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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.

KONSTRUK ASESMEN LITERASI FUNGSIONAL UNTUK SISWA SEKOLAH MENENGAH PERTAMA Burhan Nurgiyantoro; Beniati Lestyarini; Dwi Hanti Rahayu
LITERA Vol 19, No 2: LITERA JULI 2020
Publisher : Faculty of Languages and Arts, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/ltr.v19i2.32977

Literasi fungsional menyiratkan bahwa literasi dapat digunakan untuk meningkatkan kapasitas masyarakat, meraih tujuan, dan meningkatkan kemampuan diri. Penelitian validatif ini bertujuan untuk mengidentifikasi konstruk asesmen literasi fungsional untuk siswa SMP dan mengalisis butir soalnya dengan Model Rasch. Data penelitian ini dikumpulkan melalui observasi, wawancara, FGD, dan tes. Sebanyak 5 orang guru dan 246 siswa dari 5 SMP di DIY, serta 3 pakar dilibatkan dalam proses pengumpulan data. Hasil penelitian berupa konstruk literasi fungsional dari National Assessment for Adult Literacy (NAAL) dimodifikasi dalam 15 jenis literasi, yaitu literasi prosa, digital, dokumen, numerik, lingkungan, kesehatan, pariwisata, transportasi, keselamatan jalan, kesantunan berbahasa, mitigasi bencana, finansial, budaya, visual, dan sosial. Hasil analisis 60 butir soal dengan Model Rasch berbantuan program QUEST menunjukkan probability level 0,50 dengan indeks reliabilitas 0,98. Mean INFIT MNSQ sebesar 1.00 dengan SD 0,04 yang fit dengan Model Rasch. Butir soal yang layak berada pada rentang threshold (± 2) adalah 51 buah (85%), sedangkan yang di luar rentang tersebut 9 butir (15%). Siswa dengan skor ≥75 sebesar 38,2%, sedang yang belum memenuhi standar sebanyak 61,8%. Indikator esensial dan batang soal menjadi bagian penting untuk melihat kemampuan literasi fungsional siswa. Kata kunci: literasi fungsional, asesmen, analisis butir soal, Model Rasch THE CONSTRUCTS OF FUNCTIONAL LITERACY ASSESSMENT FOR JUNIOR HIGH SCHOOL STUDENTS AbstractFunctional literacy implies that literacy can be used for improving society capacities, obtaining goals, and increasing self-capabilities. The present study is aimed at identifying the constructs of the functional literacy assessment of junior high school students and analysing the item responses by using the Rasch Model. The data were collected through observation, interview, FGD and testing. Five teachers, 246 students from five junior high schools in Yogyakarta Province, and 3 experts were involved in the research processes. Results show that the constructs of the functional literacy from the National Assessment for Adult Literacy (NAAL) concepts have been modified into 15 types of literacy: prose, digital, document, numerical, environmental, health, tourism, transportation, road safety, language civility, disaster mitigation, financial, cultural, visual, and social). The results of the item analysis (60 items) using the Rasch Model with the QUEST program produce a probability value of 0.50 with a reliability index of 0.98. The INFIT MNSQ mean of 1.00 with an SD of 0.4 fits with the Rasch model. Items are eligible for an appropriate threshold range (± 2) of 51 grains or 85% while items outside the range of ± 2 is 9 (15%). Students with a score of ≥ 75 are 94 in number (38.2%). Meanwhile, students who have not fulfilled the standard amount to 61.8%. Essential indicators and item stems have an important role in reflecting the students’ functional literacy competences. Keywords: functional literacy, assessment, item response, Rasch model

Pelatihan Pembinaan Penulisan Karya Ilmiah dan Esai bagi Guru SMA/SMK/MA dalam Upaya Meningkatkan Literasi Siswa Kusmiatun, Ari; Mawaidi, Mawaidi; Triono, Eko; Rahayu, Dwi Hanti
GUYUB: Journal of Community Engagement Vol 5, No 1 (2024)
Publisher : Universitas Nurul Jadid

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/guyub.v5i1.8300

Writing training at the high school level in Yogyakarta has been going well. However, there are many problems in its implementation due to the lack of competitive motivation among teachers or school institutions. This lack of motivation causes teachers' self-confidence to decrease and students are not optimal in the process of increasing literacy. This article is the output of writing training in schools for SMA/SMK/MA teachers in an effort to increase student literacy which can create motivation for students to think critically and achieve. By using a participatory action research approach, this community (PKM) seeks to overcome demotivation regarding the ability to write scientific papers and essays at the high school level in Yogyakarta which is caused by many students who are not interested and are less competitive in the field of writing. The results of PKM that have been achieved are increased motivation of teachers and students’ writing abilities, especially in the context of writing and presentation competitions. This PKM has also succeeded in creating collaboration between institutions, both between schools and between private institutions, which will be managed in the future in the context of developing writing and increasing student literacy.

PENGGUNAAN BAHASA JAWA DALAM KOMUNIKASI DOSEN DAN MAHASISWA FBS UNY DI LINGKUNGAN KAMPUS Mulyani, Siti; Rahayu, Dwi Hanti
Diksi Vol. 10 No. 2: DIKSI JULI 2003
Publisher : Fakultas Bahasa, Seni, dan Budaya, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/diksi.v10i2.6965

PENGGUNAAN BAHASA JAWA DALAM KOMUNIKASI DOSEN DAN MAHASISWA FBS UNY DI LINGKUNGAN KAMPUS Mulyani, Siti; Rahayu, Dwi Hanti
Diksi Vol. 12 No. 2: DIKSI JULI 2003
Publisher : Fakultas Bahasa, Seni, dan Budaya, Universitas Negeri Yogyakarta

PENINGKATAN KUALITAS PERKULIAHAN PADA MATA KULIAH PENGANTAR ILMU SASTRA DENGAN PENDEKATAN SAINTIFIK Hartono, -; Wahyudin, Ahmad; Nurhidayah, -; Rahayu, Dwi Hanti
Diksi Vol. 24 No. 1: DIKSI MARET 2016
Publisher : Fakultas Bahasa, Seni, dan Budaya, Universitas Negeri Yogyakarta

Implementasi lesson study pada perkuliahan Pengantar Ilmu Sastra bertujuan untukmeningkatkan kualitas perkuliahan dengan menggunakan pendekatan saintifik. Sumber dataadalah 46 orang mahasiswa kelas B peserta mata kuliah Pengantar Ilmu Sastra 2014/2015di Jurusan Pendidikan Bahasa dan Sastra Indonesia Fakultas Bahasa dan Seni UniversitasNegeri Yogyakarta. Implementasi dilaksanakan dalam empat siklus, masing-masing siklusterdiri atas tahapan plan, do, dan see. Teknik pengumpulan data yang digunakan adalahpengamatan dengan instrumen lembar pengamatan dan dokumentasi berupa foto danvideo. Data dianalisis secara deskriptif kualitatif. Hasil implementasi menunjukkan bahwapendekatan saintifik dalam lesson study dapat meningkatkan kualitas perkuliahan padamata kuliah Pengantar Ilmu Sastra di kelas B 2014/2015. Dalam perkuliahan, mahasiswamenjadi lebih aktif, suasana perkuliahan menjadi lebih kondusif, diskusi kelompok dalampendekatan saintifik menjadi lebih hidup karena semua anggota kelompok mempersiapkanmateri diskusi dengan baik. Tahapan lima M dalam pendekatan saintifik secara keseluruhandapat meningkatkan peran aktif setiap mahasiswa dalam proses perkuliahan. Mereka jugamenjadi lebih antusias dan aktif dalam setiap pembelajaran. Perkuliahan yang dilakukanjuga dapat meningkatkan karakter jujur, tanggung jawab, disiplin, kerja keras, dan kreatif.Dengan kualitas perkuliahan yang lebih baik, pemahaman mahasiswa terhadap prosesperkuliahan di perguruan tinggi menjadi baik dan pemahaman materi perkuliahan jugamenjadi lebih baik.Kata kunci: pendekatan saintifik, lesson study, kualitas perkuliahan

Competency construct model for critical reading in non-literary texts based on the framework of the Indonesian National Qualification (KKNI) Rahayu, Dwi Hanti; Nurbaya, St.
Diksi Vol. 30 No. 2: DIKSI SEPTEMBER 2022
Publisher : Fakultas Bahasa, Seni, dan Budaya, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/diksi.v30i2.58480

The ability to read is a language skill that is very important in supporting general academic abilities. Based on research, most study programs at higher education institutions do not include critical reading as a subject. For this reason, this study aims to produce a construct model of critical reading competencies in non-literary texts which is used as a guideline for evaluating learning outcomes (LO) in critical reading classes. The ptesent study is developmental research with the stages of preliminary study activities, literature studies, field analysis, and competency product development. The data source for the study is analysis of data needs to build critical reading competences. Results of the study show that there are five steps of activities carried out in critical reading, namely: 1) surveying the text, 2) understanding the contents of the text, 3) analyzing the text, 4) criticizing the text, and 5) evaluating and publishing. Step (1) determines the type of text to be criticized, identifing the identity and background of the author. Step (2) determines the theme of the text, shows the characteristics of the text, and states the main ideas of each paragraph. Step (3) identifies the structure of the text, states facts and opinions, determines the pattern of paragraph development, identifies relationships between main ideas and explanations, restates implied meanings, and understands the relevances of the relationships among text structures. Step (4) shows the discrepancy between the theme and the content, the description in each part of the text, the ideas in the paragraphs, the details of facts, and the author's arguments. Step (5) assesses the accuracy and suitability of the facts. The final stage is publication of results showing strengths and weaknesses of the text.Keywords: construct model, critical reading, non-literary text

Model bahan ajar membaca pemahaman berbasis teks dengan pendekatan content language integrited learning Nurbaya, St; Rahayu, Dwi Hanti
Humanika: Kajian Ilmiah Mata Kuliah Umum Vol. 18 No. 2 (2018): Humanika: Kajian Ilmiah Mata Kuliah Umum
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/hum.v18i2.29238

This study aimed to develop reading material teaching based on text with a content language integrated learning approach for students of PBSI FBS UNY. Development design followed the design model developed by Willis, known as the R2D2 model (1995), with steps (1) defining 2) planning and development, 3) dissemination. Products whose developed are text-based reading teaching materials with the CLIL approach. The products have been assessed by peers, reading learning experts, and lecturers of reading comprehension courses. There are five types of texts developed into teaching materials, namely; 1) description text, exposition text, argumentation text, editorial text, and research proposal text. Each text is used as a learning unit. Each learning unit was divided into; 1) learning objectives, 20 teaching materials, 3) texts, and 4) evaluation of learning. The assessment instrument used the teaching material assessment rubric with 4 components, scaled 1-4. The four assessment components; 1) content eligibility with a mean value of 23.00 or with a very good category, 2) language with a mean value of 14.00 or good category, 3) presentation with a mean of 19.30 or in a very good category while the component, 4) the design gets a mean value of 14.60 or good category. Overall, research development on instructional materials is at an average rate of 17.72 or a good category.Penelitian ini bertujuan mengembangkan bahan ajar membaca pemahaman berbasis teks dengan pendekatan content language integrited learning untuk mahasiswa PBSI FBS UNY. Desain pengembangan mengikuti model desain yang dikembangkan oleh Willis yang lebih dikenal dengan model R2D2 (1995,) dengan langkah (1) pendefinisian 2) perencanaan dan pengembangan, 3) penyebarluasan. Produk temuan hasil pengembangan adalah bahan ajar membaca berbasis teks dengan pendekatan CLIL. Produk telah dinilai oleh teman sejawat, pakar pembelajaran membaca, dan dosen-dosen mata kuliah membaca pemahaman. Jenis teks yang dikembangkan menjadi bahan ajar ada lima, yaitu; 1) teks deskripsi, teks ekposisi, teks argumentasi, teks editorial, dan teks proposal penelitian. Masing-masing teks dijadikan unit pembelajaran. Tiap unit pembelajaran terbagi atas ; 1) tujuan pembelajaran, 20 materi ajar, 3) teks yang dibaca, dan 4) evaluasi pembelajaran. Instrumen penilaian menggunakan rubrik penilaian bahan ajar dengan 4 komponen yakni berskala 1-4. Keempat komponen penilaian meliputi; 1) kelayakan isi dengan rerata nilai 23.00 atau dengan kategori sangat baik , 2) kebahasaan dengan rerata nilai 14.00 dan terkategori baik, 3 ) penyajian dengan rerata 19.30 atau berada pada kategori sangat baik, sedangkan komponen , 4) desain mendapatkan rerata nilai 14.60 dengan kategori baik. Secara keseluruhan, penelitian terhadap bahan ajar hasil pengembangan berada pada angka rerata 17,72 atau berada pada kategori baik.

Dongeng sebagai Media Pembentuk Karakter Anti Perundungan pada Anak Usia Dini Praditama, Angger Gilang; Kusmiatun, Ari; Rahayu, Dwi Hanti
Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini Vol. 7 No. 6 (2023)
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/obsesi.v7i6.4264

Kasus bullying (perundungan) masih kerap ditemukan di dunia, termasuk di Indonesia. Faktor yang mempengaruhi terjadinya perundungan sangat beragam, salah satunya adalah konten bacaan atau hiburan yang diberikan kepada anak. Dongeng dapat dimaafatkan sebagai stimulus pada anak untuk menumbuhkan nilai-nilai karakter yang baik. Tujuan dari penelitian ini adalah menemukan nilai-nilai karakter dalam dongeng Sanggau yang tercantum dalam buku Corita Muntuh Sanggau (Kumpulan Cerita Rakyat Sanggau) yang diharapkan mampu mencegah kasus perundungan pada anak. Data dalam penelitian ini berupa kutipan kata, klausa, kalimat, atau paragraf yang merujuk pada nilai karakter. Teknik pengumpulan data dilakukan dengan teknik baca catat. Data dianalisis dengan model interaktif Miles dan Huberman yang terdiri atas pengumpulan data, reduksi data, penyajian data, dan penarikan simpulan atau verifikasi. Hasil penelitian menunjukkan bahwa dalam dongeng di Sanggau, ditemukan beberapa nilai karakter yaitu nilai karakter toleransi, bersahabat/komunikatif, cinta damai, dan peduli sosial yang diharapkan mampu mencegah perilaku perundungan pada anak usia dini.

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