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Apriliya, Seni
Universitas Pendidikan Indonesia
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Implementasi GLS melalui Program Petualangan Literasi (PELITA) di Sekolah Dasar Saadah, Endah; Apriliya, Seni
Jurnal Basicedu Vol. 7 No. 6 (2023)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/basicedu.v7i6.6724

Abstract

Tujuan penelitian ini yaitu mendeskripsikan Gerakan Literasi Sekolah sebelum dan sesudah program Petualangan Literasi (PELITA) dilaksanakan di salah satu sekolah dasar di Kabupaten Tasikmalaya. Metode penelitian menggunakan pendekatan deskriftif kualitatif. Pengumpulan data menggunakan teknik wawancara, observasi, dan dokumentasi. Teknik analisis melalui reduksi data, penyajian data dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa pada sekolah tersebut sudah melaksanakan kegiatan GLS melalui pembiasaan literasi selama 15 menit sebelum pembelajaran dimulai pada tahun 2018 dengan jumlah buku yang sangat terbatas. Peserta didik merasa bosan dikarenakan setiap pagi guru selalu menggunakan cara yang sama dan setelah pandemi kegiatan GLS tersebut mengalami mati suri. Namun setelah program PELITA dilaksanakan, minat membaca peserta didik meningkat secara signifikan dibandingkan dengan program GLS yang dilaksanakan sebelumnya. Program PELITA berhasil mengubah secara positif minat membaca melalui kegiatan guru membacakan nyaring, kegiatan membaca berkelompok, kegiatan virtual reality dan kegiatan kreatif serta memberikan pengalaman yang berbeda layaknya peserta didik sedang berpetualang
Evaluasi Program Gerakan Literasi Baca Tulis Di Sekolah Dasar Hartini, Yanti; Apriliya, Seni; Saputra, Erwin Rahayu; Mulyadi, Sima
MIMBAR PGSD Undiksha Vol. 11 No. 1 (2023): April
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jjpgsd.v11i1.42891

Abstract

Rendahnya kemampuan literasi menyebabkan minat baca kurang di kalangan siswa sekolah dasar. Penelitian ini bertujuan untuk menganalisis keterlaksanaan program Literasi Baca Tulis, faktor pendukung dan faktor penghambat serta masukan untuk perbaikan program. Penelitian ini menggunakan metode evaluasi CIPP dalam menganalisis program Literasi Baca Tulis. Subjek dalam penelitian ini adalah 1 Kepala Sekolah, 1 Kepala Perpustakaan, 6 Guru Kelas dan 5 Pengelola perpustakaan dari perwakilan orang tua di sekolah dasar. Pengumpulan data dilakukan menggunakan metode wawancara, observasi, dan studi dokumentasi, dengan instrument penelitian berupa pedoman wawancara dan pedoman observasi. Data yang diperoleh kemudian dianalisis dengan menggunakan teknik analisis deskriptif kualitatif. Hasil analisis penelitian menunjukkan bahwa Contex tujuan program tercapai sesuai rencana dan selaras dengan visi misi sekolah, sedangkan Input sarana prasarana sudah memadai namun kemampuan pendidik belum bisa memanfaatkannya dengan baik. Pada komponen Process, program dilaksanakan sudah sesuai rencana, dan pada komponen Product luaran/output yang diharapkan belum tercapai secara maksimal. Faktor pendukung program adalah antusias kerjasama guru dan orang tua serta dukungan tenaga dan materi dari alumni, sedangkan faktor penghambat adalah kompetensi pendidik serta kemampuan memanfaatkan fasilitas yang tersedia untuk menciptakan ekosistem kaya literasi masih kurang sehingga siswa kurang termotivasi dalam kegiatan literasi.
Pelatihan Tiktok Bermuatan Materi Undak-Usuk Bahasa Sunda Alia, Dwi; Setiadi, Pidi Mohamad; Respati, Resa; Apriliya, Seni; Nurussaadah, Thiani
Jurnal Pengabdian Dharma Laksana Vol. 6 No. 1 (2023): JPDL (Jurnal Pengabdian Dharma Laksana)
Publisher : LPPM Universitas Pamulang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32493/j.pdl.v6i1.31747

Abstract

Upaya penanaman nilai karakter terhadap anak-anak ini penting sebagai pegangan, pedoman serta acuan anak dalam bertindak, bertutur dan berperilaku sesuai dengan nilai-nilai dan norma budaya bangsa Indonesia. Bahasa merupakan salah satu unsur dari ketujuh unsur kebudayaan. Seluruh etnis, suku, dan daerah di dunia tentunya memiliki bahasanya masing-masing. Begitupun dengan suku Sunda yang berada di Provinsi Jawa Barat, memiliki bahasa tersendiri yaitu Bahasa Sunda. Dalam gramatikal Bahasa Sunda dikenal dengan adanya undak-usuk basa. Undak-usuk basa bertujuan untuk saling menghormati dan menghargai di antara sesama anggota masyarakat. Seiring perkembangan zaman yang telah memasuki era industri 4.0, pengenalan atau pembelajaran hendaknya diintegrasikan dengan kecanggihan teknologi digital. Saat ini media sosial telah mendarah daging, apalagi pada anak-anak usia sekolah. Salah satu media sosial yang sedang viral dan digandrungi adalah aplikasi tiktok. Pengabdian ini memiliki tujuan mengarahkan penggunaan aplikasi tiktok untuk konten pendidikan yang lebih bermanfaat, terutama bermuatan undak-usuk basa Sunda. Dari pelatihan yang diberikan didapatkan hasil yakni peningkatan kesenangan dan juga kemampuan anak dalam berkomunikasi dengan menggunakan bahasa Sunda yang disertai dengan undak-usuk bahasa.
Model P-IKADKA sebagai Solusi Mengembangkan Modul Ajar Apresiasi Dongeng di Sekolah Dasar Anindya, Arini; Apriliya, Seni; Putri, Agnestasia Ramadhani
Diksa : Jurnal Pendidikan Bahasa dan Sastra Indonesia Vol. 10 No. 1 (2024): Diksa : Jurnal Pendidikan Bahasa dan Sastra Indonesia
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/diksa.v10i1.34153

Abstract

This research was motivated by the unavailability of teaching modules that lead to appreciation learning and not using a special learning model for fairy tale appreciation. The aim of this research is to analyze the need for a fairy tale appreciation teaching module for Indonesian language subjects in class IV elementary school. The approach used in this research is a qualitative approach with descriptive methods. This research was conducted in the period 26 February - 1 March 2024 in two public elementary schools in Tasikmalaya City with research subjects namely two class IV educators and teaching module documents. The data collection techniques used were observation, document study and interviews. The data analysis technique used is the data analysis technique using the Miles and Huberman model in three stages, namely data reduction, data presentation, and drawing conclusions. The research results show that the fairy tale appreciation learning process is still not implemented optimally in an appreciative manner, because educators still have not planned learning optimally. Educators still use teaching modules provided by the government, so the learning model used does not use a learning model specifically for learning literary appreciation. Thus, there is no teaching module available that leads to learning to appreciate fairy tales in it. The implication is that it is necessary to develop an Indonesian language teaching module with fairy tale appreciation material that leads to appreciation learning using a learning model that is appropriate to literary appreciation learning, namely the P-IKADKA model with the syntax of introduction, introduction, connection, appreciation, discussion, comprehension and affirmation.
Kebijakan Kurikulum Muatan Lokal Bahasa Sunda di SD Wilayah Perbatasan (Borderland) Jawa Tengah Darisman, Tendi; Apriliya, Seni; Saputra, Erwin Rahayu
Metodik Didaktik Vol 18, No 2 (2023): Metodik Didaktik Januari 2023
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/md.v18i2.41660

Abstract

Kurikulum muatan lokal disusun berdasarkan kebutuhan daerahnya, tetapi di daerah perbatasan (borderland) merupakan suatu yang bertentangan dengan regulasi muatan lokal di daerah tersebut. Dayeuhluhur merupakan kecamatan yang ada di kabupaten Cilacap Jawa Tengah. Hampir semua warga di kecamatan Dayeuhluhur menggunakan bahasa sunda dalam berbagai konteks kehidupan. Keberadaan bahasa Sunda di suatu wilayah perbatasan yang berbeda secara administrasi politik seperti di kecamatan Dayeuhluhur nyaris mati atau justru dimatikan. Pembelajaran mulok bahasa jawa juga tidak begitu efektif karena keterbatasan kemampuan peserta didik dan mayoritas pendidik yang menggunakan bahasa sunda. Muatan lokal bahasa sunda dijadikan mulok di jenjang sekolah dasar di wilayah kecamatan Dayeuhluhur pada tahun ajaran 2012/2013 tetapi mulai tahun pelajaran 2021/2022 muatan lokal di kecamatan Dayeuhluhur dihapus. Peneliti perlu menganalisis kebijakan ini, berkaitan pembelajaran mulok bahasa sunda yang bukan di wilayah jawa barat tetapi dari kebutuhan dan potensinya sangat mendukung untuk melakukan pembelajaran mulok bahasa sunda. Metode penelitian yang digunakan dalam penelitian ini adalah kualitatif deskriptif dengan menganalisis data hasil intrumen serta wawancara berkaitan bentuk kebijakan mulok bahasa sunda yang akan diterapkan kedapannya. Berdasarkan studi analisis yang sudah dilakukan didapatkan hasil bahwa pembelajaran bahasa sunda di kecamatan Dayeuhluhur perlu diajarkan di sekolah serta harus memiliki kebijakan dan kurikulum yang jelas.
Implementasi GLS melalui Program Petualangan Literasi (PELITA) di Sekolah Dasar Saadah, Endah; Apriliya, Seni
Jurnal Basicedu Vol. 7 No. 6 (2023)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/basicedu.v7i6.6724

Abstract

Tujuan penelitian ini yaitu mendeskripsikan Gerakan Literasi Sekolah sebelum dan sesudah program Petualangan Literasi (PELITA) dilaksanakan di salah satu sekolah dasar di Kabupaten Tasikmalaya. Metode penelitian menggunakan pendekatan deskriftif kualitatif. Pengumpulan data menggunakan teknik wawancara, observasi, dan dokumentasi. Teknik analisis melalui reduksi data, penyajian data dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa pada sekolah tersebut sudah melaksanakan kegiatan GLS melalui pembiasaan literasi selama 15 menit sebelum pembelajaran dimulai pada tahun 2018 dengan jumlah buku yang sangat terbatas. Peserta didik merasa bosan dikarenakan setiap pagi guru selalu menggunakan cara yang sama dan setelah pandemi kegiatan GLS tersebut mengalami mati suri. Namun setelah program PELITA dilaksanakan, minat membaca peserta didik meningkat secara signifikan dibandingkan dengan program GLS yang dilaksanakan sebelumnya. Program PELITA berhasil mengubah secara positif minat membaca melalui kegiatan guru membacakan nyaring, kegiatan membaca berkelompok, kegiatan virtual reality dan kegiatan kreatif serta memberikan pengalaman yang berbeda layaknya peserta didik sedang berpetualang
Indonesian Language Learning In Elementary School: Building Gender Awareness For 3rd Grade Students Dinaryanti, Dina; Apriliya, Seni; Nursofa, Risma; Rahmi, Hestika Asri; Nugraha, Mia Uswa; Purnamawati, Eva
Indonesian Journal of Primary Education Vol 8, No 1 (2024): Indonesian Journal of Primary Education : June 2024
Publisher : Universitas Pendidikan Indonesia (UPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijpe.v8i1.70194

Abstract

This research was conducted to provide insight into gender awareness in education. Particularly in the context of Indonesian language learning in primary schools. Through investigating the perspectives of parents, teachers and students as well as the practice of learning Indonesian in the classroom using non-discriminatory materials and learning environments without gender boundaries, this research seeks to contribute to building a more inclusive gender awareness in the educational environment. Survey, interview and observation methods of parents, teachers and grade 3 students were used to provide a comprehensive view of the understanding of gender awareness. The results show that although there is support for the concept of gender equality, parents' and teachers' understanding is still limited. Teachers do not fully understand the importance of gender awareness in learning. This issue is seen as not affecting inclusive learning. In fact, gender awareness is one part of it and teachers have a major role in building this perspective. Synergy is needed to improve parents', teachers' and students' understanding of gender issues in education. Teacher training and professional development, integration of gender equality values in the curriculum, and inclusive education for students can be the next steps to strengthen gender equality in education. Thus, this research provides new insights and contributions to advance gender awareness as a form of creating an inclusive learning environment, especially in primary schools.
PENGEMBANGAN MEDIA PEMBELAJARAN IPA DENGAN ANIMAKER TEMA EKOSISTEM SAWAH DAN KOLAM DI KELAS 5 SEKOLAH DASAR Sarah Fauziah; Sofi Mutiara Insani; Lutfi Nur; Elan; Seni Apriliya
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 9 No. 2 (2024): Volume 09 No. 2 Juni 2024
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v9i2.15706

Abstract

This research is motivated by the inability of students to think critically due to the use of learning media that is still simple. The solution to this problem is to develop learning media that is more interesting and easy to understand. The use of Animaker learning media aims to improve students' critical thinking and communication skills. The media to be used is Animaker software, an animation video creation platform designed to develop learning materials that are more interesting and easily understood by students. In addition, Animaker can be an alternative for educators in delivering material and facilitating the learning process. The learning media designed raised the theme of Rice Field and Pond Ecosystems for science subjects in grade 5 SDN 2 Sukamenak. The research method used is Educational Design Research (EDR), or educational design research that involves a cycle of analysis, design, development, evaluation, and revision. The results showed that the use of Animaker media helped students to develop themselves, become more active and creative, and more focused in understanding learning materials, so that learning became more effective and fun.
Analisis gaya belajar dalam konteks diferensiasi pembelajaran menulis Elis Mulyati; Dian Indihadi; Seni Apriliya
DWIJA CENDEKIA: Jurnal Riset Pedagogik Vol 8, No 2 (2024): September 2024
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jdc.v8i2.87556

Abstract

Peserta didik mempunyai gaya belajar yang unik sehingga guru harus merancang pembelajaran yang berbeda. Penelitian ini dilakukan dengan tujuan untuk mendeskripsikan analisis proses dan hasil pembelajaran berbasis gaya belajar dalam konteks diferensiasi pembelajaran menulis. Penelitian ini menggunakan penelitian kualitatif dengan jenis studi kasus. Penelitian studi kasus ini melibatkan seluruh peserta didik kelas IV Sekolah Dasar di 5 Kecamatan di Kota Tasikmalaya dengan jumlah 100 peserta didik. Sampel diambil dengan Teknik purposive sampling. Teknik pengumpulan data berupa wawancara, angket gaya belajar, dan studi dokumentasi. Temuan penelitian mengungkapkan bahwa: (1) pelaksanaan pembelajaran gaya belajar peserta didik dalam konteks diferensiasi pembelajaran menulis di Kelas IV Sekolah Dasar menghasilkan rerata skor yang berkategori baik yang ditandai dengan terpenuhi dan terlaksanakannya proses pembelajaran secara runtut diawali persiapan pembelajaran sampai dengan proses penutupan pembelajaran di kelas; dan (3) penilaian dan hasil pembelajaran gaya belajar peserta didik dalam konteks diferensiasi pembelajaran menulis di Kelas IV Sekolah Dasar menghasilkan rerata skor yang berkategori baik yang ditandai dengan terpenuhinya persiapan penilaian sampai dengan pelaksanaan tindak lanjut terhadap pengetahuan peserta didik. Maka, dapat disimpulkan bahwa pelaksanaan pembelajaran dan penilaian hasil pembelajaran gaya belajar peserta didik dalam konteks diferensiasi pembelajaran menulis di Kelas IV Sekolah Dasar menghasilkan rerata skor yang berkategori baik. Learning style analysis in the context of writing learning differentiation Abstract: Learners have unique learning styles so that teachers must design differentiated learning. This study was conducted with the aim of describing the analysis of learning style-based learning processes and outcomes in the context of writing learning differentiation. This research uses qualitative research with the type of case study. This case study research involved all fourth grade students of elementary schools in 5 sub-districts in Tasikmalaya City with a total of 100 students. The sample was taken with purposive sampling technique. Data collection techniques were interviews, learning style questionnaires, and documentation studies. The research findings revealed that: (1) the implementation of learning styles of learners in the context of differentiation of writing learning in Class IV elementary schools produces an average score that is categorized as good which is characterized by the fulfillment and implementation of the learning process coherently starting from the preparation of learning to the closing process of learning in the classroom; and (3) assessment and learning outcomes of learning styles of learners in the context of differentiation of writing learning in Class IV elementary schools produces an average score that is categorized as good which is characterized by the fulfillment of the preparation of assessment to the implementation of follow-up on the knowledge of learners. So, it can be concluded that the implementation of learning and assessment of learning outcomes of learning styles of learners in the context of differentiation of writing learning in Class IV Elementary School produces an average score that is categorized as good.
How are Critical Thinking Skills on Indonesian Language Learning on AKM Literacy Based? Nugraha, Mia Uswa; Apriliya, Seni; Nursofa, Risma; Dinaryanti, Dina; Purnamawati, Eva; Rahmi, Hestika Asri
Indonesian Journal of Primary Education Vol 8, No 2 (2024): Indonesian Journal of Primary Education : December 2024 (In Press)
Publisher : Universitas Pendidikan Indonesia (UPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijpe.v8i2.70258

Abstract

Critical thinking skills are needed by students in Indonesian language learning in elementary schools as a provision in solving problems in their lives later. This study aims to provide knowledge to educators and other researchers about the current conditions related to critical thinking skills possessed by grade VI students in elementary schools in Indonesian language learning in terms of assessment instruments adapted from AKM literacy questions. This study uses a quantitative design used to measure the extent of critical thinking skills in the form of literacy test questions adapted from AKM questions and then modified so that they contain indicators of critical thinking skills and indicators of AKM literacy questions. And qualitative design to process data from ethnographic studies through analysis of interviews and observations used to explore the causes of low critical thinking skills. The results showed that critical thinking skills in grade VI students were still in sufficient criteria. Of the six FRISCO critical thinking skills indicators, only the focus, inference, and sittuation indicators are included in the good criteria and the reason, clarity, and overview indicators are still included in the sufficient criteria, so that the final average of the six critical thinking skills indicators is included in the sufficient criteria. This is due to students reading the question no matter what. This is because students read the questions incompletely so that they do not understand the questions asked. The length of the reading contained in the story causes learners to find it difficult to find information that is really important. Learners only focus on the first sentence in each paragraph with the aim that the question can be done quickly. Therefore, it is necessary to familiarize Indonesian language learning using assessment instruments based on AKM literacy questions so that students are accustomed to thinking critically.
Co-Authors Aan Kusdiana Agnestasia Ramadhani Putri Ahmad Mulyadiprana Ahmad Yuniar Aji Mustajin Akhmad Nugraha Alwini, Selin Nadia Amelia, Nisa Aminah, Afiqa Aulia Ana Anggi Anggraini Anggie Lestari Ani Agustini Ani Hanipah Ani Robiatul Alawiyah Anindya, Arini Anis Nurjannah Annisa Srimaryanti Asep Nuryadin Atie Mujiarti Ayi Badruzaman Azzahra, Syifa Azzahra, Yesi Babu M, Shameer Berliana Frysca Amelia Bhekti Wahyuningsih Cahyana, Cahyana Cyntia C Cyntia Cyntia Dadang S Anshori Darisman, Tendi Dea Sukmawati Dede Iskandar, Dede Denovi Luthfiyani Dewi Febrianita Br Ginting Dewi, Annisa Anita Dian Indihadi Dina Dinaryanti Dina Dinaryanti Dinaryanti, Dina Dindin Abdul Muiz Lidinillah Dini Nur'andini Diniar Martiana Diniar Diyan Suprapti Dwi Alia Dwi Alia DWI ALIA, DWI E Kosasih E Kosasih Eis Masfiroh Eka Nurjamilah Elan Elan Elin Marlina Elis Mulyati Ema Astri Muliasari Engken Nurhalimah Enung Siti Nurjanah Epon Nur'aeni Epon Nur’aeni Erwin Saputra Eva Andriyani Eva Purnamawati Eva Purnamawati Fauzi Gusman Fitri Nur Yanti Ghullam Hamdu Gustini, Wantu Hani Hanifah Hanum, Iklima Lutfiah Hartini, Yanti Hestika Asri Rahmi Hidayat, Syarip Hilda Luthfiyah Hodidjah Hodidjah Hodidjah Hodidjah Hodidjah Hodidjah Hodidjah, Hodidjah Ilmi Azhar Purnama Inna Meilinda Intan Famela Jihan Sarah Irianti Karinta Utami Karlimah Karlimah Khairunnisa, Pathin Haifa Kholifah, Umul kulsum sumiarsih Latifa, Tiar Rizqi Lela Santikasari Luky Adrianto Lutfi Nur Manalu, Masrina Adelia Masrina Adelia Manalu Maulidhia, Qikha Ma’arif, Robi Syamsul Mia Uswa Nugraha Mia Uswa Nugraha Mimin Rasmiati Muhammad Farhan Giadisa Muhammad Feri Muhammad Rijal Wahid Muharram Mulkan Azijul Haq Mulyana, Edi Hendri Muslihin, Heri Yusuf Nailiah, Indah Mafazatin Nani Susilawati Niken Puji Astuti Nova Yunita Nugraha, Mia Uswa Nur'aini Nur'aini Nur, Lutfi nurmala, Mela Nursofa, Risma Nurul Fajriyah, Herviani Nurussaadah, Thiani Nurzaman, Istikhoroh Oyon Haki Pranata Permana, Ai Triyaningsih Lina Pidi Mohamad Setiadi Purnamawati, Eva Raden Mohamad Herdian Bhakti Radliya, Nizar Rabbi Rahmad Nuthihar Rahmawati, Elfa Rahmi, Hestika Asri Rani Nuraeni Rani Nuraeni Respati, Resa Resti Amelia Restu Nana Irawan Rezaningrum Rezaningrum Ricca Pandu Kusuma Dewi Rina Suprihatin Risma Nursofa Rizki Siddiq Nugraha Rizky Pramudyas Ratri K Rizqi Abdul Majid Rizqi Latifa, Tiar Robi Kuswara Rosa Rahmawati Rosmawati , Erma Saadah, Endah Sadjaruddin Nurdin Saeful, Rachmawati Santo Santoso Saputra, Erwin Rahayu Sarah Fauziah Septarina, Osanita Sima Mulyadi, Sima Sipa, Padilatul Sisi Rahmatilah Siti Putri Indriani Siti Yuhanida Kurnia Sofi Mutiara Insani Sri Dewi Rahayu Sri Noviyanti Lestari Srimaryanti, Annisa Suryati, Elis Susy Febriya Syarifatunnisa, Ayu Syarip Hidayat Syarip Hidayat Temmy Renaldi Setia Bakti Tesa Esti Rahayu Tita Kusmaya Vera Dewi, Agustin Veronicha, Riza Kharisma Vismania S. Damaianti, Vismania S. Weni Nuraeni Wili Karlina Ruhyati Wita Siti Mahmudah Yajid Nur Salim Yeyen Nurjanah Yulia, Raida Yuliandini, Tisya Annisa Yulianeta Yusuf Muslihin, Heri Yusuf Suryana Zahra, Fia Shofia Zakiyyah, Tria Ramdhaniyah