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PENINGKATAN BUDAYA LITERASI DENGAN PELATIHAN MENULIS PUISI DI SMA MUHAMMADIYAH 3 KOTA TANGERANG Ariyana, Ariyana; Ramdhani, Intan Sari; Anggraini, Nori
Community Services and Social Work Bulletin Vol 1, No 1 (2021): Community Services and Social Work Bulletin Volume 1 No. 1 2021
Publisher : Universitas Muhammadiyah Tangerang

Writing quality poetry requires good ideas and imagination, this can be obtained by getting used to it through literacy culture. There are still many students who are not familiar with literacy, this is because they are used to knowing something, it is enough to just look at the applications on the device without reading with understanding, so the results obtained are not optimal. Based on this, the Community Service lecturer team followed up on problems in the field. One of the efforts made to improve literacy culture is by holding poetry writing training at SMA Muhammadiyah 3 Tangerang City. The method used in implementing this community service is the productive method. The productive method used is by producing literary works in the form of poetry with a literacy culture. This service activity is divided into three stages, namely the preparation, implementation, and evaluation stages. Students are very enthusiastic about participating in online poetry writing training. This is evidenced by several questions posed to the informants. Students who were previously unfamiliar with a variety of poetry became more aware of the genre of poetry so that they could understand which type of poetry was made.

PENINGKATAN BUDAYA LITERASI DENGAN PELATIHAN MENULIS PUISI DI SMA MUHAMMADIYAH 3 KOTA TANGERANG Ariyana, Ariyana; Ramdhani, Intan Sari; Anggraini, Nori
Community Services and Social Work Bulletin Vol 1, No 1 (2021): Community Services and Social Work Bulletin Volume 1 No. 1 2021
Publisher : Universitas Muhammadiyah Tangerang

Writing quality poetry requires good ideas and imagination, this can be obtained by getting used to it through literacy culture. There are still many students who are not familiar with literacy, this is because they are used to knowing something, it is enough to just look at the applications on the device without reading with understanding, so the results obtained are not optimal. Based on this, the Community Service lecturer team followed up on problems in the field. One of the efforts made to improve literacy culture is by holding poetry writing training at SMA Muhammadiyah 3 Tangerang City. The method used in implementing this community service is the productive method. The productive method used is by producing literary works in the form of poetry with a literacy culture. This service activity is divided into three stages, namely the preparation, implementation, and evaluation stages. Students are very enthusiastic about participating in online poetry writing training. This is evidenced by several questions posed to the informants. Students who were previously unfamiliar with a variety of poetry became more aware of the genre of poetry so that they could understand which type of poetry was made.

Keterampilan Dasar Mengajar Mahasiswa pada Kurikulum Merdeka Ariyana Ariyana
Lingua Rima: Jurnal Pendidikan Bahasa dan Sastra Indonesia Vol. 12 No. 1 (2023)
Publisher : Universitas Muhammadiyah Tangerang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31000/lgrm.v12i1.8125

Keterampilan dasar mengajar merupakan suatu kegiatan yang harus dimiliki bagi mahasiswa calon guru. Kurikulum merdeka yang digunakan pada pembelajaran di sekolah dapat menciptkan kreativitas peserta didik dan pendidik. Implementasi kurikulum merdeka pada keterampilan dasar mengajar mahasiswa PBSI UMT dapat mengelompokan kemampuan sesuai taksonomi Bloom yatu, mengingat, memahami, mengaplikasi, menganalisi, mengevaluasi dan mencipta. Penelitian ini adalah penelitian kepustakaan. Data penelitian ini yaitu data sekunder, yaitu jurnal, website, dan buku-buku yang berkaitan dengan keterampilan dasar mengajar. Teknik pengumpulan data dilakukan melalui catatan penelitian yang dipublikasikan dan tidak dipublikasikan. Analisis data dalam penelitian ini yaitu reduksi data, penyajian data, dan penarikan simpulan. Hasil penelitian menunjukan bahwa implementasi kurikulum merdeka pada keterampilan dasar mengajar mahasiswa PBSI UMT adalah, (1) mengembangkan keterampilan dasar mengajar yaitu, (a) keterampilan dasar membuka dan menutup, (b) keterampilan dasar menjelaskan, (c) keterampilan dasar variasi mengajar, (d) keterampilan dasar memberi penguatan, (e) keterampilan dasar bertanya, (f) keterampilan dasar mengelola kelas, (g) keterampilan dasar mengajar kelompok kecil (h) keterampilan dasar membiming diskusi kelompok kecil. (2) Memberikan merdeka belajar pada pendidik dan peserta didik. (3) Memotivasi minat peserta didik.Â Kata Kunci : kurikulum merdeka, keterampilan dasar mengajar.Â

IMPLEMENTASI PEMBELAJARAN MENULIS TEKS ANEKDOT DENGAN MODEL PROBLEM BASED LEARNING DI SMA BHAKTI ANANDA Lusy Berliana Silaban; Meilin Aulia Jasmine; Nahdah Syarifah; Ariyana Ariyana
Lingua Rima: Jurnal Pendidikan Bahasa dan Sastra Indonesia Vol. 14 No. 2 (2025)
Publisher : Universitas Muhammadiyah Tangerang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31000/lgrm.v14i2.14035

Penelitian ini bertujuan untuk mendeskripsikan perencanaan pembelajaran dan pelaksanaan pembelajaran serta asesmen pembelajaran menulis teks anekdot dengan model Problem Based Learning. Penelitian ini menggunakan metode deskriptif dengan bentuk kualitaif dan pendekatan studi kasus (Case Study). Sumber data penelitian meliputi peristiwa pembelajaran, wawancara, dan analisis dokumen. Teknik pengambilan sampel dilakukan dengan purposive sampling. Pengumpulan data dilakukan dengan teknik observasi pasif, analisis dokumen, dan wawancara. Hasil penelitian menunjukan bahwa Pertama, modul ajar yang disusun guru Bahasa Indonesia SMA Bhakti Ananda sudah lengkap dan sesuai dengan format penyusunan modul ajar yang mencakup informasi umum, komponen inti, dan lampiran. Kedua, pelaksanaan pembelajaran menulis teks anekdot dengan model Problem Based Learning di kelas X SMA Bhakti Ananda berjalan dengan baik dan sesuai dengan sintak Problem Based Learning. Ketiga, asesmen pembelajaran yang digunakan guru dalam pembelajaran berbasis Kurikulum Merdeka ini adalah asesmen formatif dan asesmen sumatif. Berdasarkan hasil penelitian, dapat disimpulkan bahwa implementasi pembelajaran menulis teks anekdot dengan model Problem Based Learning sudah berjalan dengan baik sesuai dengan modul ajar dan sintak Problem Based Learning. Guru dapat memberikan pembelajaran yang interaktif dan bermakna bagi peserta didik.Â Kata Kunci: Pembelajaran, Menulis Teks Anekdot, Problem Based Learning

Pendekatan Deep Learning untuk Memotivasi Siswa pada Pembelajaran Menulis Teks Prosedur Putri Novitasari; Intan Khoirotul Awaliya; Ariyana Ariyana
Sulawesi Tenggara Educational Journal Vol 5 No 3: Desember (2025)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Sulawesi Tenggara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54297/seduj.v5i3.1373

Penelitian ini menyelidiki cara penggunaan metode Deep Learning dalam mengajar siswa untuk menghasilkan tulisan prosedural serta pengaruhnya terhadap motivasi mereka dalam belajar. Pendekatan Deep Learning ini sangat mengedepankan pengalaman belajar yang berarti, disadari, dan menyenangkan, supaya murid dapat berpartisipasi dengan aktif dalam kegiatan pembelajaran. Penelitian ini menerapkan pendekatan deskriptif kualitatif melalui analisis berbagai tulisan, termasuk meneliti beberapa studi ilmiah mengenai motivasi belajar, strategi pengajaran menulis, dan penerapan Deep Learning. Temuan dari tinjauan kami menunjukkan bahwa metode Deep Learning memiliki potensi untuk meningkatkan motivasi intrinsik siswa dengan menciptakan suasana belajar yang nyaman, merangsang kreativitas, dan mendorong keterlibatan mereka. Selain itu, pembelajaran yang bermakna memungkinkan siswa untuk memahami keuntungan dari teks prosedural dalam kehidupan sehari-hari, sehingga mereka mampu menyusun sesuatu dengan cara yang sistematis, logis, dan mudah dipahami. Kesadaran saat menulis juga berkontribusi pada peningkatan keterampilan menulis siswa, baik dalam aspek struktur, pemilihan kata, maupun keakuratan konten. Dengan demikian, terlihat jelas bahwa penerapan teknik Deep Learning ini sukses di dalam memperbaiki semangat belajar serta keterampilan siswa dalam memproduksi teks prosedural secara berkelanjutan.

Planning literature education in schools based on literary ecology Nori Anggraini; Ariyana Ariyana
BAHASTRA Vol. 44 No. 2 (2024): BAHASTRA
Publisher : Universitas Ahmad Dahlan

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This study aims to describe how ecological values that emphasize environmental awareness can be incorporated into literature education in schools. This research is qualitative, using an ecocritical and collaborative approach. The results show that literature serves not only to entertain but also to educate and can be used to raise awareness among students by integrating ecological values into literature learning. The application of these values can be observed through the teaching of reading and writing literary works with themes about the current state of nature, the beauty of nature if undisturbed by human activity, how humans can protect the universe, and the consequences of environmental destruction for the survival of humanity and all it encompasses. This application can be implemented by adapting reading and writing materials to literary ecology within the Learning Objectives Flow, which will be developed in the Lesson Plan (RPP). It includes the use of learning resources aligned with the materials in the RPP, employing relevant learning media based on literature-based ecological reading and writing materials, and designing effective teaching methods suited to the material. By incorporating ecological values into literature education in schools, it is hoped that students will gain ecological awareness to contribute to saving the earth from further degradation.

A differentiated Indonesian language teaching module to strengthen thingking critical dimension of the Pancasila student profile in junior high school Ariyana Ariyana; Nori Anggraini
BAHASTRA Vol. 46 No. 1 (2026): BAHASTRA
Publisher : Universitas Ahmad Dahlan

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This study aims to analyze the implementation of a differentiation-based Indonesian language teaching module to strengthen the critical thinking dimension of the Pancasila Student Profile within the framework of the Independent Curriculum. This research employed a qualitative approach using a case study design to gain an in-depth understanding of classroom practices and teachers’ experiences in implementing differentiated learning. The study was conducted with ninth-grade students at State Junior High School 2 Mekar Baru, Tangerang Regency. The participants included two Indonesian language teachers, one school headmaster, and fourth-grade students involved in the learning process, with five students selected as interview participants through purposive sampling. Data was gathered by means of observing classroom activities, conducting semi-structured interviews, and analyzing documents such as teaching modules, lesson plans, and student work. The data were analyzed using the interactive model of Miles and Huberman, which involves data reduction, data display, and conclusion drawing. The findings revealed that the implementation of differentiation-based teaching modules supports student-centered learning and strengthens the critical thinking dimension of the Pancasila Student Profile, and teachers implemented various instructional strategies such as guided reading, storytelling, group discussions, and creative writing activities to accommodate students’ diverse learning needs. These practices increased student engagement, encouraged collaborative learning, and supported students in analyzing texts and expressing their ideas critically. However, several challenges were identified, including limited preparation time, large class sizes, and the need for additional teacher training. Overall, differentiation-based Indonesian language teaching modules have strong potential to support academic development and character education within the Independent Curriculum.

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