Articles
<![CDATA[Pengembangan Bahan Ajar Teks Eksposisi Berbasis Tunjuk Ajar Melayu ]]>
<![CDATA[Mukhlis, Muhammad]]>;
<![CDATA[Asnawi, Asnawi]]>;
<![CDATA[Rasdana, Oki]]>
<![CDATA[ Jurnal Sastra Indonesia Vol 9 No 2 (2020): July ]]>
Publisher : <![CDATA[Jurusan Bahasa dan Sastra Indonesia Universitas Negeri Semarang ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.15294/jsi.v9i2.39120
<![CDATA[Penelitian ini bertujuan untuk memberikan pembelajaran melalui kearifan lokal dalam bahan ajar dengan harapan guru di daerah mengetahui dan memahami bahwa daerahnya memiliki nilai-nilai kehidupan yang bisa dimuat dalam pembelajaran di sekolah. Siswa pun mengetahui sebagai putra-putri daerah yang akan mewarisi segala nilai tersebut sebagai bentuk pewarisan budaya agar tidak menjadi sebatas cerita nantinya. Metode yang digunakan Research and Development model Hanafin dan Peck. Teknik pengumpulan data menggunakan observasi, angket, dan dokumentasi. Teknik analisis data yang digunakan teknik analisis deskripsi. Hasil dari penelitian ini berupa bahan ajar dengan muatan tunjuk ajar Melayu yang layak digunakan dengan nilai rata-rata 4,29 dan 85,71% dari ahli materi serta nilai rata-rata 4,00 dan 80,00% dari ahli media. Dengan demikian didapatkan bahwa bahan ajar layak untuk digunakan dengan kategori baik sekali. This study aims to provide learning through local wisdom in teaching materials with the hope that teachers in the area know and understand that their area has life values ​​that can be contained in learning in schools. Students also know as the sons and daughters of the region who will inherit all these values ​​as a form of cultural inheritance so that they do not become limited to the story later. The method used by the Research and Development model is Hanafin and Peck. Data collection techniques using observation, questionnaires, and documentation. The data analysis technique used is the description analysis technique. The results of this study are in the form of teaching materials with a proper teaching point of Malay use with an average value of 4.29 and 85.71% from material experts and an average value of 4.00 and 80.00% from media experts. Thus it was found that teaching materials are suitable for use with excellent categories.]]>
<![CDATA[Analisis Rubrik Penilaian Biografi pada RPP Bahasa Indonesia ]]>
<![CDATA[Muhammad, Khairani]]>;
<![CDATA[Mukhlis, Muhammad]]>
<![CDATA[ J-LELC: Journal of Language Education, Linguistics, and Culture Vol. 1 No. 1 (2021): J-LELC: Journal of Language Education, Linguistics, and Culture ]]>
Publisher : <![CDATA[UIR PRESS ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (646.73 KB)
|
DOI: 10.25299/j-lelc.2021.6192
<![CDATA[This research is motivated by the number of teachers at SMA N 3 Mandau who made assessment rubrics. The problems studied in this study are: How is the analytical biographical assessment rubric in Indonesian RPP class X semester 2 of 2019/2020 SMA N 3 Mandau? What is the biographical holistic assessment rubric in Indonesian RPP class X semester 2 of 2019/2020 SMA Negeri 3 Mandau? The purpose of this study was to determine the rubric of biographical analytic assessment in Indonesian RPP class X semester 2 of 2019/2020 SMA Negeri 3 Mandau. To find out the biographical holistic assessment rubric in Indonesian RPP class X semester 2 of 2019/2020 SMA Negeri 3 Mandau. The research method used is the method of content analysis (Content Analysis). The research approach carried out by the author uses a qualitative research approach. The data collection technique in this research is documentation technique. The results of the research are the analytical rubric that the author obtained from the Indonesian RPP, which amounted to 6 data, not in accordance with the stages of designing a rubric which consists of 4 components, namely the criteria component, the weight component, the performance level component, and the score component. The holistic rubric that the author obtained from the Indonesian RPP consists of 4 data which are in accordance with the stages of designing a holistic rubric which consists of 2 components, namely the description component and the score component.]]>
<![CDATA[Gaya Belajar Siswa Autis di Sekolah Luar Biasa Negeri Pembina Pekanbaru ]]>
<![CDATA[Yolanda, Windy]]>;
<![CDATA[Mukhlis, Muhammad]]>
<![CDATA[ J-LELC: Journal of Language Education, Linguistics, and Culture Vol. 1 No. 3 (2021): J-LELC: Journal of Language Education, Linguistics, and Culture ]]>
Publisher : <![CDATA[UIR PRESS ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (183.766 KB)
|
DOI: 10.25299/j-lelc.2021.7768
<![CDATA[Autistic students at Pekanbaru Pembina State SLB have their own uniqueness in learning. They have a learning style that is different from other normal children. Especially in SLB Negeri Pembina Pekanbaru. The dominant learning style in autistic children is memorizing the information as it is (rote learner), memorizing the sentence as a whole (gestalt learner), even some who quickly understand the information when given visual learner assistance. Based on this, the authors raised the issue of research regarding Learning Style of Autistic Students in Learning Indonesian Language at Extraordinary Schools (SLB) of Pembina Pekanbaru. This study uses a descriptive method with a quantitative approach. Data were collected using tests from Lakshita's learning style theory (2010). The population in this study were all autistic persons who sat in class VI of the Pembina Negeri Pembina Pekanbaru, amounting to 20 people. The sample used is purposive sampling or purposive sampling. The sample in this study amounted to five autistic children from the VIA and VIB classes. The results of the study found that the learning style of autistic students in Pekanbaru Pembina Negeri Extraordinary Schools tended to use visual learner learning styles. This is based on research findings, the learning style that has the highest value is the visual learning style with an average value of 80% (good). After that followed the Gestalt Learner learning style with an average value of 77% and continued with the learner rote learning style with an average value of 75%. The findings in this study are: First, for the visual learning style of autistic children, it is better to read stories with picture media. They better capture the contents of the reading if helped with pictures. Second, for the Gestalt learner learning style, autistic children tend to memorize sentences in their entirety without understanding the meaning of the word per word contained in the sentence. Third, for the learner rote learning style, autistic children tend to memorize information as it is, without understanding the meaning of the symbols they memorize it. Autistic children prefer lessons that use teaching aids such as pictures, photos, picture books, and posters to attract their learning interest]]>
<![CDATA[Hambatan Guru Bahasa Indonesia dalam Pelaksanaan Pembelajaran pada Masa Pandemi di SMPN 01 Siak Hulu ]]>
<![CDATA[Nita, Adha April]]>;
<![CDATA[Mukhlis, Muhammad]]>
<![CDATA[ J-LELC: Journal of Language Education, Linguistics, and Culture Vol. 1 No. 3 (2021): J-LELC: Journal of Language Education, Linguistics, and Culture ]]>
Publisher : <![CDATA[UIR PRESS ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (241.494 KB)
|
DOI: 10.25299/j-lelc.2021.7975
<![CDATA[This research is entitled Barriers of Indonesian Language Teachers to the Implementation of Learning Stages During the Pandemic Period at SMPN 01 Siak Hulu. This study uses a qualitative research design that aims to describe the obstacles Indonesian language teachers have in implementing the learning stages during the pandemic at SMPN 01 Siak Hulu. The subject of this research is the Indonesian language teacher. The object of this research is the teacher's problem in implementing the stages of Indonesian language learning, namely Initial Activities, Core Activities, and Closing Activities. The data collection method used, namely the interview and documentation method. The problem in the implementation of learning is that in the preliminary activities the teacher does not carry out context building activities for students. The results obtained in the initial activities of teachers are still constrained in providing motivation, one of which is communication. In the core learning activities, the teacher does not use the media as a tool in the implementation of learning, and the stages of scientific learning are not carried out properly. The problem at the end of the learning activity is that the teacher does not evaluate directly after the lesson ends. Suggestions that can be given in this study are that teachers are expected to increase their knowledge and abilities in implementing learning systems, both face-to-face and online learning systems or using available applications.]]>
<![CDATA[Level Kognitif Taksonomi Bloom pada Soal Mata Pelajaran Bahasa Indonesia ]]>
<![CDATA[Cressa, Jerri]]>;
<![CDATA[Mukhlis, Muhammad]]>
<![CDATA[ J-LELC: Journal of Language Education, Linguistics, and Culture Vol. 3 No. 1 (2023): J-LELC: Journal of Language Education, Linguistics, and Culture ]]>
Publisher : <![CDATA[UIR Press ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.25299/j-lelc.2023.12094
<![CDATA[This study aims to determine the percentage of the cognitive level of Bloom's Taxonomy in the even semester final exam questions for class X Indonesian at SMKN 2 Pekanbaru with a total of 50 multiple choice questions. This type of research uses a qualitative approach with descriptive methods, in which the results of the research will be described, analyzed, interpreted, and concluded. Data collection techniques used are documentation techniques, and hermeneutic. The data analysis technique used is content analysis. The results showed that the percentage for level 1 (knowledge and understanding) or LOTS percentage found was 56% with the cognitive remembering (C1) category of 16%, and understanding (C2) of 40%. Furthermore, level 2 (application) or MOTS percentage found is 6% with the cognitive category of applying (C3) of 6%. While level 3 (application) or HOTS percentage found was 38% with the category of cognitive analyzing (C4) of 36%, evaluating (C5) of 2%, but no level questions were found in the cognitive category of creating (C6).]]>
<![CDATA[Higher Order Thinking Skills pada Soal Asesmen Kompetensi Minimum Literasi Membaca Siswa ]]>
<![CDATA[Nurzannati, Cici]]>;
<![CDATA[Mukhlis, Muhammad]]>
<![CDATA[ Jurnal Sastra Indonesia Vol 11 No 3 (2022): November ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.15294/jsi.v11i3.59592
<![CDATA[Penelitian ini bertujuan untuk mendeskripsikan hasil dari analisis Higher Order Thinking Skills (HOTS) yang terdapat pada soal asesmen kompetensi minimum literasi membaca di SMK Negeri 3 Pekanbaru. Soal AKM yang dianalisis berjumlah 47 butir soal. Teknik pengumpulan data yang digunakan penulis dalam penilitian ini adalah studi dokumentasi. Berdasarkan dari hasil analisis yang telah dilakukan menunjukkan adanya level HOTS yang ditemukan pada soal AKM ialah level mencipta (C6), mengevaluasi (C5), dan menganalisis (C4). Berdasarkan tabel instrument 1 diperoleh hasil, dari 20 butir soal AKM 10 diantaranya merupakan soal yang berkategori HOTS. Selanjutnya, tabel instrument 2 terdapat 27 butir soal AKM yang 12 diantaranya berkategori HOTS.]]>
<![CDATA[Pengembangan Bahan Ajar Menulis Teks Narasi Berbasis Local Wisdom bagi Siswa Sekolah Menengah ]]>
<![CDATA[Alber, Alber]]>;
<![CDATA[Mukhlis, Muhammad]]>;
<![CDATA[Hermaliza, Hermaliza]]>;
<![CDATA[Gadink, Muhammad]]>;
<![CDATA[Widyawati, Kiki]]>
<![CDATA[ Jurnal Sastra Indonesia Vol 12 No 2 (2023): Juli ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.15294/jsi.v12i2.70488
<![CDATA[Di Riau, khususnya di tingkat sekolah menengah, baik SMP maupun SMA, bahan ajar yang digunakan guru mata pelajaran Bahasa Indonesia masih memiliki kelemahan. Di antara kelemahan tersebut adalah guru belum mampu mendekatkan dan mengenalkan kearifan lokal kepada siswa mereka. Banyak materi pelajaran Bahasa Indonesia yang menekankan budaya lain, bahkan budaya Barat. Pembelajaran bahasa Indonesia seharusnya berfokus pada kearifan lokal bukan hanya untuk memperoleh pengetahuan sistemik. Teks narasi atau cerita rakyat dapat menjadi salah satu budaya atau kearifan lokal yang dapat dimasukkan ke dalam bahan ajar sekolah menegah di Riau. Berdasarkan fenomena tersebut, peneliti harus membuat materi pembelajaran teks narasi yang berbasis kearifan lokal untuk siswa sekolah menengah. Penelitian ini menggunakan metode penelitian pengembangan (R&D). Jenis penelitian ini adalah penelitian pengembangan dengan menggunakan Model ADDIE. Model ini merupakan kerangka kerja yang paling sering digunakan dalam penelitian Instructional Design. Model ADDIE memiliki lima tahap yaitu analysis, design, development, implementation, dan evaluation. Data penelitian diperoleh dari responden dengan Instrumen pengumpulan data terdiri dari lembar validasi ahli materi, ahli praktisi, dan ahli media. Hasil penelitian dan pembahasan disimpulkan bahwa pengembangan bahan ajar menulis teks narasi berbasis local wisdom bagi siswa sekolah menengah dapat digunakan dalam pembelajaran menulis teks narasi dengan kriteria sangat valid. Hal tersebut dapat dilihat dari rata-rata tiga ahli validator yakni validator bahasa dengan rata-rata persentase 88%, validator materi 89%, dan validator media 88, 3%. Berdasarkan pengumpulan data dari ketiga ahli tersbut diperoleh persentase rata-rata sebesar 88,4 % dengan interval sangat valid.]]>
<![CDATA[Muatan Higher Order Thinking Skills Pada Buku Teks Cerdas Cergas Berbahasa dan Bersastra Indonesia SMA/SMK Kelas X terbitan Kemdikbud ]]>
<![CDATA[Rohimakumullah, M. Arsyat]]>;
<![CDATA[Mukhlis, Muhammad]]>
<![CDATA[ Sajak: Jurnal Penelitian dan Pengabdian Sastra, Bahasa, dan Pendidikan Vol. 3 No. 1 (2024): Februari 2024 ]]>
Publisher : <![CDATA[UIR Press ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.25299/s.v3i1.10923
<![CDATA[21st century education provides a big challenge for students to have critical and creative thinking skills. One of the skills needed is higher order thinking skills. This study aims to determine and explain the content of Higher Order Thinking Skills in the Smart Cergas Textbook in Indonesian Language and Literature SMA/SMK Class X. The research method used is a descriptive method of content analysis with a qualitative approach. Data collection techniques used in this research are documentation, note, write, conclude. Data analysis techniques identify, classify, analyze, interpret, conclude. The results showed that HOTS load training was found to be 71% with categories (C4) 23.3%, (C5) 27.1%, and (C6) 20.5%. While the LOTS was found to be 29% in the cognitive aspect of understanding (C2). Based on the results of these calculations, it can be explained that the HOTS content in the Indonesian Language and Literature Smart Textbook for SMA/SMK Class X published by the Ministry of Education and Culture has met the criteria for training content in the HOTS category.]]>
<![CDATA[MUATAN HOTS PADA SOAL UJIAN SEMESTER GANJIL BAHASA INDONESIA DI SEKOLAH MENEGAH KEJURUAN ]]>
<![CDATA[Kurniawan, Budi]]>;
<![CDATA[Mukhlis, Muhammad]]>
<![CDATA[ Sajak: Jurnal Penelitian dan Pengabdian Sastra, Bahasa, dan Pendidikan Vol. 3 No. 1 (2024): Februari 2024 ]]>
Publisher : <![CDATA[UIR Press ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.25299/s.v3i1.10945
<![CDATA[This study aims to find out the percentage of Higher Order Thinking Skills questions in the exam questions using Bloom revsi Taxonomy contained in the odd semester exam questions Indonesian at SMKN 1 Pekanbaru with a total of 50 questions. This type of research uses qualitative research, the method used is content analysis which then the results of the research will be described. The results showed that the percentage of occurrence of lower order thinking skills tends to dominate as much as 54% with the question of the level of understanding C2 is more dominant and then followed by applying C3 and remembering C1. Meanwhile, in the category of questions that develop higher order thinking skills, the percentage obtained is relatively low at 30% almost the average form of C4 level questions, and some levels evaluate C5 but unfortunately there is no finding about the level of creating C6.]]>
<![CDATA[Pengaruh Kedisiplinan dalam Kelas dengan Hasil Belajar Siswa SMP N 1 Kuantan Mudik ]]>
<![CDATA[Idris, Nadia]]>;
<![CDATA[Mukhlis, Muhammad]]>
<![CDATA[ Sajak: Jurnal Penelitian dan Pengabdian Sastra, Bahasa, dan Pendidikan Vol. 2 No. 3 (2023): Oktober 2023 ]]>
Publisher : <![CDATA[UIR Press ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
<![CDATA[The implementation of this research was motivated by the many shortcomings of student discipline in the classroom that affected the learning outcomes of these students in the classroom. The initial step of this research is the distribution of questionnaires to students related to discipline in the classroom and also the comparison with student learning outcomes. Furthermore, students are asked to answer honestly regarding how their activities during Indonesian language learning take place. The results of this research are expected to improve student discipline. Based on the implementation of this study, it can be concluded that based on the significant value of Sig (2-tailed) between discipline in class and with learning outcomes Indonesian grade VIII students is 0.000 < 0.05 which means there is a significant correlation between discipline in class and with learning outcomes Indonesian grade VIII students. Because r count or pearson correlation in this analysis is positive, it means that there is a positive relationship between discipline in class and with learning outcomes Indonesian grade VIII students. The correlation between classroom discipline (X) and Indonesian learning outcomes (Y) is 61.0%. Based on the correlation value interval, the level of influence of discipline in class (X) with learning outcomes Indonesian (Y) is strong, namely in the range of 0.60 – 0.799. Based on the results of hypothesis calculations through the SPSS program, it turns out that Fhitung>Ftabel, which is 68.556> 3.75 thus means that there is a positive and significant influence on the use of discipline in the classroom with student learning outcomes in the midterm exam in grade VIII SMP Negeri 1 Kuantan Mudik.]]>
