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All Journal International Journal of Evaluation and Research in Education (IJERE) Jurnal Pendidikan Karakter Cakrawala Pendidikan DIKSI Litera Jurnal Ilmiah WUNY Imaji: Jurnal Seni dan Pendidikan Seni INOTEKS : Jurnal Inovasi Ilmu Pengetahuan, Teknologi, dan Seni LingTera Kajian Linguistik dan Sastra Kamaya: Jurnal Ilmu Agama Edukasi Islami: Jurnal Pendidikan Islam Jurnal Kajian Peradaban Islam Piwulang : Jurnal Pendidikan Bahasa Jawa Jurnal Kajian Peradaban Islam Jurnal Ikadbudi : Jurnal Ilmiah Bahasa, Sastra, dan Budaya Daerah Jurnal Pembelajaran dan Riset Pendidikan

Suwarna Suwarna

Universitas Negeri Yogyakarta

Author-ID : 215882

Religion Arts Humanities Computer Science & IT Education Environmental Science Languange, Linguistic, Communication & Media Public Health Social Sciences Other

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PEMBETULAN KESALAHAN DALAM PENGAjARAN BAHASA KEDUA Suwarna, Suwarna
Cakrawala Pendidikan CAKRAWALA PENDIDIKAN, EDISI 2,1992,TH.XII
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/cp.v2i2.8908

Kaum behavioris memandang kesalahan berbahasamerupakan suatu cela yang harus dihindari dan segeradibetulkan bila kesalahan itu terjadl. Kaum nativis sebaliknya.memandang kesalahan berbahasa merupakan hal yangwajar terjadi dan merupakan bukti adanya proses belajardalam diri pembelajar.Pembetulan kesalahan dalam pembeJajaran bahasai<edua (B2) juga masih sangat bervariasi. Hal ini disebabkandasar teori dan cara pandang terhadap adanya kesalahan berbaha~a tiap-tiap aUran (kaum nativisme dan behaviorisme)berbeda sehingga timbul isu apakah pembetulan kesalahanbenar-benar membantu pemerolehan Bl. Makalah ini berusahamenjawab isu tersebut. Pembetulan kesalahan .akan dapatmembantu pemerolehan B? bila (a) dilakukan secara selektif;(b) tidak perlu ajeg dan sistematis; (e) interaksi merupakanaktivitas instruksional .yang bersifat pembelajaran; (d) terdapatvariasi penggunaan teknik langsung dan tidak langsung;(e) terdapat variasi giliran subjek pembetulan kesalahan; (f)nomor a - e mempertimbangka.n .waktu yang tepat dankemampuan pembelajar.

PEMBELAJARAN ESTETIKA WACANA TUTUR UPACARA PENGANTIN JAWA Suwarna Suwarna
Jurnal Cakrawala Pendidikan No 3 (2008): Cakrawala Pendidikan, November 2008, Th. XXVII, No. 3
Publisher : LPMPP Universitas Negeri Yogyakarta

AbstractThe aesthetic aspect in the Javanese wedding ceremony spoken discourse isvery important and even it can take the place of the semantic aspect. Speakersemphasize more on the former than on the latter. This is the uniqueness of theJavanese wedding ceremony spoken discourse. Such a phenomenon sometimesresults in a controversy between practitioners in the Javanese wedding ceremonyand the audience. This study on the aesthetic aspect in the Javanese weddingceremony spoken discourse was supported by empirical and reflective data. Theanalysis units included sounds, words, phrases, clauses, and sentences. On thebasis of the analysis, it can be concluded that (1) the aesthetic aspect of the Javanesewedding ceremony spoken discourse comprises the phraseology, figures ofspeech, idioms, and aesthetic diction; and ( 2)it shows a communication register.Keywords: aesthetic aspect, Javanese wedding ceremony spoken discourse,empirical and reflective data

STRATEGI PENGAJARAN BAHASA JAWA SEBAGAI BAHASA KEDUA Suwarna Suwarna
Jurnal Cakrawala Pendidikan CAKRAWALA PENDIDIKAN, EDISI 2,1997,TH.XVI
Publisher : LPMPP Universitas Negeri Yogyakarta

Kecendemngan bahasa Jawa sebagai bahasa kedua (82) di kota-kota (Besar) diJawa telah merisaukan para gum bahasa Jawa. Mereka merasa kebingungan untukmemilih strategi yang hams mereka gunakan untuk mengajar bahasa Jaw agar tujuanpengajaran bahasa Jawa berhasil. Sementara di keias mereka juga terdapat pembelajaryang memiliii bak Jawa sebagai 81. Hal demikian memerlnkan solusi allematitAda beberapa strategi untuk pengajaran bahasa Jawa sebagai 82. Antara laindengan slrategi (1) berdasarkan media bahasanya: (a) bahasa Indonesia. (b) bahasaIndonesia - Jawa, dan (c) bahasa Jaw - Indonesia: (2) berdasarkan tipe pengajarannya:yaitu "tormulaic speech" (ujaran terpola) dan "erentive speech" (ujaran beatif: dan (3)berdasarkan benluknya: (a) slrategi metakognitif. (b) strategi kognitif. (c) nrategisosioafektitUntuk memilih strategi yang lcbih tepal, disarankan kepada gum bahasa Jawa:(,1,) a.m bila munekin Dada taha~a wal w. n~-a.ia ranw mbelaiar dam1 dikelommkkelompokkankrdasarbn bahasa'penamanya, (2) lahap kmnhan pemkiajarmulai dtcnmpur anlarbahau, bail. yang mrmilrki 81 bahasa Jawa maupun 82 bahar?Indonesia, dan (3) pembelajar pdu dibawa untuk karyawisata bahasa untukmemberihn pemajanan bahasa (language exposure).

TINJAUAN SELINTAS BERBAGAI JENIS GAPURA DI DAERAH ISTIMEWA YOGYAKARTA Suwarna Suwarna
Jurnal Cakrawala Pendidikan CAKRAWALA PENDIDIKAN, EDISI 2,1987,TH.VI
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/cp.v2i2.7451

Gapura merupakan bagian dari arsitektur tradisional di Daerah Istimewa Yogyakarta (DIY); adapun jenisnya Paduraksa, Belah Bentar, Semar Tinandu. Ada beberapa gapura dari segi bentuk maupun penempatannya kurang menyatu dengan lingkungannya. Mengingat kota Yogyakarta sebagai kota budaya, pelajar, dan pariwisata maka perlu adanya usaha-usaha yang positif guna melestarikan beberapa gapura yang mengandung nilai historis, dan membangun gapura baru yang bercorak arsitektur tradisional Yogyakarta sehingga dapat menunjukkan identitas Daerah lstimewa Yogyakarta. Dari berbagai jenis gapura, jenis gapura Semar Tinandu dari kraton Yogyakarta sebagai kiblat pembangunan gapura-gapura yang baru di DIY, khususnya Kota MadyaYogyakarta. Pembangunan gapura disesuaikan dengan corak bangunan keseluruhan sehingga menyatu. Dengan dipeliharanya gapura-gapura di DIY dan dibangunnya gapura-gapura baru yang bercorak arsitektur tradisional khususnya gapura Semar Tinandu di Kota Madya Yogyakarta berarti Kodya Yogyakarta melestarikan corak arsitektur tradisional. Adapun keempat kabupaten wilayah DIY hendaknya menyesuaikan dengan Kota Madya Yogyakarta. Secara tidak langsung Kodya Yogyakarta telah mendidik masyarakat untuk menghargai seni peninggalan nenek moyangnya, bergotong-royong, berorganisasi, ikut serta menunjang program pemerintah mensukseskan pembangunan manusia, seutuhnya.

PENINGKATAN KETERAMPILAN MELAGUKAN TEMBANG MACAPAT DENGAN MEDIA KASET AUDIO DAN GAMELAN Suwarna .
Jurnal Cakrawala Pendidikan No 2 (2004): CAKRAWALA PENDIDIKAN, EDISI JUNI 2004, TH. XXIII, NO. 2
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/cp.v2i2.4856

This article is based on a research on the possibility ofimproving the skill ofstudents in the Javanese Art class in performing the tradi tional Javanese singing activity called macapat by using audiocas settes and garnelan (traditional Javanese) musical instruments. The research used the Kemmis and McTaggart model ofaction research. The researcher teaches the class ofJavanese Traditional Singing at the Javanese Language Course Program, Faculty ofLan guages and Arts, State University ofYogyakarta. Thirteen students attending the Javanese Art class ofthe Course Program participated in the research. The researcher collaborated with Kusnadi, M.Pd., who teaches the Javanese Traditional Singing and Music class at the DanceArt Education Course Program ofthe Faculty, and was also a research team member. The research instruments were texts of Javanese songs, observation sheets, questionnaires, tests, audiocas settes, and garnelanmusical instruments. The validity ofinstruments was continued by means ofsemantic validation, the technique ofcheck and recheck, discussions with colleagues and the collaborator, and experts' judgment. The research was conducted in four cycles.The results of the research indicate that audiocassettes and garnelan musical instruments can improve the students' skill in per fonning the macapat singing activity. In improving that skill by using audiocassettes (I) students can conduct independent learning and (2) beginners can master the sense ofJavanese musical tone by imitation and playback, sharpened by listening to audiocassettes ofJavanese songs. By the end ofcycle three their mastery of that sense had begun to show some state ofbeing established. To establish it more finnly, it was necessary to conduct cycle four by utilizing the garnelan musical instruments, which clearly show some tone stability, in learn ing how to sing Javanese songs. With the use ofthe garnelan musical instruments (I) students learned to master their sensitivity ofthe tones (called slendro and pelog) by feeling them, (2) the tones they learned to sense were presented in an integrated way by means ofthe garnelan rhythm, (3) Javanese songs with a metrical scale were more easily mastered by students than those with a rhythmical one, (4) errors often occurred at the tone jumps called kempyung and gembyang, and (5) nearing the end ofthe research their mastery ofthe sense of tone more was better and more well-established. Students began to be able to learn Javanese songs by themselves .. Keywords: Javanese song, audiomedia, garnelan, sense ofngeng

POLA PENDIDIKAN ANAK WANITA PEKERJA SEKTOR INFORMAL DJ KOTA YOGYAKARTA Suwarna Suwarna
Jurnal Cakrawala Pendidikan CAKRAWALA PENDIDIKAN, EDISI 2,2001,TH.XX
Publisher : LPMPP Universitas Negeri Yogyakarta

The pwpose of this research is to describe the educational pattern of children by womenlabor ofthe infonnal sector·in Yogyakarta municipality.The subjects of this research are wotnen labor of the infonnal sector at Maliboro Street,Yogyakarta. This research is the survei research. The instrument used in this research is aquestionare, an observation sheet, and an interview question list. Data are analysed by using adescriptive technique.Based on the analysis, it shows that: (1) why the women work in the infonnal sector isaimed at helping their husband for making a living (55%) and seeking their children's educationcost (45%). (2) The women who cany out the infonnal education pattern can be categorized intwo namely good (36.55%) and poor (63.45%). (3) The women who support the fonnaleducation pattern can be explained that the good categoty is 61.33%, while tIle poor categol)' is38.67%. (4) The women.who support the nonfonnal education pattern can be categorized inatwo namely good category (11.83%) and poor category (88.17%). This can concluded thatwomen labor of the infonnal sector in to educate the children tend to believe the fonnaleducation, while for the infonnal and non-fonnal education they lacked attention. (5) The mainproblems faced in their children's education is that the mother have no time to educate thechildren. This leads lack of togetherness, lack of intimacy, free relationship, and stubbron. Theother problems are that education cost is very limited, the mothers Jack helping student's handlethe subjects provided, and the children tend to believe the other people.

PRANATACARA LEARNING: MODELING, MIND MAPPING, E-LEARNING, OR HYBRID LEARNING? Suwarna Dwijonagoro; Suparno Suparno
Jurnal Cakrawala Pendidikan CAKRAWALA PENDIDIKAN, VOL. 38, NO. 1, FEBRUARY 2019
Publisher : LPMPP Universitas Negeri Yogyakarta

This research was aimed to examine the most effective learning model for Pranatacara (Master of Ceremony) course. By having effective learning, the students can master the skills at being a professional Pranatacara. The study used the experimental method with the pretest-posttest nonequivalent group design. Four parallel classes were given learning treatments each with modeling, mind mapping, e-learning, and hybrid learning. The data of the practice test were analyzed by the one-way Anova. The result indicates that there is a significant difference among the learning models. The hybrid learning can be considered as the most effective model to increase the total score, with the effectiveness of 11.58%; followed by modeling (5.58%); e-learning (4.10%); and mind mapping (3.54%) respectively. The hybrid learning was found as the most effective to improve the fluency score, i.e. 14.23%; followed by mind mapping (8.31%); modeling (4.74%) and e-learning (4.00%) respectively. Moreover, there was a significant difference in the effectiveness of vocal exercise. The highest increase in vocal score was through hybrid learning, with 10.85%; followed by modeling (10.09%); e-learning (4.39); and mind mappling (2.88%). Therefore, hybrid learning was declared as the most effective for learning Pranatacara courses and on the contraty, the e-learning was found as the most ineffective.

STRATEGI INTEGRASI PENDIDIKAN BUDI PEKERTI DALAM PEMBELAJARAN BERBASIS KOMPETENSI Suwarna Suwarna
Jurnal Cakrawala Pendidikan Vol 1, No 1 (2007): Cakrawala Pendidikan, Februari 2007, Th. XXVI, No. 1
Publisher : LPMPP Universitas Negeri Yogyakarta

Character education represents one of the principal loads in theimplementation of the Competency-Based Curriculum (Balitbang,2002) and it is carried out by means of an integrated learningapproach, i.e., by integrating it into all class subjects. Problems arisebecause not all teachers possess the potential sensitivity adequate foridentifying and analyzing materials for character education in thelearning materials or lesson books used. The teachers tend to merelyteach whatever is explicit in the learning materials while thematerials for character education implicit in the learning materialsare not perceived and revealed. As a result, the character educationimplied is not worked out and does not reach the learner.To solve the problem, certain strategies need to be employed incarrying out character education integrated in the competency-basedclass subjects. The strategies cover presentation and learningstrategies, the former further covering implicit and explicit strategiesand the latter further covering deductive and inductive strategies.The strategies could also be combined into implicit-deductive,implicit-inductive, explicit-deductive, and explicit-inductive ones.The identification, interpretation, and analysis of materials forcharacter education should be made to fit the local cultural context(implying Contextual Teaching and Learning or CTL).

FIVE STRATEGIES OF ENTREPREUNEURSHIP LEARNING UNTUK MENGHASILKAN REAL ENTREPEUNEUR (MODEL PENDIDIKAN ENTREPREUNEURSHIP DI PERGURUAN TINGGI) Dadan Rosana; Suwarna .; Vinta A. Tiarani
Jurnal Cakrawala Pendidikan No 1 (2012): CAKRAWALA PENDIDIKAN EDISI Februari 2012, Th. XXXI, No. 1
Publisher : LPMPP Universitas Negeri Yogyakarta

Abstrak. Five Strategies of Entrepreuneurship Learning untuk Menghasilkan Real Entrepeuneur (Model Pendidikan Entrepreuneurship di Perguruan Tinggi). Tujuan penelitian ini menghasilkan suatu model pembelajaran yang dapat mengembangkan kemampuan entrepreuneur secara nyata pada mahasiswa melalui implementasi lima Strategies of Entreprueneurship Learing dalam kuliah kewirausahaan melalui pembentukan mid-set, attitude, skills, dan knowledge. Metode penelitian menggunakan Research and Development lewat lima Fase Perancangan Pengajaran Model Spiral diadaptasi dari ‘Five phases of instructional design’ dari Cennamo dan Kalk. Pengembangan dimulai dari fase definisi, desain, peragaan, pengembangan, dan penyajian yang pihak-pihak calon pengguna, ahli bidang yang dikembangkan, anggota tim dan instruktur, dan pembelajar. Hasil penelitian berupa model pembelajaran kewirausahaan yang terdiri atas lima strategi pembelajaran yang dilaksanakan secara terpadu, yaitu creative critical constructive imagination, entrepreneurial real life experience, educative disequilibrium conditioning, coaching and mentoring with collaboration and competition, dan community and market impact and involvement. Ujicoba terbatas menunjukkan adanya peningkatan proses dan hasil belajar dari aspek kognitif, afektif, dan keterampilan berwirausaha. Model hipotetik yang digunakan menunjukkan indikasi tercapainya hasil yang sesuai dengan rancangan awal, yaitu wirausaha baru berbasis ilmu pengetahuan. Bentuk usaha dikaitkan dengan kegiatan Program Kreativitas Mahasiswa Kewirausahaan di antaranya bakso krokot (obat asam urat), minuman kesehatan adas manis (Miss Anis) yang sudah dilengkapi izin Depkes dan Deperindag, tas biji asam, dan keripik biji mahoni (minuman kesehatan). Kata Kunci: entrepreuneurship learning, real entrepeuneur, research and development

PRAGMATIK KOMUNIKATIF DALAM PEMBELAJARAN BAHASA Suwarna Suwarna
Jurnal Cakrawala Pendidikan CAKRAWALA PENDIDIKAN, EDISI 2,1995,TH.XIX
Publisher : LPMPP Universitas Negeri Yogyakarta

Ada sinyalemen bahwa pembelajaran bahasa asing "kurang"berhasil. Sinyalemen ini akan lebih nyata apabila kita mengamati pembelajaranbahasa asing (Jerman, Pemeis, dan terutama bahasa Inggris).Sinyalemen ini berdasarkan bukti bahwa pembelajar (SLTP, SLTA, danhahkan PT) telah menguasai kaidah-kaidah kebahasaan deng-an baik,tetapi mereka "kurang mampu" meggunakan bahasa itu seeara praktis.Ini menunjukkan bahwa penguasaan kaidah kebahasaan belum tentumenjamin kemampuan untuk menggunakan kaidah kebahasaan belumtentu menjamin untuk .menggunakan bahasa. Pembelajar kerap kalimemperoleh nilai yang memuaskan saat mereka tentamen. Akan tetapi,mereka menemui kesulitan apabila diajak berbieara dengan menggunakanbahasa target.Salah satu kritik atas kegagalan tersebut, diarahkan pada pendekatanpembelajarannya. Pendekatan pembelajaran selama ini kurangmenempatkan hakikat dan fungsi yang sebenamya. Pembelajaran lebihmengutamakan penguasaan kaidah kebahasaan (about the language).Pembelajaran bahasa berdasarkan untuk mengembalikan bahasake hakikat, nasi, dan fungsi bahasa yang sebenarnya. Akan tetapi, dalampelaksanaannya hingga satu dasa warsa dianggap "tidak berhasil". Olehkarena itu, kurikulum baru tahun 1994 ingin memperbaiki kegagalan_ terseb·ut. Pembelajaran bahasa akan lebih diarahkan pada pembelajaranseeara pragmatik komunikatif. Permasalahannya bagaimana pragmatikkomunikatif dalam pembelajaran bahasa seperti yang dikehendaki olehkurikulwn 1994?

Co-Authors Achmad Abdul Nggofur Ahin, Ranitvanheni Nur Astiana Ajeng Rahadini Dadan Rosana Dwiyanto Djoko Pranowo Endang Nurhayati Ines Ika Saputri Lutfianto Lutfianto Nurhidayati Nurhidayati Panca Aditya Subekti Rina Tri Indrianingrum Roswita Lumban Tobing Rubiyanto, Yayan Sirima Purinthrapibal Sri Hertanti Wulan Suparno Suparno Venny Indria Ekowati Vinta A. Tiarani

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