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<![CDATA[PEMBELAJARAN INOVATIF BAHASA INDONESIA: IMPLEMENTASI STRATEGI PENGEMBANGAN PARAGRAF DAN TANYA JAWAB ANTARSISWA ]]>
<![CDATA[Nasucha, Yakub]]>;
<![CDATA[Huda, Miftakhul]]>;
<![CDATA[Santoso, Tri]]>;
<![CDATA[Ihsanudin, Muh]]>
<![CDATA[ WARTA WARTA Volume 18, Nomor 2, September 2015 ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Surakarta ]]>
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<![CDATA[Many Indonesian teachers of Senior High School have used a lecturing method. Indonesian learning, it is necessary for them to implement an appropriate method and have a high creativity as well as make innovation. For them, a cooperative-based learning innovation is considered difficult and costly. Therefore, they remain to implement a lecturing method. The problems are that a cooperative-based learning has seldom been implemented and they have frequently used a lecturing method. In Indonesian learning, thus, it is necessary to implement a new strategy, called paragraph development and questions-answers between students. The strategy makes the students active, creative, and pleasurable because it focuses on cooperation in its implementation.]]>
<![CDATA[Sosialisasi Pembelajaran Sastra Berperspektif Jender Bagi Guru SMA/SMK se-Surakarta ]]>
<![CDATA[Purwahida, Rahmah]]>;
<![CDATA[Huda, Miftakhul]]>
<![CDATA[ WARTA WARTA Volume 13., No. 1., Maret 2010 ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Surakarta ]]>
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DOI: 10.23917/warta.v13i1.3215
<![CDATA[Socialization purposes, namely (1) socialization that participants are able tounderstand and master the learning literature a gender perspective in terms ofcurriculum, teaching materials, and learning strategies in the classroom and (2)conducted a follow-up of this activity in the form of training activities, learningmaterials utilization literature a gender perspective. Socialization is given to highschool teachers and vocational as Surakarta. The method adopted in this traininginclude: seminars, frequently asked questions, and discussion. Socialization lastedone day with the number of participants 19 persons. Evaluation of this activity isdone in the process. During the training activities the participants enthusiastic,passionate, active and responsive. Through this socialization of teachers get thenecessary materials related strategies, methods and teaching materials literature agender perspective. The teachers are motivated to understand gender issues in acomprehensive manner. Insights teachers to manage learning an enjoyable literarygender perspective in the classroom increases. It is because any discussion of solutions of the constraints experienced by teachers in teaching literature a gender perspective.]]>
<![CDATA[Pelatihan Penyusunan Bahan Ajar Bahasa Indonesia bagi Guru Smp/Mts di Surakarta ]]>
<![CDATA[Huda, Miftakhul]]>;
<![CDATA[Purwahida, Rahmah]]>
<![CDATA[ WARTA WARTA Volume 13., No. 1., Maret 2010 ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Surakarta ]]>
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DOI: 10.23917/warta.v13i1.3212
<![CDATA[This training has several goals, namely to open insights, and observers of Indonesian teachers about gender equality in everyday life, giving insight to analyze the value of inequality/ gender equality, and compile teaching materials Indonesian perspective of gender equality. Implementation of this training method is applied in two stages: the preparation stage and implementation stage. Preparation stage includes internal coordination (: preparatory concepts, preparation of materials) and the coordination of external (: contacting a speaker, contact the PDM Surakarta, Surakarta Dikspora contacted, and invited the school). Implementation stage is the stage of core training employed by interactive lectures, questions and answers, and tutorials. Training lasted for one day and 13 participants attended junior secondary school teachers. Based on analysis of implementation of teacher understand the preparation of teaching materials Indonesian gender perspective. This is evident from the responses of the material, examples, and instructional materials containing ilutrasi gender inequality.]]>
<![CDATA[STRATEGI BERPIKIR INTEGRATIF DALAM PEMBELAJARAN MEMBACA LINTAS KURIKULUM DI SEKOLAH DASAR ]]>
<![CDATA[Huda, Miftakhul]]>
<![CDATA[ KREDO : Jurnal Ilmiah Bahasa dan Sastra Vol 1, No 2 (2018): JURNAL KREDO VOLUME 1 NO 2 TAHUN 2018 ]]>
Publisher : <![CDATA[Universitas Muria Kudus ]]>
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DOI: 10.24176/kredo.v1i2.1995
<![CDATA[Pengetahuan dan bahasa memiliki relevansi yang sangat kuat. Bahasa merupakan pintu masuk pengetahuan. Dengan demikian, penguasaan kompetensi berbahasa menjadi mutlak diperlukan dalam pengembangan pengetahuan. Bahasa juga merupakan cerminan pola pikir seseorang. Kemampuan berpikir kritis anak akan terlihat dari penggunaan bahasa. Penggunaan bahasa juga mencerminkan kekayaan skemata seseorang, semakin jaringan skemata seseorang kompleks, semakin baik penggunaan bahasa dalam menjelaskan suatu permasalahan. Strategi berpikir integratif adalah strategi yang mengkondisikan siswa pada suatu keadaan yang memungkinkan untuk mengembangkan konstruksi pengetahuan secara sistematis, sekaligus mengembangkan kemampuan berpikir kritis. Dengan demikian, dalam strategi berpikir integratif menawarkan pengembangan penalaran siswa. Strategi berpikir integratif sangat relevan digunakan dalam pembelajaran lintas kurikulum karena strategi ini mengeksplore dan mengintegrasikan pengetahuan.]]>
<![CDATA[PEMBELAJARAN INOVATIF BAHASA INDONESIA: IMPLEMENTASI STRATEGI PENGEMBANGAN PARAGRAF DAN TANYA JAWAB ANTARSISWA ]]>
<![CDATA[Nasucha, Yakub]]>;
<![CDATA[Huda, Miftakhul]]>;
<![CDATA[Santoso, Tri]]>;
<![CDATA[Ihsanudin, Muh]]>
<![CDATA[ WARTA WARTA Volume 18, Nomor 2, September 2015 ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Surakarta ]]>
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DOI: 10.23917/warta.v18i2.1955
<![CDATA[Many Indonesian teachers of Senior High School have used a lecturing method. Indonesian learning, it is necessary for them to implement an appropriate method and have a high creativity as well as make innovation. For them, a cooperative-based learning innovation is considered difficult and costly. Therefore, they remain to implement a lecturing method. The problems are that a cooperative-based learning has seldom been implemented and they have frequently used a lecturing method. In Indonesian learning, thus, it is necessary to implement a new strategy, called paragraph development and questions-answers between students. The strategy makes the students active, creative, and pleasurable because it focuses on cooperation in its implementation.]]>
<![CDATA[MENINGKATKAN EFEKTIFITAS HASIL BELAJAR SISWA MELALUI SISTEM PENDIDIKAN 4 JAM PEMBELAJARAN PADA JENJANG SMA ]]>
<![CDATA[Setyaningsih, Vitria Indriyani]]>;
<![CDATA[Syah Putri, Nabila Jayshi]]>;
<![CDATA[Sari, Oldri Permata]]>;
<![CDATA[Huda, Miftakhul]]>
<![CDATA[ Jurnal Pendidikan (Teori dan Praktik) Vol 5, No 1 (2020): Volume 5, Nomor 1, April 2020 ]]>
Publisher : <![CDATA[Fakultas Ilmu Pendidikan Universitas Negeri Surabaya ]]>
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DOI: 10.26740/jp.v5n1.p%p
<![CDATA[Full Day school is an education system that carries out a full-day learning process that starts from 6:45 until 3:00. Behind the advantages of the 2013 curriculum that allows productive students to study in school for a long time. The system also has a weakness that is quite influential on students that is not effective in providing rest time for the brain. The system might cause students to become bored, tired and feel burdened because they have to study for the duration of that long. This study aims to discuss how the planned forms of innovation provide solutions to the ineffectiveness of the education system in the 2013 curriculum and about how the 4-hour learning innovation system in one day as a form of the effectiveness of learning outcomes. This system has a disadvantage that is quite influential on students that is not effective in providing rest time for the brain. The system might cause students to become bored and feel burdened because they have to study for the duration of that long. The research method used is descriptive qualitative by examining several data sources and analyzing and comparing existing innovations with previous research. The development of this innovation is that it can reduce the burden of students' minds from the 2013 curriculum education system by using a 4-hour learning design to focus students on learning some subjects they want to master, it is supported by holding reflections on student learning outcomes so that teachers can evaluate how development learners learn from the teaching and learning process that has taken place.]]>
<![CDATA[Aplikasi Latihan Soal Bahasa Indonesia Berbasis E-Learning ]]>
<![CDATA[Ariyani, Irma Eka]]>;
<![CDATA[Hibatullah T., Nur Lailatul]]>;
<![CDATA[Indrijati, Yustika]]>;
<![CDATA[Huda, Miftakhul]]>
<![CDATA[ Jurnal Imiah Pendidikan dan Pembelajaran Vol 5, No 2 (2021): Juli 2021 ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jipp.v5i2.24594
<![CDATA[Masih banyak guru yang kurang paham atau kurang tepat dalam menerpakan strategi pembelajaran yang digunakan untuk mengajar, sehingga kesuksesan dalam proses pembelajaran kurang efisien atau kurang maksimal. Penelitian ini bertujuan untuk mengembangkan aplikasi latihan soal bahasa Indonesia berbasis e-learning. Metode penelitian ini adalah Research and Development (R&D) salah satu penelitian yang mengembangkan suatu produk atau menyempurnakan produk. Subjek penelitian ini adalah siswa. Teknik pengumpulan data yaitu observasi dan studi dokumen, yang kemudian dianalisis menggunakan teknik reduksi data dan triangulasi. Hasil penelitian meliputi proses pengembangan aplikasi yang dilengkapi berbagai fitur untuk menyajikan latihan soal. Berdasarkan hasil pengembangan aplikasi ini dapat digunakan pada evaluasi pembelajaran. implikasi penelitian ini dalalm menenerapkan pembelajaran E-learning menggunakan aplikasi latihan soal dapat digunakan dimanapun dan kapanpun. Guru dapat membuat soal dengan mudah jika menggunakan aplikasi ini. Guru dapat mengevaluasi dan mengukur ketercapaian peserta didik terhadap materi yang telah dipelajari, tanpa menggunakan atau membeli kertas, dengan begitu akan menghemat waktu serta biaya.]]>
<![CDATA[Realisasi Pembelajaran Dalam Jaringan Pada Pelajaran Bahasa Indonesia di Sekolah Menengah Pertama ]]>
<![CDATA[Rachmah, Savina]]>;
<![CDATA[Huda, Miftakhul]]>
<![CDATA[ Jurnal Pendidikan Bahasa dan Sastra Indonesia Undiksha Vol 11, No 3 (2021) ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jjpbs.v11i3.38003
<![CDATA[Pembelajaran di SMP Negeri 1 Pace, masih jauh dari harapan. Banyak siswa yang kurang disiplin mengumpulkan tugas-tugas Bahasa Indonesia seperti yang diamanatkan pada pembelajaran daring pada saat pendemi ini. Tujuan penelitian ini yakni untuk mendeskripsikan realisasi dan efektivitas pembelajaran daring pada materi sastra di SMP Negeri 1 Pace. Penelitian ini menggunakan metode deskriptif kualitatif. Subjek dalam penelitian ini adalah guru bahasa Indonesia dan siswa. Data dikumpulkan dengan wawancara, dokumentasi, dan observasi. Hasil penelitian menunjukkan realisasi pembelajaran daring di SMP Negeri 1 Pace menggunakan 4 aplikasi, antara lain: whatsapp, youtube, Si Prestasi, dan AZ Screen recorder, dengan media utama yang digunakan para guru berupa media power point. Efektivitas pelaksanaannya ditunjukkan dengan tingkat keberhasilan pelaksanaan pembelajaran daring di sekolah. Efektivitas evaluasi pelaksanaan pembelajaran daring ditunjukkan berdasarkan tingkat keberhasilan evaluasi pembuatan persiapan pelaksanaan pembelajaran daring, evaluasi pelaksanaan pembelajaran daring, dan evaluasi penilaian pembelajaran daring. Sesuai hasil penelitian, efektivitas evaluasi pelaksanaan pembelajaran daring telah mencapai 83,3% dengan kategori baik (B).Kata Kunci: Daring; Pembelajaran; Sastra.]]>
<![CDATA[HIGHER ORDER THINKING SKILLS (HOTS) DALAM MATERI DAN SOAL PADA BUKU PELAJARAN BAHASA INDONESIA SMA TERBITAN KEMENDIKBUD RI ]]>
<![CDATA[Huda, Miftakhul]]>;
<![CDATA[Purnomo, Eko]]>;
<![CDATA[Anggraini, Desy]]>;
<![CDATA[Prameswari, Dinda Hapsari]]>
<![CDATA[ Prasi: Jurnal Bahasa, Seni, dan Pengajarannya Vol 16, No 02 (2021) ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/prasi.v16i02.40671
<![CDATA[ABSTRAK Buku teks pelajaran merupakan salah satu unsur penting dalam terlaksananya pembelajaran. Tingkat soal dan materi mempengaruhi peserta didik dalam berpikir. Tujuan penelitian ini adalah memetakan Higher Order Thinking Skills (HOTS) dalam materi dan soal yang ada di dalam buku pelajaran Bahasa Indonesia SMA yang diterbitkan oleh Kementerian Pendidikan dan Kebudayaan. Penelitian ini merupakan penelitian deskriptif kualitatif. Sumber data dalam penelitian ini adalah buku pelajaran bahasa Indonesia siswa jenjang SMA terbitan Kemendikbud. Data yang dikumpulkan dalam penelitian ini adalah materi-materi dan soal-soal yang mengandung unsur HOTS yang terdapat dalam buku pelajaran Bahasa Indonesia terbitan Kemendikbud. Pengumpulan data dalam penelitian ini menggunakan metode simak, dokumentasi dan dilanjutkan dengan teknik catat. Teknik analisis data yang digunakan dalam penelitian ini adalah analisis interaktif yang kemudian dilanjutkan dengan content analysis.  Hasil kajian ini menunjukkan level HOTS yang ditemukan dalam soal dan materi buku pelajaran bahasa Indonesia SMA Kemendikbud pada level C4, C5, dan C6. Adapun materi kelas X dan XI didominasi oleh HOTS yaitu pada tingkat C4 dan kelas XII didominasi HOTS tingkat C6. Adapun soal HOTS dalam buku pelajaran bahasa Indonesia SMA adalah kelas X terdapat 42 soal HOTS, kelas XI terdapat 9 soal HOTS, dan XII terdapat 22 soal HOTS. Kelas X dan XI didominasi oleh C4 dan kelas XII didominasi oleh C6. Soal dan materi yang mengandung HOTS dapat membiasakan siswa untuk berpikir secara kritis. Berdasarkan hal tersebut buku terbitan Kemendikbud layak untuk dijadikan sebagai buku penunjang dalam pembelajaran, tetapi masih perlu ditingkatkan jumlah soal dan materi yang berorientasi HOTS.Kata kunci: buku teks pelajaran; Higher Order Thinking Skills; materi; soal; tingkat berpikir ABSTRACTTextbooks are one of the important elements in the implementation of learning. The level of questions and materials affect students in thinking. The purpose of this study was to map Higher Order Thinking Skills (HOTS) in the materials and questions contained in high school Indonesian language textbooks published by the Ministry of Education and Culture. This research is a qualitative descriptive study. The source of the data in this study is the Indonesian language textbook for high school students published by the Ministry of Education and Culture. The data collected in this study are materials and questions that contain elements of Higher Order Thinking Skills contained in Indonesian language textbooks published by the Ministry of Education and Culture. Data collection in this study used library techniques, listening techniques, and note-taking techniques. The data analysis technique used in this research is interactive analysis. Class X and XI are dominated by HOTS at level C4 and class XII is dominated by HOTS at C6 level. The HOTS questions in the Indonesian language textbooks for high school (SMA) level are that in class X there are 42 HOTS questions, in class XI there are 9 HOTS questions, and in XII there are 22 HOTS questions. Class X and XI are dominated by C4 and class XII is dominated by C6. Questions and materials containing HOTS can familiarize students to think critically. Based on this, the books published by the Ministry of Education and Culture deserve to be used as supporting books in learning, but still need to increase the number of questions and materials that are HOTS-oriented.Keywords : textbooks; Higher Order Thinking Skills; material; questions]]>
<![CDATA[Blended Learning: Improvisasi dalam Pembelajaran Menulis Pengalaman (Blended Learning: Improvisation in Experience Writing Learning) ]]>
<![CDATA[Miftakhul Huda]]>
<![CDATA[ Lensa: Kajian Kebahasaan, Kesusastraan, dan Budaya Vol 8, No 2 (2018) ]]>
Publisher : <![CDATA[Fakultas Bahasa dan Budaya Asing (FBBA), Universitas Muhammadiyah Semarang ]]>
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DOI: 10.26714/lensa.8.2.2018.117-130
<![CDATA[Pembelajaran menulis dengan menggunakan blended learning secara umum meningkatkan partisipasi mahasiswa. Blended learning membuat mahasiswa memiliki kesempatan berlatih menulis lebih banyak karena mahasiswa bisa menulis tanpa dibatasi oleh ruang kelas. Selain itu, interaksi antarmahasiswa dan dosen dapat maksimal, serta transparansi penilaian terpenuhi. 75% mahasiswa pernah membaca novel sejumlah 3-4 judul. Kriteria dibaca adalah novel tersebut harus dibaca tuntas.Genre karya sastra yang dibaca oleh mahasiswa rata-rata adalah roman percintaan. Sangat sedikit yang membaca karya sastra bergenre misteri, dan tidak ada yang membaca karya sastra terjemahan. Dengan demikian, variasi karya sastra yang dibaca oleh mahasiswa kurang heterogen. Berdasarkan data tersebut, diperlukan pemetaan bacaan sastra bagi mahasiswa dan dimasukkan ke dalam kegiatan intrakurikuler sehingga lebih terpantau.Kata kunci: blended learning, menulis pengalaman, karya sastra, SchoologyABSTRACTWriting lesson using blendedlearning in general improves students’ participation. Blended learning makes the students have more opportunities to learn to write as they can practice outside the classroom. Besides, interactions between students and the lecturer can be optimal, and assessment transparency will be possible as well. 75% of the students had read 3-4 novels. The criterion of ‘read’ is that it had been completely read. The most common genre of the works read was romance/love story. There were only a few of them who read mystery, and none of them had read translated works. Thus, the works read were not really varied. Based on the data, mapping of literary readings for the students is required, and need to be included in the intra-curricular activities to make it easier to monitor.]]>
