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Aplikasi Si Marbel Sebagai Alternatif Media Pembelajaran Tematik di Pendidikan Dasar Siti Mukaromah; Khusna Widhyahrini; Norwanto Norwanto
Jurnal Pemikiran dan Pengembangan Sekolah Dasar (JP2SD) Vol. 8 No. 2 (2020): September 2020
Publisher : Program Studi Pendidikan Guru Sekolah Dasar, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jp2sd.v8i2.13005

Penelitian ini bertujuan untuk melakukan analisis kebutuhan untuk mengembangkan aplikasi permainan edukatif Si Marbel sebagai media pembelajaran tematik di kelas 1 Sekolah Dasar (SD); mengembangkan dan menguji penerapan aplikasi pendidikan Si Marbel sebagai media pembelajaran tematik di kelas 1; dan mengetahui efektivitas aplikasi permainan edukatif Si Marbel sebagai media pembelajaran tematik di kelas 1 SD. Penelitian ini menggunakan metode pengembangan atau Research and Development (R&D) dan aplikasi Si Marbel adalah produk penelitian ini. Model penelitian yang digunakan adalah model desain instruksional ADDIE (Analysis-Design-Develop-Implement-Evaluate).. Hasil dari penelitian ini adalah berupa pengembangan aplikasi permainan edukatif Si Marbel. Hasil penilaian pakar media masing-masing adalah 90 dan 93. Rata-rata adalah 91,5 yang menunjukkan bahwa pengembangan aplikasi pendidikan Si Marbel valid dan dapat diterapkan untuk pembelajaran di kelas 1 MI Negeri Salatiga. (3) Uji efektifitas menunjukkan signifikansi (2-tailed) adalah 0.000 (p < 0,05). Hasil pre-test dan post-test menunjukkan perubahan yang signifikan. Statistik deskriptif dari nilai-nilai pre-test dan post-test menunjukkan bahwa skor post-test lebih baik. Oleh karena itu, aplikasi permainan edukatif Si Marbel terbukti efektif digunakan dalam pembelajaran tematik tema 5 "Pengalamanku"

A STUDY COOPERATIVE PRINCIPLE IN INDONESIAN POLITICAL LANGUAGE Norwanto Norwanto
Kajian Linguistik dan Sastra Vol 18, No 2 (2006)
Publisher : Universitas Muhammadiyah Surakarta

This study scrutinizes Indonesian Political Language from cooperative principle perspective. The object of the study is Indonesian political language in words, phrase, clause, sentence, or discourse taken from Indonesian newspapers. The data was analyzed using Grice’s cooperative principle. The study shows that politicians ex- ploit the maxims of cooperative principles regularly. Politicians violate the maxim of quantity to express strong commitment or hide information. Giving incorrect information violates the maxim of quality to obey quantity maxim. They also vio- late the maxim of relevance by saying things, which are not germane to the topic under discussion. Key words: Cooperative Principles, maxims of conversation, and violation.

Designing Lesson Plan Based on Critical Thinking for Language Classes Norwanto Norwanto
Register Journal Vol 4, No 2 (2011): REGISTER
Publisher : IAIN Salatiga

Critical thinking includes a process of reasoning in thinking as stated by some scholars. In the process, there is universal standard to follow: clarity, accuracy, precision, relevance, depth, breadth, logic, and fairness. In language classes, critical thinking creates active classes. To bring critical thinking to classes, Bloom’s Taxonomy and critical thinking strategies can be working definition in order critical thinking to be applied to pedagogical materials in a practical way. Steps for critical thinking teaching includes five steps: (1) determining learning objectives, (2) teaching through questioning, (3) practicing before assessing, (4) reviewing, refining, and improving, and (5) providing feedback and assessment of learning. A lesson plan should reflect these five steps.Keywords: Critical Thinking; Language Teaching; Lesson Plan; Bloom’s Taxonomy; Critical Thinking Strategies

The Norm Establishment in WhatsApp Group Conversations Norwanto Norwanto; Faizal Risdianto
Journal of Language and Literature Vol 22, No 2 (2022): October
Publisher : Universitas Sanata Dharma

This linguistics study aims to observe the development of norms in WhatsApp Groups (WAGs). Over the years, linguists have devoted their time to theorizing norms of im/politeness evaluations and linguistic interactions in computer-mediated communication (CMC). However, the norms of virtual interactions have not gained adequate attention. This study systematically documented and examined the conversations of 539 members of three WAGs to describe the norms of virtual group communication. The data obtained were enhanced through anecdotal evidence of the experiences acquired in joining other WAGs. The data indicated four sources of WAGs norms: the aims of creating the group, framing unmarked behaviors, and framing positive or negative evaluations of members' utterances or actions. The members' alignments toward non-virtual individual and social norms also significantly affect their negotiating WAG norms. In the stages of the norming process, WAGs tend to experience conflicts due to interpersonal differences. These disputes are likely to disrupt the group's performance or predispose some members. Theoretically, group development is comprised of formation, conflicts, norming, and performance. Depending on the homogeneity or heterogeneity of the member's background, WAGs do not necessarily experience conflicts in the norming process. However, some of them tend to leap the stages from formation to performance.

Perkembangan Aspek Sintaksis Pada Bahasa Pertama Anak Usia 3,5 Tahun Khasna Athiurobbi; Norwanto Norwanto
Jurnal Educatio FKIP UNMA Vol. 9 No. 1 (2023): January-March
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/educatio.v9i1.4504

Penelitian ini memiliki tujuan untuk memaparkan bentuk pemerolehan bahasa pertama anak usia 3,5 tahun pada pemerolehan sintaksis. Kajian difokuskan pada bentuk kalimat deklaratif, kalimat interogatif dan kalimat imperatif. Metode kualitatif digunakan dalam penelitian ini. Pengumpulan data dengan teknik observasi non-partisipan, wawancara tidak terstruktur, dan dokumentasi dalam bentuk perekaman bentuk video kemudian ditranskripkan dan dicatat data yang diperlukan. Analisis data menggunakan metode padan referensial. Penelitian berlokasi di desa Butuh, Kecamatan Tengaran yang dilaksanakan selama 2 bulan. Informan adalah anak perempuan berusia 3 tahun 6 bulan. Orang tua informan dalam kesehariannya berkomunikasi dengan bahasa Indonesia dan menjadi bahasa pertama yang diperoleh oleh informan. Hasil analisis pemerolehan sintaksis dalam bentuk kalimat, diketahui bahwa pemerolehan bahasa pada perkembangan sintaksis sebagian besar dibentuk oleh kalimat deklaratif sebanyak 56%, kalimat interogatif sebanyak 25% dan terakhir kalimat imperatif sebanyak 19%. Bentuk kalimat deklaratif akan mendominasi bahasa anak yang sudah memasuki tahap menghasilkan suatu bahasa yang kompleks dalam ranah sintaksis. Dilihat dari perspektif sintaksis, dapat dikatakan bahwa anak 3,5 tahun sudah mampu berbicara dengan cara yang sesuai dengan struktur sintaksis dan menyampaikan makna. Selain itu, ia mampu memahami maksud orang lain.

Learning Climate Support and EFL Students’ Autonomy and Motivation in Online Learning in Indonesia Norwanto Norwanto; Miftachudin Miftachudin
ELE Reviews: English Language Education Reviews Vol. 3 No. 2 (2023): November
Publisher : Universitas Islam Negeri Raden Mas Said Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/elereviews.v3i2.7460

Autonomy, motivation, and learning climate are significant factors in online learning. This study aims to determine the students’ motivation and autonomy in online English as a Foreign Language (EFL) classes. It also classifies the Learning Climate Support (LCS). This quantitative study used the Perceived Locus of Causality Scale for academic motivation in university (PLOC-U) and the Learning Climate Questionnaire (LCQ 15). It involved 134 students from nine universities in Java, Indonesia. The results show that most students were on a moderate level in intrinsic motivation (m=5.25), regulated identification (m=5.74), regulated introjection (m=4.85), and external motivation (m=4.95). The mean of motivation loss was at a low level of 2.73. Most students were ‘regulated identification’ learners, which showed that most students were one step closer to being intrinsic or autonomous learners. Furthermore, LCQ indicated moderate acceptance of lecturers’ empathy and engagement in classes but a lower level of students’ assertiveness. The findings suggest that students did not experience demotivation in online learning, and students’ goals highly motivated students in online learning. The perceived LCS implies the need to improve learning instructions in online classes.

Designing Lesson Plan Based on Critical Thinking for Language Classes Norwanto Norwanto
Register Journal Vol 4, No 2 (2011): REGISTER
Publisher : UIN Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18326/rgt.v4i2.163-176

Critical thinking includes a process of reasoning in thinking as stated by some scholars. In the process, there is universal standard to follow: clarity, accuracy, precision, relevance, depth, breadth, logic, and fairness. In language classes, critical thinking creates active classes. To bring critical thinking to classes, Bloom’s Taxonomy and critical thinking strategies can be working definition in order critical thinking to be applied to pedagogical materials in a practical way. Steps for critical thinking teaching includes five steps: (1) determining learning objectives, (2) teaching through questioning, (3) practicing before assessing, (4) reviewing, refining, and improving, and (5) providing feedback and assessment of learning. A lesson plan should reflect these five steps.Keywords: Critical Thinking; Language Teaching; Lesson Plan; Bloom’s Taxonomy; Critical Thinking Strategies

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