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All Journal Journal of Development Research Pendas : Jurnah Ilmiah Pendidikan Dasar Edukasi Islami: Jurnal Pendidikan Islam AIJER: Algazali International Journal Of Educational Research Cakrawala Indonesia Society: Jurnal Pengabdian Masyarakat IPTEK: Jurnal Hasil Pengabdian kepada Masyarakat Jurnal Guru Pencerah Semesta (JGPS) Jurnal Pengabdian Masyarakat Wistara: Jurnal Pendidikan Bahasa dan Sastra ISOLEK: Jurnal Pendidikan, Pengajaran, Bahasa, dan Sastra AUFKLARUNG: Jurnal Kajian Bahasa, Sastra Indonesia, dan Pembelajarannya
Ulviani, Maria
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Agriculture, Biological Sciences & Forestry Arts Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Economics, Econometrics & Finance Education Electrical & Electronics Engineering Health Professions Languange, Linguistic, Communication & Media Public Health Social Sciences Other

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Pembelajaran Berbasis Kritik Sastra untuk Mengembangkan Kemampuan Interpretatif Siswa di SMP Unismuh Makassar Ulviani, Maria; Rimang, Siti Suwadah; Haslinda, Haslinda; Kemala, Rosmalina
ISOLEK: Jurnal Pendidikan, Pengajaran, Bahasa, dan Sastra Vol. 4 No. 1 (2026): Isolek: Jurnal Pendidikan, Pengajaran, Bahasa, dan Sastra (Maret 2026)
Publisher : Program Studi Pendidikan Bahasa dan Sastra Indonesia, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Islam Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59638/isolek.v4i1.761

Abstract

This study aims to describe the implementation of literary criticism-based instruction (LCBI) in literature learning and to analyze its effect on students’ interpretative skills at SMP Unismuh Makassar. The research employed a qualitative descriptive approach through a two-cycle classroom action research design involving 28 eighth-grade students selected purposively. Data were collected through observation, interviews, field notes, and document analysis, and analyzed interactively using data reduction, display, and conclusion drawing. The findings revealed that LCBI significantly improved students’ interpretative ability, as indicated by the increase in the average score from 63.4 in the pre-cycle to 85.3 in the second cycle. Improvements were evident in students’ abilities to interpret implicit meanings, analyze structure and style, and construct logical interpretative arguments. Moreover, the approach fostered active participation, confidence, and reflective engagement with literary texts. It can be concluded that literary criticism-based instruction effectively enhances students’ interpretative and critical thinking skills while offering a humanistic, reflective, and contextual model for literature learning in secondary education.
Co-Authors Abdul Fattah Abdul Kadir Abdul Munir Abdul Wahid Agus, M Akbar Aba Aliem Bahri, Aliem Amal Akbar Amirah, Amirah Andi Adam, Andi Anin Asnidar, Anin Anzar Anzar Arisa Arisa, Arisa Azmat Sadik, Aulia Fatimah Hafid, Hilda Haslinda Haslinda, Haslinda Hilda Hafid Husnah, Asmaul Ika Zulfika Kemala, Rosmalina Lutfiyanti, Fadilah Muhammad Dahlan Muthahharah, St Natsir, Miftahuljannah Noviana, Nina Nur Rahmi R., Mantasiah Rahmadani Syarif, Sri Rahmadani, Suci Indah Rimang, St. Suwadah Rosdiana Rosdiana Rosmalina Kemala Siti Suwadah Rimang, Siti Suwadah Suhasti, Tasyah Arsita Sulvahrul Amin Sumarni Syukroni, Besse Tahir, Siti Rahma Wahyu Ningsih