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All Journal GERAM (GERAKAN AKTIF MENULIS) Suluh Pendidikan: Jurnal Ilmu-ilmu Pendidikan
Dipayana, I Ketut
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Arts Education Languange, Linguistic, Communication & Media

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PENGARUH PENDEKATAN THINK-PAIR-SHARE DAN STORYTELLING TERHADAP PENINGKATAN KETERAMPILAN BERBICARA SISWA KELAS 4 SD NEGERI 4 PUCAKSARI Dipayana, I Ketut; Karmini, Ni Nyoman; Raka, I Nyoman
Suluh Pendidikan : Jurnal Ilmu-Ilmu Pendidikan Vol 22 No 3 (2024): Edisi Khusus Desember 2024 SULUH PENDIDIKAN: Jurnal Ilmu-Ilmu Pendidikan
Publisher : IKIP SARASWATI TABANAN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46444/suluh-pendidikan.v22i3.804

Abstract

Penelitian ini bertujuan untuk mengetahui pengaruh penerapan pendekatan Think-Pair-Share (TPS) dan storytelling terhadap peningkatan keterampilan berbicara siswa kelas 4 SD Negeri 4 Pucaksari. Metode yang digunakan dalam penelitian ini adalah eksperimen dengan desain kelompok kontrol pretestposttest. Subjek penelitian terdiri dari dua kelompok siswa kelas 4, yaitu kelompok eksperimen yang diterapkan dengan pendekatan TPS dan storytelling, serta kelompok kontrol yang diajar menggunakan metode konvensional. Instrumen yang digunakan untuk mengukur keterampilan berbicara adalah lembar observasi dan tes berbicara. Hasil penelitian menunjukkan bahwa terdapat peningkatan yang signifikan pada keterampilan berbicara siswa setelah diterapkannya pendekatan TPS dan storytelling, dibandingkan dengan kelompok yang menggunakan metode konvensional. Temuan ini mengindikasikan bahwa pendekatan TPS dan storytelling dapat meningkatkan keterampilan berbicara siswa secara efektif. Oleh karena itu, penerapan kedua pendekatan ini diharapkan dapat menjadi alternatif strategi pembelajaran yang bermanfaat.
Peran Guru Bahasa Indonesia dalam Membentuk Karakter Siswa yang Berintegritas Dipayana, I Ketut; Sudarsana, I Ketut; Dewi, Ni Putu Candra Prastya
GERAM Vol. 13 No. 1 (2025): GERAM (Gerakan Aktif Menulis)
Publisher : Program Studi Pendidikan Bahasa dan Sastra Indonesia FKIP Universitas Islam Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25299/geram.2025.22409

Abstract

Character education is a fundamental pillar in shaping a generation that excels not only intellectually but also possesses strong moral integrity. Although national policy has emphasized the importance of character reinforcement through the curriculum, its implementation in the classroom—particularly in subjects considered technical, such as Indonesian language—remains suboptimal. There is a gap between the potential of Indonesian language instruction as a medium for character education and its current practice, which still predominantly focuses on linguistic aspects. This study aims to describe the role of Indonesian language teachers in shaping students' character, particularly the value of integrity. A descriptive qualitative approach was employed, using data collection techniques including in-depth interviews, classroom observations, and document analysis. The research was conducted in two secondary schools involving both teachers and students as participants. The findings reveal that Indonesian language teachers play a strategic role in internalizing the value of integrity through various strategies, such as the selection of morally rich texts, implementation of reflective literacy projects, and attitude-based assessments. The teacher’s role as a moral role model and the interpersonal relationships developed in the classroom also significantly contribute to the internalization process. However, this role has not been fully optimized due to structural barriers, including administrative burdens, lack of training in character-based pedagogy, and the dominance of academic-oriented curricula. The study concludes that Indonesian language teachers have considerable potential as agents of character education—potential that remains underutilized. The practical implication of these findings is the need for systemic support, including ongoing training in value-based pedagogy, supportive curriculum policies, and the reduction of administrative workloads to enable teachers to effectively and sustainably fulfill this strategic role.
Co-Authors Dewi, Ni Putu Candra Prastya I Ketut Sudarsana Ni Nyoman Karmini Raka, I Nyoman