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All Journal MATAPENA: Jurnal Keilmuan Bahasa, Sastra, dan Pengajarannya Jurnal Onoma: Pendidikan, Bahasa, dan Sastra Didaktik : Jurnal Ilmiah PGSD STKIP Subang Jurnal Disastri: Pendidikan Bahasa dan Sastra Indonesia Jurnal Bastra (Bahasa dan Sastra) YASIN: Jurnal Pendidikan dan Sosial Budaya Kopula: Jurnal Bahasa, Sastra, dan Pendidikan Jurnal Ilmiah Research Student Morfologi : Jurnal Ilmu Pendidikan, Bahasa, Sastra dan Budaya Pragmatik : Jurnal Rumpun Ilmu Bahasa dan Pendidikan El-Mujtama: Jurnal Pengabdian Masyarakat Anafora: Jurnal Penelitian Mahasiswa Pendidikan Bahasa dan Sastra Indonesia
Safinatul Hasanah Harahap
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Religion Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Mathematics Medicine & Pharmacology Social Sciences Other

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TELAAH PEMBELAJARAN BIPA BERBASIS BUDAYA LOKAL UNTUK PENGUATAN KOMPETENSI INTERKULTURAL Fenny Yuliani Pasaribu; Daniela Maretty Situmorang; Nanda Claudia Pardede; Safinatul Hasanah Harahap
Jurnal Bastra (Bahasa dan Sastra) Vol. 11 No. 2 (2026): JURNAL BASTRA EDISI APRIL 2026
Publisher : Program Studi Pendidikan Bahasa dan Sastra Indonesia, FKIP, Universitas Halu Oleo Kampus Bumi Tridharma Andounohu Kendari, Provinsi Sulawesi Tenggara – Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36709/bastra.v11i2.2621

Abstract

Pembelajaran Bahasa Indonesia bagi Penutur Asing (BIPA) perlu dirancang bukan hanya sebagai transfer struktur bahasa, tetapi juga sebagai proses pemerolehan makna sosial dan budaya yang melekat pada penggunaan bahasa Indonesia. Artikel ini bertujuan menelaah pembelajaran BIPA berbasis budaya lokal sebagai strategi pedagogis untuk memperkuat kompetensi interkultural pemelajar asing. Penelitian ini menggunakan pendekatan kualitatif dengan metode studi pustaka deskriptif melalui sintesis tematik terhadap literatur tentang BIPA, budaya lokal, pembelajaran bahasa kontekstual, dan kompetensi interkultural. Data dianalisis melalui reduksi informasi, pengodean tema, pemetaan relasi konsep, dan interpretasi kritis. Hasil telaah menunjukkan bahwa budaya lokal berfungsi sebagai sumber input autentik, konteks pragmatik, dan medium refleksi lintas budaya dalam pembelajaran BIPA. Integrasi budaya lokal dapat dilakukan melalui teks budaya, dialog situasional, proyek berbasis budaya, media digital, kunjungan virtual, simulasi sosial, dan penilaian performatif. Kompetensi interkultural pemelajar dapat diperkuat melalui empat dimensi utama, yaitu sikap terbuka, pengetahuan budaya, keterampilan menafsirkan dan berinteraksi, serta kesadaran kritis terhadap perbedaan budaya. Kajian ini menyimpulkan bahwa pembelajaran BIPA berbasis budaya lokal berpotensi memperkuat kemampuan komunikasi lintas budaya apabila dirancang secara bertahap, sesuai level BIPA, dan disertai evaluasi yang mengukur penggunaan bahasa dalam konteks sosial budaya.
IMPLEMENTASI MODEL PEMBELAJARAN BERDIFERENSIASI PADA MATA PELAJARAN BAHASA INDONESIA DI SMP KOTA MEDAN Purba, Priscillia Febrianty; Safinatul Hasanah Harahap
Anafora: Jurnal Penelitian Mahasiswa Pendidikan Bahasa dan Sastra Indonesia Vol 6 No 1 (2026)
Publisher : Prodi Pendidikan Bahasa dan Sastra Indonesia, FKIP, UNIKU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ajpm.v6i1.300

Abstract

ABSTRAK: Penelitian ini bertujuan untuk mendeskripsikan implementasi pembelajaran berdiferensiasi pada mata pelajaran Bahasa Indonesia di SMP Kota Medan yang mencakup diferensiasi konten, proses, produk, dan lingkungan belajar. Penelitian ini menggunakan pendekatan kualitatif dengan metode deskriptif. Data diperoleh melalui observasi di kelas dan wawancara terhadap guru Bahasa Indonesia di tiga sekolah. Hasil penelitian menunjukkan bahwa pembelajaran berdiferensiasi telah mulai diterapkan, terutama pada aspek konten melalui penggunaan media yang mengakomodasi visual, auditori, dan kinestetik. Pada aspek proses, guru telah menggunakan metode pembelajaran yang bervariasi, namun belum sepenuhnya disesuaikan dengan karakteristik peserta didik. Pada aspek produk, peserta didik belum diberikan kebebasan secara optimal dalam menentukan bentuk hasil belajar. Sementara itu, pada aspek lingkungan belajar, suasana kelas sudah kondusif, tetapi pengelolaannya masih bersifat konvensional dan belum fleksibel. Implementasi pembelajaran berdiferensiasi di SMP kota Medan masih berada pada tahap awal dan belum berorientasi pada kebutuhan individual peserta didik. Oleh karena itu, diperlukan penguatan kompetensi guru dalam merancang pembelajaran yang adaptif. KATA KUNCI: Pembelajaran berdiferensiasi, gaya belajar, bahasa indonesia. >         TITLE: IMPLEMENTATION OF DIFFERENTIATED INSTRUCTION IN INDONESIAN LANGUAGE CLASSES AT JUNIOR HIGH SCHOOLS IN MEDAN   ABSTRACT: This study aims to describe the implementation of differentiated instruction in Indonesian language classes at junior high schools in Medan, covering differentiation in content, process, product, and learning environment. This study employs a qualitative approach using a descriptive method. Data were collected through classroom observations and interviews with Indonesian language teachers at three schools. The results of the study indicate that differentiated instruction has begun to be implemented, particularly in the content aspect through the use of media that accommodates visual, auditory, and kinesthetic learners. In the process aspect, teachers have employed varied instructional methods,but these have not yet been fully adapted to the characteristics of the students. In the product aspect, students have not been given optimal freedom in determining the form of their learning outcomes. Meanwhile, regarding the learning environment, the classroom atmosphere is conducive, but its management remains conventional and lacks flexibility. The implementation of differentiated instruction in junior high schools in Medan is still in its early stages and has not yet been oriented toward the individual needs of students. Therefore, it is necessary to strengthen teachers’ competencies in designing adaptive instruction KEYWORDS: Differentiated Instruction, learning styles, Indonesian language.
Pengaruh Model Experiential Learning terhadap Kemampuan Menulis Puisi Siswa Kelas VIII SMP Negeri 36 Medan Indah Rosa Damanik; Safinatul Hasanah Harahap
YASIN Vol 6 No 1 (2026): FEBRUARI
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/yasin.v6i1.9177

Abstract

The low level of students’ poetry writing ability, caused by limited ideas, a lack of direct experience, and the use of ineffective instructional models, highlights the need for innovative learning approaches in Indonesian language teaching. Poetry writing instruction that tends to be overly theoretical makes it difficult for students to express their experiences and feelings in literary form. This study aimed to determine the effect of implementing the experiential learning model on the poetry writing ability of eighth-grade students at SMP Negeri 36 Medan. A quantitative approach with a quasi-experimental method and a one-group pretest–posttest design was employed on a sample of 30 eighth-grade students. Data were collected through poetry writing tests administered before and after the treatment, and were analyzed using normality tests, homogeneity tests, and t-tests to examine differences in students’ poetry writing ability before and after the implementation of the instructional model. The results showed an improvement in poetry writing ability following the application of the experiential learning model, as evidenced by a t-calculated value greater than the t-table value at the 0.05 significance level, leading to the acceptance of the alternative hypothesis. The improvement was evident in aspects of diction, imagery, clarity of content, and use of figurative language. The study concludes that the experiential learning model has a significant effect on students’ poetry writing ability and indicates that experience-based learning is effective as an alternative instructional model for teaching poetry writing to enhance students’ creativity and expressive skills.
Co-Authors Abdurahman Adisaputera Agustina Verawati Simorangkir Anggi Nur Febriani Aprina Enzel Sihotang Arlin Septia Basana Siagian Azwa Khalisa Nasution Baherianta Tarigan Bukhari, Ahmad Bukhari Nasution Cici, Annisa Cici Khoirala Daniel Christian Sinaga Daniela Maretty Situmorang Della, Della Amadiah Dhea Amalia Dhea Amelia Diera, Diera Elika Purba Difa Hartati Diva Azzurra Putri Rialni Dwi Nanda Ela Emayusnita Sirait Erfriani Sekar Talenta Simangunsong Erika Cyntia Pebryanti Silitonga Ernes Tifani Anastasia br Saragih Fadilla Aura Ramadani Fenny Yuliani Pasaribu Florentina Sagala Hutagalung, Santa Hoky Icut Aprilla INAYAH HANUM Inayah Hanum Lubis Indah Rosa Damanik Irzi Armando Panjaitan Johannes Bagas Sitorus Khadavi Khadavi Khairil Ansari Kristin Dwi Amsari Pasaribu Luci Epita Banjarnahor Manullang, Elkana Pujiando Manullang, Syahma Fitri Mieke Angelika Siburian Monika Aprilia Muhammad Ripai Mutiara Sany Hasibuan Naima Azmi Hutagalung Nanda Claudia Pardede Nurul Aisyah Syahkila Nurul Hijrah Ovi Oktavia Kresensia Sihombing Pretty Grace Banjarnahor Puan Annisa Pane Purba, Priscillia Febrianty Putri Alicya Putri Enjel Tarigan Rahma Hidayati Regita Amelia Rika Maharani Romauli Angelika Ruth Silvia Sitorus Sabrina Pramesuary Safira Ayesha Ismaidini Saragih, Mutiara Sri Syahputri Syarafina Harahap Tasya Amelia Saragi Taufik Kusuma Panjaitan Yemima Rina Yanti Panjaitan Yesi Jesika Sitepu Yesna Enika Br Lingga Yulisin Nazra