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All Journal Humaniora Jurnal Pendidikan Karakter Cakrawala Pendidikan Jurnal Penelitian Humaniora DIKSI Litera Journal of Education and Learning (EduLearn) BAHASTRA LingTera KEMBARA Indonesian Language Education and Literature Adabiyyat: Jurnal Bahasa dan Sastra Widyaparwa Literature and Literacy

Burhan Nurgiyantoro

Univeristas Negeri Yogyakarta

Author-ID : 2894937

Arts Humanities Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Social Sciences Other

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SASTRA ANAK DAN PEMBENTUKAN KARAKTER Nurgiyantoro, Burhan
Jurnal Cakrawala Pendidikan No 3 (2010): Mei 2010, Th. XXIX, Edisi Khusus Dies Natalis UNY
Publisher : LPMPP Universitas Negeri Yogyakarta

Abstract: Childrens Literature and Character Building. This article aims todescribe roles and strategies of the learning of childrens literature in charactereducation. In terms of the materials, literature has already contained rawmaterials to build childrens character. Literature is culture in action containinglife models. The concept of people with ideal character highly appreciatingmorality and great values is concretely manifested in the story characters attitudesand behaviors. Children can imitate the heroes with ideal norms and take theirattitudes and behaviors as examples. Moreover, at their age, children like to imitatebehaviors of people that they admire. To prevent literature learning from becomingrote learning, teachers and parents should work in synergy to help children read,understand, and give examples of concrete attitudes and behaviors so that theinternalization process takes place. Therefore, story-telling activities for childrenshould be routinely conducted and reading habits should be inculcated since theearly age.Keywords: childrens literature, character building, culture in behaviors

PENILAIAN OTENTIK Burhan Nurgiyantoro
Jurnal Cakrawala Pendidikan No 3 (2008): Cakrawala Pendidikan, November 2008, Th. XXVII, No. 3
Publisher : LPMPP Universitas Negeri Yogyakarta

AbstractIn the era of Competency-Based Curriculum/School-Based Curriculum, theassessment emphasizes students performance in each subject. They are required toacquire not only the cognitive aspect but also the performance aspect. Oneassessment model relevant to this is the authentic assessment. Such an assessmentemphasizes students ability to meaningfully demonstrate the knowledge theyhave acquired. The assessment not only asks questions about the knowledge theyhave acquired, but also requires the actual performance relevant to the knowledge.There are some differences between a traditional assessment and an authenticassessment. The former emphasizes the elicitation of knowledge the students haveacquired through objective tests, while the latter emphasizes the tasks that makethe students practice meaningfully learning outcomes in real life, reflecting themastery of knowledge and skills in a particular subject. The necessary steps todevelop an authentic assessment include (1) setting the standard; (2) assigningauthentic tasks; (3) selecting the criteria; and (4) designing the rubric. One popularauthentic assessment at present is the portfolio assessment model. This model is aclass-based assessment conducted during the learning process. A portfolio is acollection of students works systematically arranged during a certain learningperiod, used to monitor the development of the students knowledge, skills, andattitudes in a particular subject.Keywords: authentic assessment, traditional assessment, portfolio

KONTRIBUSI SASTRA ANAK DALAM PEMBENTUKAN KEPRIBADIAN ANAK Burhan Nurgiyantoro
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.v2i2.4854

Just like adults, children, too, need various information ofthe world, ofall the things present and happening in their surroundings. To support the growth oftheir self-identity and personality, efforts should be madeto fulfil that need. Providing them with what is right fully theirs is the duty ofadults and at the same time a form oftheir appreciation ofchildren. Storytelling is one way to provide them with the information they need. Everyone likes and has.a need ofstories. Stories present and make dialogues about life in appealing and concrete ways. Through stories told, children gain the various infonnation they will need in their life.The stories intended for children's consumption can be taken from and given through children's point of view as the focus ofnarration. It is believed that children's literature contributes greatly to the development ofchildren's personality in the process ofcoming to adulthood as persons possessing clear self-identity. It is believed that literature can be a means ofimplanting, fostering, developing, and preserving values considered good and worthy by the family, society, and nation.The implantation ofvalues can be done right from the time children are still unable to speak and write will. The contribution ofchildren's literature to children's personality develop ment can be roughly differentiated into that concerning personal values and that concerning educational values, the former related to emotional and intellectual development, the development ofthe imagination, and that ofthe social, ethical, and religious senses and the latter related to the desire for exploration and discovery, to language development, to the development ofesthetic values, to multicultural insights, and to the implantation ofthe reading habit. Key words: children's literature, personality development, personal values, educational values

PENGEMBANGAN MODEL ASESMEN OTENTIK DALAM PEMBELAJARAN BAHASA Burhan Nurgiyantoro
Jurnal Cakrawala Pendidikan No 3 (2009): Cakrawala Pendidikan, November 2009, Th. XXVIII, No. 3
Publisher : LPMPP Universitas Negeri Yogyakarta

AbstractDeveloping a Model of Authentic Assessment in Language Learning. Thisstudy aims to produce a guidebook to authentic assessment in language learning,conducted in three years. In the first year, a field survey was conducted to obtaininformation about learning and assessment from Indonesian language teachers ofjunior high schools in Yogyakarta Special Territory and from researcher colleagues.The data were collected through questionnaires, interviews, documents, trainingand assistance, and focus group discussion. The data from the questionnaires wereanalyzed by percentage and other data by the qualitative descriptive technique.The survey shows that (1) generally teachers have not understood andimplemented authentic assessment in language learning, (2) strategies to empowerteachers are implemented through training, workshop, and assistance on designingand implementing authentic assessment, (3) teachers and researcher colleaguesexpect that the guidebook contains concepts of authentic assessment to measurelanguage competence, uses simple language, is easy to follow, and providesconcrete examples, and (4) the guidebook can accommodate the expectations.Keywords: authentic assessment, guidebook, CTL

PENGAKTUALAN UNSUR MITOLOGI DALAM PUlSl GOENAWAN MOHAMAD DAN SAPARDI DJOKO DAMONO*) Burhan Nurgiyantoro Burhan Nurgiyantoro
Jurnal Cakrawala Pendidikan CAKRAWALA PENDIDIKAN, EDISI 3,1999,TH.XVIII
Publisher : LPMPP Universitas Negeri Yogyakarta

lndoiiesiaii literary writing today appears to containconsi-derable adoption and actualization of mythologicalstories coming fiom various parts of the country and fiomabroad. Goenawan Mo-hammad and Sapardi Djoko Damonoare the foremost Indonesian poets now considered 'pioneers"in actualizing mythological stories in poetry. A study thereforeaims at showing ( I ) the mythological elements actualizedin their poetly, (2) the forms of the hypograms of thoseelements, and (3) tlie functions of tlie actualization of thoseelements. The sources of the data for this study areGoellawan's and Sapardi's poems published in an anthol-OL3'.The result oftlie study sho\vs that mythological elementsactualized in the poelns come from various mythologies inthe country which include stories of ~~~trj.crrPiagn, ji,Anglingdatma, and Btrhutl Trrntrh./cru~ain d from those abroadwhich include stories of Iskandar Zulharnain, Serihu SuluMolarii, and classic Greece. Though relatively not many, thepoems are considered important as they reappear in laterpublications and the titles of some are even used for thosepublications. The poems containing elements of mythologicalstories as hypograms generally continue to use the conventionsof the mythology transfol~nedI.t indicates the twopoets' acceptance and response to mythology; they treat itas it is as sotilething factual. The mythological elements actualizedin the poelns are made to fuliction either as materialsto support the theme or as materials for comparison, symbolization,and cul-tural reference. Their use as support tothe theme can be regarded as offering another form ofstorytellingand their use in the other ways can be regarded asenrichment of poetical expressions.

MAPPING JUNIOR HIGH SCHOOL STUDENTS’ FUNCTIONAL LITERACY COMPETENCE Burhan Nurgiyantoro; Beniati Lestyarini; Dwi Hanti Rahayu
Jurnal Cakrawala Pendidikan Vol 39, No 3 (2020): CAKRAWALA PENDIDIKAN, VOL. 39, NO. 3, OCTOBER 2020
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/cp.v39i3.34061

Literacy issues have probably been a special concern of many countries. In Indonesia, there have also been several surveys regarding the literacy of school students. This study aims to map the functional literacy of junior high school (JHS) students by focusing on various types of literacy and how each of them contributes to the overall functional literacy. This is quantitative survey research whose subjects were JHS students in four regencies and one municipality of the Special Region of Yogyakarta, with a total sample member of 246 students. The research instrument was an extension of the National Assessment for Adult Literacy (NAAL) with some additions of functional literacy types suggested in the FGD. Data were collected by using a test and analyzed through descriptive statistics and confirmatory factor analysis using the structural equation model with the Lisrel program. The results reveal that the functional literacy of the JHS students is mostly in the “medium” (83.3%), “low” (15.4%), and “high” (1.2%) category. Of the 15 types of literacy, two of them (13.33%), namely prose and cultural literacy make “high” contribution to the functional literacy as a whole, and two others (document and environmental literacy) also support to a “medium” extent (13.33%), while the rest (60%) are categorized as having “low” contribution. This likely implies the importance of fostering various types of functional literacy at school for students to have the ability to develop their personal and social functions.

PRIORITAS PENENTUAN NILAI PENDIDIKAN KARAKTER DALAM PEMBELAJARAN SASTRA REMAJA Burhan Nurgiyantoro; Anwar Efendi
Jurnal Cakrawala Pendidikan No 3 (2013): CAKRAWALA PENDIDIKAN NOVEMBER 2013, TH. XXXII, NO. 3
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/cp.v3i3.1626

Abstrak: Penelitian bertujuan untuk mendeskripsikan sikap dan pendapat guru SMP/MTs terhada penentuan prioritas nilai pendidikan karakter dalam pembelajaran sastra remaja, genre, dan stratepenyajian bahan ajar. Subjek penelitian adalah guru Bahasa Indonesia di DIY dengan sampel sebanya30 orang, hadir 24 orang, dari keempat kabupaten dan satu Kota Madya. Pengumpulan data dilakukalewat angket, wawancara, dan sumbang saran di FGD. Data dianalisis dengan teknik deskriptkualitatif dan penghitungan persentase. Hasil penelitian adalah sebagai berikut. (1) Penentuan prioritanilai-nilai karakter perlu untuk memudahkan pemantauan, pengawasan, dan penilaian. Nilai karaktyang dipilih guru adalah nilai religius, jujur, cinta tanah air, peduli lingkungan, tanggung jawab, serkreatif, gemar membaca, disiplin, dan mandiri. (2) Pemilihan genre tampak masih terpola padpembagian sastra kanonik-dewasa, namun ia harus mencakup keseluruhan genre sastra remaja. (3)Penyajian bahan ajar ditekankan pada yang mendasarkan diri pada prinsip pembelajaran kontekstuadan multintelenjjens dengan teknik penilaian otentik. Kata Kunci: Pengembangan bahan ajar, pendidikan karakter, sastra remaja DETERMINING THE PRIORITY OF THE CHARACTER EDUCATION VALUES IN ADOLESCENT LITERATURE TEACHING Abstract: This study aims to describe the attitude and opinions of SMP/MTs teachers on thedetermination of the priority of the character education values in adolescent literature teaching, genrand strategies of the material presentation. The subjects were teachers teaching Bahasa Indonesia Yogyakarta Special Province with a sample of 30 teachers (24 teachers were present) coming from thfour regerncies and one municipality. The data were collected using questionnaires, interviews, anddiscussion in a Forum Group Discussion. The data were analyzed using the qualitative descriptivtechnique and using proportion. The findings of the study were as follows: (1) the determination of thpriority of the character education values was necessary for facilitating the monitoring, supervisingand assessing. The character values chosen by teachers were religious values, honesty, the love to thenation, care to the environment, responsibility, creativity, loving reading, discipline, and being seldependent. (2) The choice of genre seemed to follow the categorization of adolescent-canoniliterature, but it must cover all the adolescent literature genre. (3) The presentation of the materiaemphasized on the contextual-based and multiintelligence-based teaching principles using authentassessment. Keywords: material development, character education, adolescent literature

RAMBU PEMBELAJARAN DANPENILAIAN SASTRA ANAK Burhan Nurgiyantoro
Jurnal Cakrawala Pendidikan Vol 3, No 3 (2007): Cakrawala Pendidikan, November 2007, Th. XXVI, No. 3
Publisher : LPMPP Universitas Negeri Yogyakarta

Efforts to develop children's personality to the optimum should be made viavarious aspectsmlife, one of which is children's literature. Such literature is atpresent believed to be able to significantly.contribute to the shaping of children'spersonality. Therefore,it needs to be given its proper place in the learning andlearning achievement evaluation activities at school, which is in line with what isstated in the curriculum now in use, i.e., KTSP (short for Kurikulum Tingkat SatuanPerfdidikan, which means the Curriculum at the Level of Educational Unit), forelementary school in referring tothe school subject Pendidikan Bahasa Indonesia(which means Education in the Indonesian Language).In running classes of children's literature for children of pre"school age throughto early adolescence in elementary school and early junior high school classes, oneshould pay attention to a number of significant related matters. They are, amongothers, the learning objective, type of children's literature, selection of learningstrategy, utilizationof media, development of teacher creativity, and showing ofteacher attitude expressing empathy. Evaluationis also related here becauseleartlingalways goes together with its evaluation. The techniques ofevaluation thatcOnldbe made use of are, among others, those employing quizzes, assignments,Observations, interviews,and portfolios. The learning and evaluation activities arenot -to be limited to the classroom. Most are to be done ontside the classroom bycondncting collaborations with parents

TEORI SEMIOTIK DALAM KAJIAN KESASTRAAN Burhan Nurgiyantoro
Jurnal Cakrawala Pendidikan CAKRAWALA PENDIDIKAN, EDISI 1,1994,TH.XIV
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/cp.v1i1.9021

Sastra merupakan sebuah karya yang mempunyai tujuan komunikarif dan estetik yang menekankan unsur kreativitas dan keaslian pengucapan. Sebagai akibatnya, memahami karya sastra sering menjadi tidak mudah. Salah satu cara memahami makna seara lebih intens adalah dengan pendekatan semiotik. Semiotik adalah ilmu atau metode analisis untuk mengkaji tanda, sedang tanda adalah sesuatu yang mewakili sesuatu yang dalain. Semiotik dapat diterapkan dalam berbagai disiplin keilmuan

TINJAUAN TERHADAP BUKU-BUKU PAKET BACAAN PROSA NARATIF SEKOLAH DASAR Burhan Nurgiyantoro
Jurnal Cakrawala Pendidikan CAKRAWALA PENDIDIKAN, EDISI 2,1983,TH.III
Publisher : LPMPP Universitas Negeri Yogyakarta

Untuk membentuk manusia dewasa yang harmonis, dalam arti unsur-unsur hakikinya seimbang, bacaan memegang peranan yang amat penting. Namun perlu pula disadari, bahwa hanya bacaan yang bermutu sajalah yang dapat menunjang perkembangan kejiwaan anak. Oleh karena itu, pemerintah tidak segan-segan menyediakan buku-buku bacaan khususnya untuk anak SD. Buku-buku tersebut dikirimkan ke SD-SD di seluruh pelosok tanah air berupa paket bacaan.Sesuai dengan 'misi' buku-buku tersebut, yaitu untuk dijadikan 'guru' buat anak-anak, maka bacaan itu pasti berisi unsur-unsur pendidikan, baik secara langsung maupun tidak langsung. Nilai-nilai pendidikan itu antara lain berupa niali religius, sosial, patriotisme, optimisme, kejujuran, tanggung jawab, kasih sayang, dan lain-lain.Sitinjau dari segi tema yang disodorkan, semua buku bacaan SD baik, dalam arti sudah mencerminkan 'misi'-nya. Namun. tinjauan berdasarkan kriteria isi atau masalah yang dikemukakan maupun bagasa yang dipergunakan, ternyata tidak semua buku cocok untuk dikonsumsikan kepada anak-anak tingkat SD

Co-Authors - Mushofa Anis Mashlihatin Anis Maslihatin Anwar Efendi Beniati Lestyarini Dena Damayanti Didin Widyartono Dwi Hanti Rahayu, Dwi Hanti Ernest, Yuven Kristianus Hartono Hartono Hermanto Hermanto Himawan, Riswanda Maman Suryaman Mushoffa Mushoffa, Mushoffa Pogadaev, Victor A. Purwanti, Agustina Sabjan Badio Surya Sagiro Batubara Suyono Suyono Utami, Susanti Ayu Widyastuti Purbani Wulan Arum Sari Yujing, Li Yuniati, Siska

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