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Analisis unsur budaya dalam buku ajar BIPA Agmi Sinta Nanda Permatasari; Setya Tri Nugraha; B. Widharyanto
Jurnal Bahasa Indonesia bagi Penutur Asing Vol 4, No 1 (2022): Jurnal Bahasa Indonesia bagi Penutur Asing (JBIPA)
Publisher : Badan Pengembangan dan Pembinaan Bahasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26499/jbipa.v4i1.4972

Penelitian ini bertujuan untuk mengetahui penerapan atau implementasi unsur budaya Indonesia yang ada dalam buku ajar BIPA terbitan Kemendikbud berjudul "Sahabatku Indonesia” tingkat A1. Metode penelitian yang digunakan adalah pendekatan deskriptif kualitatif. Adapun teknik pengumpulan data dalam penelitian, yaitu teknik membaca dan catat. Objek penelitian berupa isi terkhusus pada unsur budaya yang ditawarkan. Berdasarkan hasil analisis dalam Buku BIPA terbitan Kemendikbud yang berjudul ”Sahabatku Indonesia” tingkat A1, terdapat tujuh unsur budaya, yang meliputi perilaku sosial berbahasa, sistem dan organisasi kemasyarakatan, sistem pengetahuan penduduk, sistem teknologi dan peralatan hidup masyarakat Indonesia. Penerapan unsur budaya ini tidak diberikan tempat khusus tetapi diimplementasikan ke dalam beberapa unit. Tidak semua unit dalam buku ajar ini mengandung implementasi unsur budaya Indonesia.

Pengembangan Instrumen Penılaıan Karakter Rasa Ingın Tahu Dalam Pembelajaran Membaca Dan Menulıs Sıswa Kelas 1 SD Hilary Sekarningrum; Yuliana Setyaningsih; B. Widharyanto
Jurnal Elementaria Edukasia Vol. 6 No. 2 (2023): juni
Publisher : Elementary Teacher Education Program, Majalengka University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jee.v6i2.5446

Currently, the assessment of curiosity character education is mostly done by observation. The lack of innovation in developing curiosity character assessment instruments for elementary school students is the background of this research. The purpose of this study was to develop an instrument for assessing the character of curiosity in teaching reading and writing to elementary school students. This study uses the ADDIE Research and Development method. This study involved 15 teachers for needs analysis, three lecturers and four teachers for surface and content validation, and 17 grade 1 elementary school students for testing the curiosity character assessment instrument. The research instruments used in this study were tests and non-tests, using closed and open questionnaires. Data analysis techniques in this study were carried out quantitatively and qualitatively. The results showed that the curiosity character assessment instrument was developed by following the steps of the ADDIE development procedure which had been tested for quality with "very good results, with no recommendations for revision" and a "high" level of effectiveness. This means the curiosity character assessment instrument is feasible and effective in learning to read and write.

Pengembangan Instrumen Penılaıan Karakter Rasa Ingın Tahu Dalam Pembelajaran Membaca Dan Menulıs Sıswa Kelas 1 SD Sekarningrum, Hilary; Yuliana Setyaningsih; B. Widharyanto
Jurnal Elementaria Edukasia Vol. 6 No. 2 (2023): Juni
Publisher : Elementary Teacher Education Program, Majalengka University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jee.v6i2.5446

Currently, the assessment of curiosity character education is mostly done by observation. The lack of innovation in developing curiosity character assessment instruments for elementary school students is the background of this research. The purpose of this study was to develop an instrument for assessing the character of curiosity in teaching reading and writing to elementary school students. This study uses the ADDIE Research and Development method. This study involved 15 teachers for needs analysis, three lecturers and four teachers for surface and content validation, and 17 grade 1 elementary school students for testing the curiosity character assessment instrument. The research instruments used in this study were tests and non-tests, using closed and open questionnaires. Data analysis techniques in this study were carried out quantitatively and qualitatively. The results showed that the curiosity character assessment instrument was developed by following the steps of the ADDIE development procedure which had been tested for quality with "very good results, with no recommendations for revision" and a "high" level of effectiveness. This means the curiosity character assessment instrument is feasible and effective in learning to read and write.

Perjuangan Perempuan terhadap Diskriminasi dalam Novel Gadis Kretek Karya Ratih Kumala Afidha Anhar; B. Widharyanto; Fidelis Chosa Kastuhandani
Jurnal Onoma: Pendidikan, Bahasa, dan Sastra Vol. 11 No. 2 (2025)
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/onoma.v11i2.5473

Penelitian ini berfokus pada perlawanan perempuan terhadap diskriminasi dengan tujuan untuk menganalisis bentuk perjuangan yang ditampilkan dalam novel Gadis Kretek karya Ratih Kumala. Metode yang digunakan dalam penelitian ini adalah deskriptif kualitatif dengan data berupa kalimat, rangkaian kalimat, atau paragraf yang dianalisis menggunakan teori analisis wacana kritis Sara Mills. Model analisis ini menitikberatkan pada wacana feminis untuk memahami bagaimana posisi perempuan direpresentasikan dalam teks. Dalam pendekatan Sara Mills, posisi yang dianalisis mencakup siapa yang berperan sebagai subjek dan objek dalam penceritaan, serta bagaimana pembaca ditempatkan dalam wacana tersebut. Hasil penelitian ini menunjukkan bahwa dalam novel Gadis Kretek terdapat dua bentuk utama perjuangan perempuan terhadap diskriminasi, yaitu perjuangan radikal dan perjuangan kompromis. Kedua bentuk perjuangan ini ditampilkan dalam tiga posisi utama sesuai dengan teori Sara Mills, yakni sebagai subjek, objek, dan pembaca. Selain itu, penelitian ini juga mengungkap bahwa Ratih Kumala melalui Gadis Kretek memberikan afirmasi terhadap perjuangan perempuan dalam melawan diskriminasi dengan menampilkan tokoh perempuan yang berani melawan sistem patriarki dalam industri kretek dan kehidupan sosial mereka.

PENTINGNYA LITERASI MEMBACA DAN MENULIS PADA SISWA KELAS I SD SEBAGAI FONDASI PEMBELAJARAN LANJUTAN Yrmina, Yrmina Damayanti; B. Widharyanto; Setya Tri Nugraha; R. Kunjana Rahardi; Yuliana Setyaningsih
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 04 (2025): Volume 10 No. 04 Desember 2025
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i04.37738

Reading and writing literacy were the main foundations for successful learning at the elementary school level, especially for first grade students who were in the early stage of language development. This study aimed to (1) describe the importance of reading and writing literacy for first-grade students, (2) analyze the factors influencing students’ reading and writing literacy, and (3) identify teachers’ strategies to foster reading and writing literacy among first-grade students. The study employed a descriptive qualitative method with a library research design. Data were obtained from scientific articles and journals published between 2021 and 2025 that were relevant to the topic of reading and writing literacy. The data analysis technique used content analysis, which included data reduction, classification, interpretation, and verification. The results showed that reading and writing literacy played a crucial role in building the foundation of students’ critical, creative, and communicative thinking skills from an early age. Factors influencing literacy development included internal factors such as motivation, reading interest, and cognitive ability, as well as external factors such as family support, teachers’ guidance, and a literate learning environment. The effective strategies to promote literacy were the 15 minute reading activity before lessons, the provision of classroom reading corners, the use of illustrated media and contextual writing activities, and collaboration between teachers and parents in home literacy practices. Through well planned, engaging, and sustainable strategies, students’ reading and writing literacy skills could develop optimally as a foundation for lifelong learning success.

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