Article Per Year (5 Year)
p-Index From 2021 - 2026
7.121
P-Index
This Author published in this journals
All Journal JURNAL KONFIKS IJoLE: International Journal of Language Education Pendas : Jurnah Ilmiah Pendidikan Dasar JURNAL PENDIDIKAN TAMBUSAI JP-BSI (Jurnal Pendidikan Bahasa dan Sastra Indonesia) GERAM (GERAKAN AKTIF MENULIS) Jurnal Onoma: Pendidikan, Bahasa, dan Sastra Jurnal Sastra Indonesia Community Engagement and Emergence Journal (CEEJ) Ideguru: Jurnal Karya Ilmiah Guru JOLLT Journal of Languages and Language Teaching Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI) Journal of Language Education, Linguistics, and Culture Cakrawala: Jurnal Pendidikan Al-Hijr: Journal of Adulearn World Sajak: Jurnal Penelitian dan Pengabdian Sastra, Bahasa, dan Pendidikan Jurnal Pengabdian Masyarakat dan Inovasi Teknologi Alinea: Jurnal Bahasa, Sastra, dan Pengajaran Indonesian Research Journal on Education Lingeduca: Journal of Language and Education Studies
Mukhlis, Muhammad
Unknown Affiliation
Religion Arts Humanities Chemistry Computer Science & IT Economics, Econometrics & Finance Education Energy Engineering Environmental Science Health Professions Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Mechanical Engineering Physics Social Sciences Other

Published : 62 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 62 Documents
Search

 2   3   4   5   6 
Higher Order Thinking Skills pada Soal Akm Literasi Membaca di SMK Pertanian Pekanbaru Sartika, Sartika; Mukhlis, Muhammad
GERAM: Gerakan Aktif Menulis Vol. 11 No. 1 (2023): GERAM: Gerakan Aktif Menulis
Publisher : Program Studi Pendidikan Bahasa dan Sastra Indonesia FKIP Universitas Islam Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25299/geram.2023.vol11(1).12151

Abstract

The aim of this study is to determine and explain Higher Order Thinking Skills (HOTS) in the AKM literacy reading questions for Grade X in the even semester at SMK Negeri Pertanian Pekanbaru in 2021/2022. This is done to assess whether the characteristics of the questions align with the requirements. The research adopts a qualitative approach using content analysis as the method. Data collection techniques employed in this study include documentation, note-taking, writing, and drawing conclusions. The data collected is analyzed using content analysis techniques, involving identification, classification, analysis, and interpretation. The findings of this study reveal that the cognitive level in the AKM literacy reading questions consists of only two levels, namely understanding (C2) and analyzing (C4). Understanding (C2), classified as Lower Order Thinking Skills (LOTS), accounts for 68% of the questions, while analyzing (C4), classified as Higher Order Thinking Skills (HOTS), accounts for only 32%. Based on these calculations, the AKM literacy reading questions at SMK Negeri Pertanian Pekanbaru are still predominantly classified as LOTS, with a percentage of 68%.
Application of the Independent Curriculum in Indonesian Language Learning at SMAN 4 Tapung vina, Tasya Amelia Yoridan; Afandi, Vina Rahma; Yalawa, Yoridan; Mukhlis, Muhammad
Al-Hijr: Journal of Adulearn World Vol. 3 No. 2 (2024)
Publisher : Sekolah Tinggi Agama Islam Al-Hikmah Pariangan Batusangkar, West Sumatra, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55849/alhijr.v3i2.562

Abstract

This study aims to describe the results of the Implementation of the Independent Curriculum in Indonesian Language Learning at SMAN 4 Tapung. The subjects in this study were teachers at SMAN 4 Tapung. The data in this research are primary data and secondary data. There are three data sources in this study. First, Indonesian teacher, second Indonesian teacher, and third Indonesian teacher. The instrument of this research is joint research. The results of this study are twelve. First, the teacher has implemented the independent curriculum in Indonesian language learning. Second, the implementation of the independent curriculum brings positive changes to student behavior. Third, the learning materials for the independent curriculum are better than before. Fourth, the teacher makes students apply P5 (projects, strengthening, profiles, students, Pancasila). Fifth, the application of various learning facilities in schools. Sixth, the teacher gives freedom in using learning resources. Seventh, the teacher applies the type of assessment for the national exam, namely AKM. Eighth, implementing socialization in AKM and character surveys. Ninth, exercise freedom in designing learning activities according to the context and needs of students in the independent curriculum. Tenth, preparing lessons in Indonesian made by the teacher in the form of teaching modules. Eleventh, the application of methods and strategies in implementing the independent curriculum teaching modules in Indonesian. Twelfth, the teacher applies a student-centered learning model.
Kemampuan Literasi Membaca Siswa di SMK Pusat Keunggulan Kota Pekanbaru Mukhlis, Muhammad; Asnawi, Asnawi; Afdal, Andristi; Junaidi, Febi
JP-BSI (Jurnal Pendidikan Bahasa dan Sastra Indonesia) Vol 9, No 1 (2024): VOLUME 9 NUMBER 1 MARCH 2024
Publisher : STKIP Singkawang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26737/jp-bsi.v9i1.5297

Abstract

Penelitian ini bertujuan untuk menelaah kemampuan literasi membaca siswa di SMK Pusat Keunggulan Kota Pekanbaru. Melibatkan 294 sampel, penelitian ini menerapkan metode deskriptif kualitatif. Data yang diperoleh dari tes dan wawancara menggambarkan bahwa kemampuan literasi membaca siswa masih berada pada tingkat rendah, dengan nilai rata-rata sebesar 61,34. Rendahnya kemampuan literasi membaca ini menimbulkan tantangan serius, terutama dalam hal mengidentifikasi, menganalisis, dan mensintesis informasi dari berbagai sumber bacaan. Analisis lebih lanjut mengidentifikasi beberapa faktor penyebab, termasuk pengaruh gawai dan teknologi, strategi pembelajaran yang kurang mendukung, dan perbedaan tingkat kecerdasan siswa. Oleh karena itu, solusi konkret diperlukan, termasuk evaluasi mendalam terhadap strategi pembelajaran, penyesuaian metode yang interaktif dan kontekstual, serta peningkatan literasi digital. Pentingnya melibatkan keluarga, komunitas, dan mendukung teknologi yang sesuai diakui sebagai langkah integral untuk menciptakan lingkungan holistik yang mendukung perkembangan literasi membaca siswa di SMK Pusat Keunggulan Kota Pekanbaru. Dengan merancang upaya yang terkoordinasi, diharapkan dapat memberikan kontribusi signifikan dalam peningkatan kemampuan literasi membaca siswa dan menciptakan pengalaman pembelajaran yang lebih bermakna.
Keterampilan Abad 21 pada Buku Teks Bahasa Indonesia pada Kelas 11 Terbitan Kemdikbud Susanti, Pitri; Mukhlis, Muhammad
Cakrawala: Jurnal Pendidikan Special Issue: Pedagogy in Indonesia
Publisher : Universitas Pancasakti Tegal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24905/cakrawala.vi0.356

Abstract

Era abad 21 tidak sama dengan abad sebelumnya, utamanya perihal teknologi yang begitu mutakhir,oleh sebab teknologi mutakhir itu aneka macam informasi bisa dengan mudah dan cepat dapat jangkau yang tidak mengenal tempat dan waktu.Beragam keterampilan abad 21 diperlukan supaya tak ketinggalan oleh perkembangan pesat teknologi dan pengetahuan. Penelitian ini memiliki tujuan yakni mengetahui dan mendeskripsikan Keterampilan Abad 21 Buku Teks Bahasa Indonesia Pada Kelas 11 Terbitan Kemdikbud. peneliti memakai pendekatan campuran antara kualitatif dan kuantitatif atau mixed methods serta memakai metode analisis isi/konten. Hasil penelitian ini menunjukkan bahwa dalam buku Teks Bahasa Indonesia Pada Kelas 11 Terbitan Kemdikbud untuk siswa SMA/SMK Kelas XI. Buku Teks ini berjudul “Cerdas Cergas Berbahasa dan Bersastra Indonesia SMA/SMK Kelas XI” telah memuat keterampilan abad 21 yaitu keterampilan berpikir kreatif, berpikir kritis dan pemecahan masalah, berkomunikasi, dan berkolaborasi, yang tersebar dalam setiap kegiatan pembelajaran. Jumlah keseluruhan muatan keterampilan abad 21 berjumlah sebanyak 148 muatan dengan keterampilan yang paling banyak yaitu keterampilan berkolaborasi dengan jumlah 53 muatan (35,8%).Hal ini bahwa buku teks menyediakan area yang besar untuk siswa dalam upaya pengembangan keterampilan berpikir kreatif, kritis dan inivatif, kolaboratif dan komunikatif. Keteramplan-keterampilan itu dicita-citakan akan menolong siswa dalam mengarungi masa depan
Asesmen Kompetensi Minimum Literasi Membaca Siswa SDN 114 Pekanbaru maharani, April; Mukhlis, Muhammad
Cakrawala: Jurnal Pendidikan Vol. 17 No. 1 (2023)
Publisher : Universitas Pancasakti Tegal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24905/cakrawala.v17i1.375

Abstract

Setiap orang harus memiliki kemampuan membaca dan harus dipelajari sejak dini. Meskipun setiap siswa mempuyai kemampuan membaca yang berbeda. AKM bisa dipakai dalam menilai kemampuan membaca mereka. Tujuan dari penelitian ini yaitu untuk menilai kemampuan membaca peserta didik kelas V. Pada penelitian ini memilih kualitatif deskriptif dan lokasi penelitian di SDN 114 Pekanbaru. Adapun metode yang dipilih yaitu studi kasus di mana penelitian ini berfungsi mengungkapkan kemampuan AKM Literasi Membaca pada Siswa SD. Subjek pada penelitian ini ialah 20 orang peserta didik kelas V SDN 114 yang mengikuti tes AKM Literasi Membaca. Dalam penyelesaian soal literasi AKM, peserta didik dapat menggunakan strategi yang efektif, yaitu dengan menyelesaikan terlebih dahulu soal yang mudah. Hasil penelitian membuktikan untuk kemampuan literasi membaca siswa dikategorikan berdasarkan presentase skor nilai benar dalam soal. Kategori tersebut dibagi menjadi empat, yaitu baik sekali, baik, cukup, dan kurang. Dari penelitian yang dilakukan, terdapat 3 siswa dengan presentase 15% masuk dalam tingkat baik sekali, 13 siswa dengan presentase 65% masuk ke dalam tingkat cukup, dan 4 siswa dengan presentase 20% masuk ke dalam kategori kurang. Penelitian ini memberikan gambaran tentang kemampuan literasi membaca peserta didik dan bisa dipakai dalam bahan evaluasi untuk meningkatkan kualitas belajar-mengajar.
Higher Order Thinking Skills in Reading Literacy Questions at Vocational High Schools in Indonesia Mukhlis, Muhammad; Suwandi, Sarwiji; Rohmadi, Muhammad; Setiawan, Budhi
International Journal of Language Education Vol. 7, No. 4, 2023
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijole.v7i4.37603

Abstract

This research is motivated by the demands of every student to have high-level thinking skills or known as HOTS. This ability can be known if the instrument used is classified as a question that requires high-level thinking skills. The purpose of this study was to analyze the fulfillment and percentage of indicators of high-level thinking skills in the minimum competency assessment of reading literacy at SMK Negeri Pekanbaru city. This research is qualitative research using a content analysis method. Data were collected using documentation techniques in the form of reading literacy questions obtained from teachers of Vocational High Schools throughout Pekanbaru City. The results showed that the AKM instrument was reading literacy with 79% HOTS category and 21% non-HOTS questions. In general, the question instructions have led to HOTS questions. The instrument contains dimensions that measure critical thinking, problem-solving, and creative thinking skills. Another thing that needs to be considered is how the instruments used can be developed using standardized instrument development steps so that the expected results can be recognized as true
The Effect of ChatGPT-Based Project-Based Learning Model and Digital Literacy on News Text Writing Skills Mukhlis, Muhammad
Journal of Languages and Language Teaching Vol 12, No 3 (2024)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i3.11433

Abstract

Through conventional learning, learning news text writing skills is still oriented towards completing tasks given by the teacher. In addition, the teacher's role in learning is more dominant so that students have very little opportunity to explore their abilities. The purpose of this study is to evaluate how project-based learning using ChatGPT and digital literacy affect students' learning outcomes related to news text writing skills. Furthermore, this study aims to investigate how digital literacy and the ChatGPT-based project-based learning model interact to influence news text writing skills. This study, which used an experimental design with an independent samples test and an ANOVA 2-way analysis, demonstrates that using the ChatGPT-based project-based learning model greatly enhances the capacity to produce news articles. The tcount value of 4.025 > ttable 1.672 and the sig value of 0.000 < 0.05, which indicate that Ha is accepted, support this. However, with the value of Fo(P*L) 0.248 and sig value 0.621 > 0.05, indicating that Ha is rejected, there is no interaction between the ChatGPT-based project-based learning model and digital literacy in influencing the capacity to create news material. The results of this test provide an assumption that between the ChatGPT-based project-based learning model and digital literacy skills do not jointly influence the learning outcomes of the ability to write news texts. This means that it is necessary to consider various factors that influence student learning success, both in the context of digital literacy and psychological factors that play an important role in the development of news text writing skills. This study adds significantly to our understanding of the efficacy and ramifications of the ChatGPT-based project-based learning model. It also emphasizes the significance of a comprehensive strategy for fostering students' news text writing abilities.
Persepsi Siswa terhadap Pembelajaran Bahasa Indonesia Berdiferensiasi pada Kurikulum Merdeka di SMAN 11 Pekanbaru Shafina, Vira; Mukhlis, Muhammad
Ideguru: Jurnal Karya Ilmiah Guru Vol. 10 No. 1 (2025): January 2025 Edition
Publisher : Dinas Pendidikan, Pemuda dan Olahraga Daerah Istimewa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51169/ideguru.v10i1.1088

Abstract

The aim of this research is to evaluate students' views on specific teaching methods and also the positive influence of teachers in learning Indonesian adapted to the Merdeka Curriculum at SMAN 11 Pekanbaru, Riau Province. This research uses a survey method as a qualitative approach. The instrument used was a questionnaire distributed to students. The research sample consisted of 59 class X students of SMA Negeri 11 in Pekanbaru, Riau Province. Data collected through questionnaires were analyzed descriptively. The research results stated that 76% of students agreed that the teacher had provided direction and guidance in carrying out assignments. Specific strategies in differentiated learning more often use differences in the learning process, and these findings show that students are in line with the view that differentiated Indonesian language learning provides positive benefits to students' cognitive abilities.
Differences in the Implementation of the 2013 Curriculum and the Independent Learning Curriculum at SMAN 3 Siak Hulu Azita, Azita; Ersalianda, Dila; Andri, Mutiara; Mukhlis, Muhammad; Tandon, Meradith
Lingeduca: Journal of Language and Education Studies Vol. 2 No. 2 (2023)
Publisher : Yayasan Pedidikan Islam Daarut Thufulah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55849/lingeduca.v2i2.255

Abstract

Curriculum is a series of plans and rules that include various elements such as objectives, content, methods, and evaluation of learning. The purpose of this study is to describe, analyze, interpret, and conclude the differences in the implementation of the 2013 curriculum and the independent curriculum at SMAN 3 Siak Hulu. The method used in this study is a quantitative method, collecting interview data. The research results obtained are 1) Differences in terms of objectives, the 2013 Curriculum integrates character education into subjects, while the Merdeka Curriculum emphasizes the growth of student character separately through character projects, 2) Strategy/method, the 2013 curriculum has not implemented differentiated learning, while The Merdeka Curriculum gives freedom to teachers to choose learning materials and use strategies that are appropriate to the conditions of their respective educational units, 3) Learning Materials, the 2013 Curriculum has material that is more dense and must be followed coherently, while the Merdeka Curriculum has material that is simpler and the teacher can choose which material will take precedence, 4) In terms of learning time allocation, both the 2013 Curriculum and the Merdeka Curriculum have a similar duration, 5) in terms of evaluation, the Merdeka Curriculum has evaluated the 2013 Curriculum, while the Merdeka Curriculum burdens the teacher in terms of preparation learning tools because it requires better differentiation than the 2013 Curriculum which has not yet done so, 6) Changes in Teacher Mindset and Perception: Implementation of the Independent Curriculum faces obstacles in the form of changes in mindset, perception, and paradigm of thinking of teachers regarding curriculum changes, and 7) The Independent Curriculum emphasizes education character, giving freedom to the teacher in choosing learning materials and strategies, as well as combining holistic assessments.
ASESMEN KOMPETENSI MINIMUM LITERASI MEMBACA SISWA DI SD DAREL HIKMAH Perdana, Putri Mayang; Mukhlis, Muhammad
JURNAL KONFIKS Vol 10, No 2 (2023): KONFIKS
Publisher : LEMBAGA PENELITIAN DAN PENGABDIAN PADA MASYARAKAT

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/konfiks.v10i2.13907

Abstract

AKM merupakan suatu cara untuk mengukur dan menilai pencapaian pada kemampuan membaca peserta didik di seluruh Indonesia dan membandingkan nya dengan standar internasional. AKM dapat juga membantu siswa meningkatkan kemampuan peserta didik dalam membangun rancangan pembelajaran di dalam porses belajar dalam kelas. Hal ini juga sangat berkontribusi dalam meningkatkan kemajuan pendidikan di indonesia. Dalam peneilitan ini penulis menggunakan metode kualitatif dan penulis juga menelaah mengunakan metode studi kasus. Kenapa penulis menggunakan metode studi kasus ? karena studi kasus juga bertujuan untuk mengkaji dan  mengungkap bagaimana kemampuan literasi peserta didik  dengan meneliti situasi dan menelaah kondisi di SD Darel Hikmah pekanbaru. Hasil dari penelitian ini ada tiga level kognitif yaitu 25% peserta didik dapat menentukan informasi 25% peseta didik dan memiliki pemahaman sebesar 20 peserta didik tidak mampu dalam mengevaluasi atau menelaah soal AKM literasi membaca. Hal ini dapat dilihat dari hasil pengerjaan soal AKM literasi membaca. Penelitian ini memberikan gambaran tentang kemampuan literasi membaca peserta didik dan dapat digunakan untuk bahan evaluasi meningkatkan kualitas belajar - mengajar
Co-Authors Ade Qohar Afandi, Vina Rahma Afdal, Andristi Aini Sudirman, Nurul Akbar Al Masjid Alber, Alber Amelia, Desi Putri Andina, Laras Andri, Mutiara Anggeli, Anggeli Anggeli, Nur Ifni Hayatib, Ardila, Della Arni Natalina Br Siburian, Desi Asnawi Asnawi Asnidar Asnidar Astri Wahyuni Auliya, Syalsha Desta Azita, Azita Budhi Setiawan Budi Kurniawan Cahya Bening, Vannesa Cressa, Jerri Destriyana, Destriyana Devi, Sylvia Pratama Dewi, Nadila Putri Kumala Dian Safitri Dina Dellyana Dinita, Riska Putri Diyah Ayu Lestari, Diyah Ayu Dwi Aprilia Erma Aryanti, Ade Erni Erni Ersalianda, Dila Ersalianda, Dilla Fahmi, Dicky Faradiba, Diandra Salsabila Fatikhah, Nur Febi Junaidi, Febi Febrina Dafit, Febrina Gadink, Muhammad Gea, Hilda Enonia Harisa Putri, Winda Hayatun Maharani, Luthfi Heny Kusuma Widyaningrum Hermaliza, Hermaliza Idris, Nadia Juliana, Agnessya Kamarudin Kamarudin Kokom Komariah Latif Latif Lestaria, Beta Lily Oktavia maharani, April Muhammad Rohmadi Muhammad, Khairani Muhayatun, Siti Nasution, Firmansyah Nita, Adha April Novia Purba, Juli Nur laili, Alifah Nur, Hidayatun Nurisra, Hafara Nurul fadillah, Nurul Nurzannati, Cici Octa Hadiyanti, Putri Oki Rasdana Pendri, Apri Perdana, Putri Mayang Piliang, Wilda Srihastuty Handayani Priyadi Priyadi Rahmadika, Della Rahmawati Putri, Devita Rahyu, Sri Reinov Ardi, Veronica Riyanti Riyanti Rizka Amalia Rohimakumullah, M. Arsyat Roziah, Roziah Sapitri, Desrianti SARIFUDIN Sartika Sartika Sarwiji Suwandi Selvia, Nova Shafina, Vira Shomary, Sudirman Siburian, Desi Arni Natalina Br Siregar, Bulan An Nur Sohnui, Suhailee Sri Wahyuni Sudirman, Nurul Aini Sufi Oktaviya, Ayu Sukenti, Desi Sumarlam Sumarlam, Sumarlam Sundari Sundari Susanti, Pitri Sutarsa, I Ketut Tandon, Meradith Taqwanur, Taqwanur Thiyana Luthfi, Dini vina, Tasya Amelia Yoridan Widyawati, Kiki Yalawa, Yoridan Yolanda, Windy Yuliawan, Tri