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Dinamika Penerapan Pembelajaran Multiliterasi dengan Perspektif Ekologi: Kajian Narrative Inquiry Sugiarti Sugiarti; Arti Prihatini; Eggy Fajar Andalas
GHANCARAN: Jurnal Pendidikan Bahasa dan Sastra Indonesia 2024: SPECIAL EDITION: LALONGET V
Publisher : Tadris Bahasa Indonesia, Fakultas Tarbiyah, Institut Agama Islam Negeri Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/ghancaran.vi.17202

Teachers are required to have competence in implementing ecological multiliteracy learning in the classroom. However, teachers of SMA Aisyiyah Boarding School Malang (SMA ABSM) have tried to implement it, but still have difficulties implementing multiliteracy learning with an ecological perspective. Therefore, this study aims to describe the dynamics of the application of multiliteracy-based learning with an ecological perspective. This research method is a narrative inquiry with the subject of five ABSM High School teachers. The results showed that, in general, teachers have sufficient knowledge about multiliteracy-based learning. However, a small percentage of teachers still do not understand it enough. In implementing multiliteracy-based learning, teachers still experience obstacles in providing multiliteracy-based materials, time management, and learning innovation constraints. In addition, obstacles arise due to students' lack of interest in reading and literacy skills. However, teachers try to apply multiliteracy-based learning to the subjects they teach with an ecological perspective. The application of multiliteracy learning is integrated through several considerations: the variety of learning resources with an ecological perspective, subjects taught, the stages of implementing multiliteracy-based learning, and learning model innovation. Learning resources are presented multimodally using text, sound, images, and audiovisuals. All subjects have their own characteristics in integrating multiliteracy-based learning with an ecological perspective in science, social, and language subjects. Learning innovation is carried out by teachers by integrating multiliteracy activities in the syntax of the learning model.

Tindak Tutur Ekspresif Tokoh dalam Novel Pulang-Pergi Karya Tere Liye Alfi Khoiru An Nisa; Yunita Trisnawati; Arti Prihatini
MABASAN Vol. 15 No. 2 (2021): Mabasan
Publisher : Balai Bahasa Nusa Tenggara Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62107/mab.v15i2.474

Penelitian ini memiliki tujuan untuk mendeskripsikan bentuk dari tindak tutur ekspresif yang ada pada kalimat atau tuturan yang ada pada setiap tokoh dalam novel Pulang-Pergi karya Tere Liye. Penelitian ini termasuk ke dalam jenis penelitian kualitatif dengan menggunakan pendekatan deskriptif. Sumber data yang digunakan adalah tuturan yang ada pada novel Pulang-Pergi. Data yang digunakan adalah tuturan atau kalimat dari tokoh yang relevan dengan teori tindak tutur ekspresif. Teknik pengumpulan data dilakukan dengan menggunakan teknik baca-catat, yaitu membaca dengan kritis novel Pulang-Pergi yang kemudian jika menemukan tuturan yang relevan dengan teori tindak tutur ekspresif akan dicatat, kemudian dilakukan pengelompokkan seusai dengan indikator yang telah disiapkan, yang kemudian data tersebut dianalisis dengan bentuk deksriptif. Hasil penelitian ditemukan bahwa tindak tutur ekspresif dalam novel Pulang-Pergi terdapat 9 bentuk yaitu ucapan terima kasih, ucapan maaf, ucapan selamat, ucapan pujian, ucapan menyalahkan, ucapan harapan, ucapan menyetujui, ucapan tidak menyetujui, dan ucapan terkejut.

ASPEK LEKSIKO-GRAMATIKAL DALAM LAGU ANAK YANG BERMUATAN MULTIPLE INTELLIGENCE Tri Agung Bayu Ambarsari; Eka Wijayanti; Ahmad Arif Kurniawan; Arti Prihatini
Fon: Jurnal Pendidikan Bahasa dan Sastra Indonesia Vol 18 No 2 (2022)
Publisher : Pendidikan Bahasa dan Sastra Indonesia Universitas Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/xmmwbb23

Aspek leksikal dan gramatikal perlu dikuasai anak dalam pembelajaran bahasa Indonesia pada jenjang Sekolah Dasar dengan memanfaatkan lagu anak berbasis multiple intelligence untuk mendukung perkembangan kompetensi kebahasaannya. Artikel ini bertujuan mendeskripsikan tiga fokus penelitian, yaitu (1) aspek leksikal, (2) aspek gramatikal, dan (3) muatan multiple intelligence pada lagu anak dalam pembelajaran bahasa Indonesia. Penelitian ini merupakan sistematik review dengan teknik pengumpulan data dokumentasi. Analisis data dilakukan secara komprehensif dan kritis terhadap data berupa hasil-hasil penelitian sebelumnya. Hasil penelitian menunjukkan bahwa aspek leksikal berupa sinonimi, antonimi, kolokasi, repetisi, dan kelas kata untuk memperkaya kosakata dan pengetahuan morfosemantis anak. Aspek gramatikal berbentuk referensi, elipsis, konjungsi, inversi, substitusi, dan pemasifan kata yang memperkuat pengetahuan morfosintaksis anak. Lagu anak-anak mengandung muatan multiple intelligence yang terwujud dalam aspek leksikal dan gramatikalnya, yaitu (1) kecerdasan matematis logis dalam penggunaan numeralia dan repetisi, (2) kecerdasan naturalis dalam penggunaan nomina, ajektiva, frasa preposisi serta kohesi leksikal (3) kecerdasan interpersonal dalam penggunaan pronomina, kolokasi, dan repetisi, (4) kecerdasan visual spasial dalam nomina, ajektiva, kolokasi, dan repetisi, (5) kecerdasan musikal dalam onomatopeia dan repetisi, (6) kecerdasan kinestetik dalam verba aksi dan repetisi, (7) kecerdasan intrapersonal dalam pronomina dan kolokasi, dan (8) kecerdasan linguistik dalam seluruh jenis kata dan kohesi leksikal.

ANALISIS VARIASI BAHASA PADA SHORT MOVIE RIZKY FEBIAN JEJAK BIAN Anfiya'ul Baroroh; Arti Prihatini
Kulturistik: Jurnal Ilmu Bahasa dan Budaya Vol. 8 No. 2 (2024): July 2024
Publisher : Universitas Warmadewa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22225/kulturistik.8.2.8980

The variety of languages used by the characters in Rizky Febian's short film "Jejak Bian" is very much, so it is interesting and needs to be studied. This study aims to identify and describe the types of language variations and the factors that cause language variations in Rizky Febian's Short Movie "Jejak Bian". Qualitative descriptive is a type of research and research method used by researchers to analyze this short film. While the sociolinguistic approach is an approach used by researchers as a point of view when analyzing, with the theory proposed by Chaer & Agustin. The source of data in this study is in the form of dialogue between characters contained in Rizky Febian's Short Movie "Jejak Bian". The instrument used in this study, namely by making observations. While the technique of observation, recording, and note-taking, used by researchers in collecting data that has been found. The results found, namely: (A) language variations in terms of speakers, namely 1) dialect, consisting of (a) native Jakarta dialect, (b) Medan dialect, (c) Sundanese dialect, (d) Balinese dialect, and 2) sociolect. (B) Language variations in terms of formality, namely the variety of business, the variety of casual, the variety of familiarity. (C) Language variation in terms of facilities, namely the spoken variety. (D) The factors that cause language variations in Rizky Febian's Short Movie “Jejak Bian”, namely 1) the geographical and social background of the speaker and 2) the subject of the conversation.

Dinamika Penerapan Pembelajaran Multiliterasi dengan Perspektif Ekologi: Kajian Narrative Inquiry Sugiarti Sugiarti; Arti Prihatini; Eggy Fajar Andalas
GHANCARAN: Jurnal Pendidikan Bahasa dan Sastra Indonesia 2024: SPECIAL EDITION: LALONGET V
Publisher : Tadris Bahasa Indonesia, Fakultas Tarbiyah, Institut Agama Islam Negeri Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/ghancaran.vi.17202

Teachers are required to have competence in implementing ecological multiliteracy learning in the classroom. However, teachers of SMA Aisyiyah Boarding School Malang (SMA ABSM) have tried to implement it, but still have difficulties implementing multiliteracy learning with an ecological perspective. Therefore, this study aims to describe the dynamics of the application of multiliteracy-based learning with an ecological perspective. This research method is a narrative inquiry with the subject of five ABSM High School teachers. The results showed that, in general, teachers have sufficient knowledge about multiliteracy-based learning. However, a small percentage of teachers still do not understand it enough. In implementing multiliteracy-based learning, teachers still experience obstacles in providing multiliteracy-based materials, time management, and learning innovation constraints. In addition, obstacles arise due to students' lack of interest in reading and literacy skills. However, teachers try to apply multiliteracy-based learning to the subjects they teach with an ecological perspective. The application of multiliteracy learning is integrated through several considerations: the variety of learning resources with an ecological perspective, subjects taught, the stages of implementing multiliteracy-based learning, and learning model innovation. Learning resources are presented multimodally using text, sound, images, and audiovisuals. All subjects have their own characteristics in integrating multiliteracy-based learning with an ecological perspective in science, social, and language subjects. Learning innovation is carried out by teachers by integrating multiliteracy activities in the syntax of the learning model.

Developing a growth mindset in education: a bibliometric analysis and its challenge during pandemic Sugiarti Sugiarti; Arti Prihatini; Atika Permata Sari; Gamal Kusuma Zamahsari
International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 3: June 2024
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v13i3.26940

The growth mindset is essential for learning because students encounter numerous obstacles during the pandemic. However, only a few studies have examined research trends in growth mindset pedagogy. In filling this gap, this study aims to conduct a bibliometric study using the growth mindset pedagogy during the pandemic. Data from 81 Scopus-sourced scholarly articles on growth mindset in education from 2020–2022 was used. VOSviewer qualitatively analyzed the data. Results showed that the research cluster’s growth mindset is diverse and adaptive to learning dynamics, notably during the COVID-19 pandemic. Several research clusters examined instructors, students, and parents’ roles in learning. Another cluster focuses on academic achievement and teacher efforts to improve student performance. The research addresses student issues like depression, academic fatigue, and suicide ideation. Research on a growth mindset in education has grown quantitatively since 2021. Clusters 1, 2, and 4, 5 have the most research on active learning design to improve student academic performance and accomplishment through teachers and other supporting elements. Even though academic fatigue can lead to depression and suicidal ideation, research on academic achievement-related student issues is scarce. In conclusion, a growth mindset can significantly enhance academic performance and solve learning problems.

Tuturan Perintah Guru dalam Pembelajaran Bahasa Indonesia dengan Metode Ceramah Plus Tanya Jawab dan Tugas (CPTT) di SD Negeri 01 Maguan Widi Sukmawati Trisnatul Rohma; Arti Prihatini
ESTETIK : Jurnal Bahasa Indonesia Vol. 5 No. 1 (2022): Mei
Publisher : Institut Agama Islam Negeri Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/estetik.v5i1.4121

The teacher's orders are verbal tactics used to condition the learning process and encourage students to do something. This study aims to determine the types and functions of teacher orders in class IV in Indonesian language subjects at SD Negeri 01 Maguan, Malang Regency and describe the application, advantages, and disadvantages of the lecture method plus questions and answers and assignments (CPTT) used by teachers. The study used a qualitative descriptive design with an ethnographic communication approach. The source of the research data is the speech of the fourth-grade Indonesian teacher at SDN 01 Maguan, Malang Regency. Data were collected by using observation, recording, and recording techniques. The data analysis technique was carried out by recording all the speeches of teachers and students in class IV SDN 01 Maguan, analyzing, and classifying the speech data of teacher orders related to the lecture method plus questions and answers and assignments. The results showed that there were 4 types of command utterances in the form of imperative sentences of orders, requests, appeals, and invitations. The CPTT method is used to provide some knowledge to students so that the learning process can take place effectively and efficiently. The use of the CPTT method shows its advantages, namely that teachers can directly measure the level of understanding of students through the question-and-answer process and assignments. And there is a weakness that students become passive because learning is centered on the teacher's lecture

Teachers' Literacy Motivation as A Learning Support in Merdeka Curriculum Yuni Susilowati; Arti Prihatini
Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI) Vol. 6 No. 3 (2026): Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI), 2026 (3)
Publisher : Yayasan Pendidikan Bima Berilmu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53299/jppi.v6i3.4514

Teachers are role models for students, including in literacy activities. Teachers' literacy habits are among the supports for student literacy. This condition requires teachers to carry out literacy activities to support the implementation of the Merdeka Curriculum. Based on this, the study aims to describe teachers' motivation for literacy at SMPN 5 Probolinggo in relation to the Merdeka Curriculum. This study uses a narrative inquiry approach, with data collected through in-depth interviews. The subject of the study is an Indonesian language teacher at SMPN 5 Probolinggo. Purposive sampling was used to select the research subjects. The results of the study show that literacy motivation is supported by teachers' competence, particularly in personality, pedagogical, and professional competence. Literacy activities support teachers' roles as role models, in learning preparation, and in professional development for implementing the Merdeka Curriculum. However, social competence has not been explicitly identified in the participants' narratives, so literacy motivation is better understood as a matter of personal responsibility and learning. On the other hand, factors that inhibit teachers' motivation to develop literacy are administrative burden, age, and health conditions. These findings indicate that the motivation for teacher literacy at SMPN 5 Probolinggo is implemented through the development of teachers' competence in personal, pedagogical, and professional domains. However, it still needs to be optimized by addressing social aspects, reducing administrative burdens, and improving physical conditions.

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