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All Journal Abdimas Umtas : Jurnal Pengabdian kepada Masyarakat Likhitaprajna: Jurnal Ilmiah Fakultas Keguruan Ilmu Pendidikan Universitas Wisnuwardhana Malang Jurnal ABDIKU Asian Journal of Community Services (AJCS) NEAR: Jurnal Pengabdian kepada Masyarakat Adjektiva: Educational Languages and Literature Studies EDUCATIONAL: Jurnal Inovasi Pendidikan dan Pengajaran
Kustyarini, Kustyarini
Faculty Of Teacher Training And Education, Wisnuwardhana University Malang
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Health Professions Languange, Linguistic, Communication & Media Library & Information Science Mathematics Nursing Public Health Social Sciences Transportation Other

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PENDEKATAN HUMANISTIK DALAM PEMBELAJARAN BAHASA DAN SASTRA INDONESIA BERBASIS PSIKOSOSIAL LITERASI K. KUSTYARINI; ETTY UMAMY
EDUCATIONAL : Jurnal Inovasi Pendidikan & Pengajaran Vol. 4 No. 4 (2024)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/educational.v4i4.3561

Abstract

Psychosocioliteracy-based education is a crucial aspect of the humanist approach to learning in schools, focusing on linking teaching material with students' real-life situations and sociological psychological conditions. This approach encourages students to connect their knowledge with their lives as family and society members. Learning outcomes occur naturally through student work and experience activities, rather than knowledge transfer. Psychosocial pedagogy is essential for character education, as it helps teachers improve their understanding of teaching and trace the quality of their teaching through critical reflection. Language learning should be comprehensive and integrated, involving careful selection of context and personal experience. This approach encourages students to develop reflective abilities and skills, fostering a supportive social environment and promoting a commitment to learning. ABSTRAKPendidikan berbasis psikososioliterasi merupakan aspek penting dari pendekatan humanis terhadap pembelajaran di sekolah, yang berfokus pada menghubungkan materi pengajaran dengan situasi kehidupan nyata siswa dan kondisi psikologis sosiologis. Pendekatan ini mendorong siswa untuk menghubungkan pengetahuan mereka dengan kehidupan mereka sebagai anggota keluarga dan masyarakat. Hasil pembelajaran terjadi secara alami melalui kegiatan kerja dan pengalaman siswa, bukan transfer pengetahuan. Pedagogi psikososial sangat penting untuk pendidikan karakter, karena membantu guru meningkatkan pemahaman mereka tentang pengajaran dan melacak kualitas pengajaran mereka melalui refleksi kritis. Pembelajaran bahasa harus komprehensif dan terintegrasi, yang melibatkan pemilihan konteks dan pengalaman pribadi yang cermat. Pendekatan ini mendorong siswa untuk mengembangkan kemampuan dan keterampilan reflektif, menumbuhkan lingkungan sosial yang mendukung, dan meningkatkan komitmen untuk belajar.
Belajar Bahasa dan Sastra itu Seru (BeBaSaRu): An Early Childhood Literacy Development Program Umamy, Etty; Kustyarini, Kustyarini; Anta Sari, Dewi; Sri Rejeki, Aisa; Irwan Almustofa, Mochamad
NEAR: Jurnal Pengabdian kepada Masyarakat Vol. 4 No. 2 (2025): NEAR
Publisher : Komunitas Dosen Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32877/nr.v4i2.2224

Abstract

Early literacy is a fundamental foundation in the cognitive and language development of young children. However, many children still face difficulties in recognizing letters, understanding vocabulary, and constructing simple sentences. The Belajar Bahasa dan Sastra itu Seru (BeBaSaRu) program was designed as a community engagement initiative to enhance early literacy skills through an interactive and engaging approach. This program aims to develop young children's reading, writing, and storytelling abilities while also strengthening the role of teachers and parents in literacy stimulation. The methods used in this program include a participatory approach that involves teacher training, parental education, and the implementation of phonemic games, storytelling, shared reading, and creative writing activities. The results indicate that the program effectively improved children's vocabulary, story comprehension, storytelling skills, and basic writing abilities. Moreover, it increased children's interest in reading and reinforced the active involvement of teachers and parents in supporting literacy development. The implications of this study suggest that interactive literacy teaching methods can be adapted to various educational settings, including schools with limited resources. The sustainability of this program requires support from multiple stakeholders to ensure that its approaches continue to be effectively implemented in early childhood literacy education.
Strategi Literasi Anak Berbasis Sastra dalam Pengembangan Nilai Interkultural Umamy, Etty; Kustyarini
Adjektiva: Educational Languages and Literature Studies Vol. 8 No. 1 (2025)
Publisher : Universitas Mulawarman

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30872/adjektiva.v8i1.4700

Abstract

In the era of globalization, education plays a crucial role in instilling intercultural values in children; however, the lack of systematic approaches remains a major challenge. This study aims to formulate effective literature-based literacy strategies for developing intercultural values, evaluate their impact, and identify challenges and opportunities in their implementation. Using a qualitative approach with a case study method, this research analyzes the implementation of literature-based literacy strategies through semi-structured interviews, classroom observations, document analysis, and questionnaires involving students, teachers, and literary materials used in learning. The findings indicate that this strategy is effective in enhancing students' understanding and appreciation of cultural diversity, improving social interactions, and fostering empathy toward different cultural perspectives. The analysis of questionnaire data using a Likert scale reveals a significant increase in students’ attitudes toward intercultural values after participating in the program. Additionally, selecting relevant literary materials and providing adequate teacher training are key factors in the successful implementation of this strategy. Therefore, this study recommends integrating literature-based literacy into children's educational curricula to foster a more inclusive and tolerant cultural understanding.
Co-Authors Anta Sari, Dewi Irwan Almustofa, Mochamad Klara Kumalasari Kristiawan, Indria limgiani Mochammad Rozikin Mudji Rahayu Novi Trisnawati Ratnawati Ratnawati Siti Asiyah Sri Rejeki, Aisa Umamy, Etty Wiwik Utami Wiwik Utami