listen/read a fairy tale. In addition, the fairy tale is effectively used in order to instill the values and ethics, including empathy and sympathy learners. The usage purpose of archipelago fairytale in storytelling is to help students cultivate EI, so it can provide a positive influence on the various actions taken by the student. The content of this article is about (1) the role of teachers in telling a story, (2) the emotional development of students, (3) storytelling as a stimulation to the EI of the students, and (4) the characteristics of fairytale archipelago right to ripen the EI of students
DONGENG NUSANTARA SEBAGAI WAHANA MEMATANGKAN EMOSI ANAK DALAM BERCERITA Anditasari, Restining
Paramasastra: Jurnal Ilmiah Bahasa Sastra dan Pembelajarannya Vol 3, No 2 (2016): Vol 3 No 2 Bulan September Tahun 2016
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/parama.v3n2.p%p

Abstract

In the story telling activity, it is often encountered many children that are intelligent and brilliant performance cannot process their emotions, so that their understanding of a story that should be channeled properly through emotional intelligence are not formed. In the process of finalizing the EI of students, the role of teachers is necessary. Teachers can use fairy tales as one literary work that can be used to develop EI of students. Fairytale has the potential to contribute to the emotional development of students. This is due to the involvement of all the senses when the students are listen/read a fairy tale. In addition, the fairy tale is effectively used in order to instill the values and ethics, including empathy and sympathy learners. The usage purpose of archipelago fairytale in storytelling is to help students cultivate EI, so it can provide a positive influence on the various actions taken by the student. The content of this article is about (1) the role of teachers in telling a story, (2) the emotional development of students, (3) storytelling as a stimulation to the EI of the students, and (4) the characteristics of fairytale archipelago right to ripen the EI of students
Pengembangan Media Berbasis Permainan Edukatif pada Pembelajaran Menulis Teks Deskripsi Anditasari, Restining; Martutik, Martutik; Andajani, Kusubakti
Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Vol. 3, No. 1
Publisher : citeus

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study aims to produce products in the form of educative media-based educational ideal and interesting for learning to write text description. This product is for 7th graders. Through this medium, students can practice improving their writing skills in a fun way. Development research method used adapted from Rapid Prototyping method. The results of the research show that four aspects are presented, namely (1) media content; (2) media languages; (3) systematic presentation of media; and (4) the media display is categorized as feasible to be implemented in learning to write the description text.
Co-Authors - Martutik Kusubakti Andajani