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All Journal LiNGUA: Jurnal Ilmu Bahasa dan Sastra JCES (Journal of Character Education Society) Jurnal Ilmiah Telaah Jurnal Basicedu Arus Jurnal Psikologi dan Pendidikan Jurnal Basicedu Alinea: Jurnal Bahasa, Sastra, dan Pengajaran Jurnal Pendidikan Terapan Journal of Community Empowerment Mabasan
M Aris Akbar
Universitas Muhammadiyah Mataram
Religion Arts Humanities Economics, Econometrics & Finance Education Health Professions Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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PELATIHAN PENULISAN DIKSI SEBAGAI UPAYA PENINGKATAN LITERASI SASTRA DI MA PLUS ASSOWAH AL-ISLAMIYAH GERUNG KABUPATEN LOMBOK BARAT Linda Ayu Darmurtika; Yuni Mariyati; I Made Suyasa; Akhmad Akhmad; M Aris Akbar; Siti Lamusiah; Baiq Yuliatin Ihsani; Roby Mandalika Waluyan; Rosada Rosada
Journal of Community Empowerment Vol 4, No 1 (2025): Juni
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/jce.v4i1.32361

Abstract

ABSTRAK                                                                            Perkembangan literasi sastra di kalangan peserta didik masih terbilang rendah. Hal ini disebabkan oleh beberapa faktor, antara lain minimnya akses terhadap bahan bacaan sastra yang berkualitas, kurangnya pelatihan keterampilan menulis kreatif, serta belum optimalnya pendekatan pembelajaran sastra di kelas. Dalam konteks ini, pembelajaran sastra seringkali bersifat normatif dan tekstual, sehingga kurang menyentuh aspek apresiasi dan kreativitas yang dapat menggugah minat serta keterlibatan siswa secara aktif. Pengabdian kepada masyarakat ini bertujuan untuk melakukan pelatihan penulisan diksi sebagai upaya peningkatan literasi sastra di MA Plus Assowah Al-Islamiyah Gerung dengan melibatkan 40 orang sebagai peserta pelatihani. Kegiatan pengabdian terdiri dari lima tahap, yaitu persiapan, penyampaian materi, praktik, presentasi dan diskusi, serta refleksi. Kegiatan dilaksanakan melalui metode partisipatif dan interaktif. Kegiatan ini dinyatakan berhasil dengan indikator sebagai berikut: Aspek partisipasi: Peserta mengikuti kegiatan secara penuh dari awal hingga akhir. Aspek capaian pembelajaran: Berdasarkan penilaian terhadap hasil tugas menulis, sebagian besar peserta mampu menerapkan diksi konotatif dan denotatif dengan baik, serta menunjukkan peningkatan dalam variasi kosakata melalui penggunaan sinonim dan antonim. Aspek keberlanjutan: Pihak sekolah berkomitmen untuk memasukkan materi diksi ini dalam program ekstrakurikuler sastra dan meminta tindak lanjut berupa pendampingan literasi secara berkala. Aspek evaluatif: Refleksi peserta menunjukkan peningkatan kesadaran akan pentingnya pilihan kata dalam menulis sastra yang ekspresif dan bermakna. Secara keseluruhan, kegiatan pengabdian ini tidak hanya memberikan dampak positif terhadap keterampilan menulis siswa, tetapi juga memperkuat kemitraan antara institusi pendidikan tinggi dan sekolah menengah dalam membangun budaya literasi sastra yang berkelanjutan.[A1] Kata kunci: Penulisan Diksi; Peningkatan Literasi Sastra; Lingkungan Sekolah. ABSTRACTThe development of literary literacy among students is still relatively low. This is due to several factors, including minimal access to quality literary reading materials, lack of creative writing skills training, and the suboptimal approach to literary learning in the classroom. In this context, literary learning is often normative and textual, so that it does not touch on aspects of appreciation and creativity that can arouse students' interest and active involvement. This community service aims to conduct diction writing training as an effort to improve literary literacy at MA Plus Assowah Al-Islamiyah Gerung by involving 40 people as training participants. The community service activity consists of five stages, namely preparation, delivery of materials, practice, presentation and discussion, and reflection. The activity was carried out through participatory and interactive methods. This activity was declared successful with the following indicators: Participation aspect: Participants participated in the activity fully from start to finish. Learning achievement aspect: Based on the assessment of the results of the writing assignment, most participants were able to apply connotative and denotative diction well, and showed an increase in vocabulary variation through the use of synonyms and antonyms. Sustainability aspect: The school is committed to including this diction material in the literature extracurricular program and requests follow-up in the form of regular literacy assistance. Evaluative aspect: Participant reflections show an increased awareness of the importance of word choice in writing expressive and meaningful literature. Overall, this community service activity not only has a positive impact on students' writing skills but also strengthens the partnership between higher education institutions and secondary schools in building a sustainable literary literacy culture.Keywords: Diction Writing; Increasing Literary Literacy; School Environment
Development and Preliminary Validation of a Contextual Teaching and Learning-Based Indonesian Language Learning Model for Inclusive Primary Schools Herliana Sri Septina; Lukman Lukman; M. Aris Akbar
Jurnal Pendidikan Terapan Vol 4, No 4 September (2026)
Publisher : Sakura Digital Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61255/jupiter.v4i4.1564

Abstract

Purpose: This study aimed to develop a Contextual Teaching and Learning (CTL)-based Indonesian language learning model for inclusive primary schools by addressing instructional challenges associated with teacher-centered practices and limited accommodation of diverse learner characteristics. Methods: The study employed a Research and Development (R&D) approach with a qualitative design. Data were collected through classroom observations, semi-structured interviews, document analysis, and expert validation. The model was developed through five stages: needs analysis, model design, expert validation, limited implementation, and model refinement. Data were analyzed using thematic analysis and methodological triangulation to enhance the credibility of the findings. Findings: The needs analysis indicated that conventional instructional practices were insufficient to address the diverse learning characteristics of students in inclusive classrooms. Based on these findings, a CTL-based instructional model was developed by integrating contextual learning principles, differentiated instruction, collaborative learning, reflection, and authentic assessment into a coherent instructional framework. The study resulted in a preliminary instructional model that was conceptually validated and designed to support inclusive Indonesian language learning. However, the effectiveness of the model in improving students' learning outcomes has not yet been empirically evaluated. Research Implications: The developed model provides a conceptual framework that may assist teachers in designing more adaptive and inclusive Indonesian language instruction. Further studies involving broader implementation and effectiveness testing are required before wider adoption. Originality: This study contributes to the development of a CTL-based instructional model specifically designed for Indonesian language learning in inclusive primary schools by integrating contextual learning principles with inclusive pedagogical practices into a single instructional framework.
Co-Authors Adiningsih, Baiq Sri Akhmad Akhmad Akhmad Akhmad Arfah, Arfah Baiq Yuliatin Ihsani Erwin Erwin Fadlu, Fadlu Habiburrahman Habiburrahman Halus Mandala Hastuti Hastuti Hazmi, Jihadul herliana Sri Septina I Made Suyasa Ida Ayu Laksmita Sari Irma Setiawan, Irma Juliana Juliana Khairil Anwar Linda Ayu Darmurtika Lukman Lukman M. Zaini Saparingga Mulyani Thursina Nur Faida, Nur Nurmiwati, Nurmiwati Nurmiwati, Nurmiwati Pipit Aprilia Susanti Roby Mandalika Waluyan Roeslani, Riaresti Daliana Rosada Rosada Siti Lamusiah Siti Lamusiah Siti Nur Ifanti Sri Hidayati Wardani, Uyu Yuni Mariyati