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All Journal JE (Journal of Empowerment) Alinea: Jurnal Bahasa, Sastra dan Pengajaran
Fauzi, Husni Farid
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Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Computer Science & IT Education Languange, Linguistic, Communication & Media Social Sciences

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Transformasi Novel "Rapijali" karya Dee Lestari ke dalam Bentuk Puisi Fauzi, Husni Farid; Maryam, Siti; Ningsih, Dinni Nurfajrin
Alinea: Jurnal Bahasa, Sastra, dan Pengajaran Vol 12, No 1 (2023): Bahasa, Sastra, dan Pengajaran
Publisher : Universitas Suryakanca

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35194/alinea.v12i1.2969

Abstract

This article describes the process and results of the transformation of Dee Lestari's novel Rapijali into poetry. The research was conducted using a qualitative approach and using descriptive methods. The findings show that the story theme of the Novel Rapijali is the struggle and search for the identity of the main character in the story to realize his dream of becoming a musician. From a structural study of a novel, five poems were born entitled “Pencarian”, “Poster”, “Zemora”, “Sebuah nama”, dan “Kala Itu”.AbstrakArtikel ini menjelaskan proses dan hasil  transformasi novel Rapijali karya   Dee Lestari ke dalam bentuk puisi. Penelitian dilakukan dengan menggunakan pendekatan kualitatif dan menggunakan metode deskriptif. Hasil temuan menunjukkan bahwa tema cerita Novel Rapijali yaitu perjuangan dan pencarian jati diri tokoh utama dalam cerita untuk mewujudkan impiannya menjadi seorang musisi. Dari kajian secara struktural atas sebuah novel lahir  lima puisi yang berjudul  ”Pencarian”, “Poster”, “Zemora”, “Sebuah “nama, dan “Kala Itu”.
PELATIHAN PENYUSUNAN MODUL AJAR YANG INOVATIF, ADAPTIF, DAN KOLABORATIF Maryam, Siti; Ningsih, D. Nurfajrin; Sanusi, Deni; Wibawa, Dendy Cahya; Ningsih, Dissa Sri Nurlaila; Fauzi, Husni Farid; Ramdan, M. Nuari
JE (Journal of Empowerment) Vol 3, No 1 (2022): JUNI
Publisher : Universitas Suryakancana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35194/je.v3i1.2322

Abstract

ABSTRAK   Istilah Modul Ajar yang digulirkan Sekolah Penggerak memunculkan permasalahan di sekolah. Perbedaan pengertian dan acuan Modul Ajar Baru (MAB) versi Sekolah Penggerak dengan makna Modul Ajar Lama (MAL) pada kurikulum sebelumnya, perlu diatasi. Tulisan ini bertujuan menyamakan persepsi melalui pelatihan di SMP dan SMK Al-Medina Cianjur. Kesamaan persepsi dianggap penting sebagai landasan bagi kegiatan berikutnya. Dengan metode kolaborasi antara dosen dengan mahasiswa serta guru, pelatihan dilakukan luring dan daring. Pemberian materi dan diskusi dilakukan secara tatap muka sedangkan kegiatan pembimbingan serta evaluasi kegiatan dilakukan secara daring. Hasil kegiatan ini berupa  dua versi Modul Ajar,  yakni (1) modul ajar transformasi (karya inovatif) yang  mengacu Kurikulum 2013,  dan (2) Modul Ajar yang adaptif mengacu Kurikulum Sekolah Penggerak. Selain itu, diperoleh  tingkat keberterimaan kegiatan  pelatihan yang dominan berada pada kategori “Baik” dan “Sangat Baik”. Para guru dan mahasiswa merasakan peningkatan soft skill-nya setelah mengikuti pelatihan.  ABSTRACTThe term Teaching Module introduced by Sekolah Penggerak raises problems in schools. Differences in the meaning and reference of the Teaching Module version in the Sekolah Penggerak, which are different from the meaning in the previous curriculum, need to be addressed. This paper aims to equalize perceptions through training in SMP and SMK Al-Medina Cianjur. In the Collaborative method between lectures, students, and teachers, the training is carried out offline and online. The provision of material and discussion is carried out face-to-face, while the mentoring and evaluation activities are carried out online. The results of this activity are in the form of two versions of the Teaching Module, namely (1) the transformation teaching module (innovative work) which refers to the 2013 Curriculum, and (2) the adaptive Teaching Module refers to the Driving School Curriculum. In addition, the level of acceptance of training activities was obtained. More than half of the participants received Good and Very Good. Teachers and students improve their soft skills, they can arrange and differentiate the Teaching Module according to curriculum references.
Co-Authors D. Nurfajrin Ningsih Ningsih, Dinni Nurfajrin Ningsih, Dissa Sri Nurlaila Ramdan, M. Nuari Sanusi, Deni SITI MARYAM Wibawa, Dendy Cahya