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All Journal Transformatika: Jurnal Bahasa, Sastra, dan Pengajarannya Bima Journal of Elementary Education Indonesian Journal of Education and Learning TRANSFORMATIKA: Jurnal Bahasa, Sastra, dan Pengajarannya
Anfal, Wahyuddin
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Arts Humanities Education Languange, Linguistic, Communication & Media Mathematics Other

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Pembinaan dan Pengembangan Literasi Kesastraan di Sekolah Yulia Sari, Mira; Beri Ledang, Herlince; Bagus Putrayasa, Ida; Anfal, Wahyuddin; Nofriyanti Manu, Ferderika; Afni, Nur; Sudiana, I Nyoman
Transformatika: Jurnal Bahasa, Sastra, dan Pengajarannya Vol. 8 No. 2 (2024): TRANSFORMATIKA: JURNAL BAHASA, SASTRA DAN PENGAJARANNYA
Publisher : Universitas Tidar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31002/transformatika.v8i2.1567

Abstract

Literary literacy in schools was essential because it had a positive impact on both the academic and personal development of students, such as enhancing critical thinking skills. Students learnt to analyze plot, characters, and themes, as well as evaluated various perspectives and meanings within texts. Literary literacy also enriched vocabulary and language skills. Reading various literary genres expanded students' vocabulary and improved their ability to understand and use language effectively. The aimed of this study was to understand how literary literacy fostered and developeded in schools. This research used a literature study method with a narrative review model. In this narrative review, data from several journals were analyzed and summarized based on the author's experience. The study employed a qualitative method with secondary data obtained from relevant journals. The researchers used a descriptive analytical method, collecting, identifying, organizing, and analyzing various data found. The results of the study showed that the development and enhancement of literary literacy in schools in Indonesia include: 1) Intensive Reading Programs within the GLS program, 2) Use of Technology, 3) Interactive Teaching Methods, 4) Teacher Training and Professional Development, and 5) Improvement of School Libraries.
Identifikasi Motivasi Belajar Siswa Sekolah Dasar (SD/MI) Di Era Merdeka Belajar Anfal, Wahyuddin; Suarni, Ni Ketut; Margunayasa, I Gede; Mariamah
Indonesian Journal of Education and Learning Vol. 7 No. 2 (2024): April 2024
Publisher : Universitas Tidar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31002/ijel.v7i2.1147

Abstract

Motivasi belajar merupakan aspek penting yang harus dimiliki siswa. Namun kenyataannya bahwa motivasi belajar siswa masih ditemukan bermasalah. Dengan adanya penerapan kurikulum Merdeka, harapannya motivasi belajar siswa menjadi lebih baik. Berdasarkan hasil wawancara dengan guru kelas V di MI Darusholihin Dompu bahwa Kurikulum Merdeka sudah mulai diterapkan. Dengan diterapkannya kurikulum Merdeka ini akan dapat memberikan dampak yang lebih baik terutama berkaitan dengan capaian siswa dalam pembelajaran. Sehingga penelitian ini bertujuan untuk mengidentifikasi motivasi belajar siswa di era Merdeka belajar. Jenis penelitian ini adalah penelitian deksriptif kualitatif. Populasi adalah seluruh siswa yang sudah diterapkan kurikulum Merdeka di Darusholihin Dompu yakni kelas 1,3,4,5 yang berjumlah 105 siswa. Akibat populasi lebih dari 100 maka sampel dipilih secara random yakni kelas 5. Instrument yang digunakan adalah angket, Analisis data menggunakan rumus persentase dan hasil perhitungan akan ditentukan kategori yang terdiri dari kategori sangat tinggi, tinggi, sedang, kurang dan sangat kurang. Adapun hasil penelitian bahwa persentase motivasi belajar siswa kriteria sangat baik sebesar 40%, kategori baik sebesar 30%, kategori cukup baik sebesar 30% dan kategori kurang baik sebesar 0%
Pembinaan dan Pengembangan Literasi Kesastraan di Sekolah Sari, Mira Yulia; Ledang, Herlince Beri; Putrayasa, Ida Bagus; Anfal, Wahyuddin; Manu, Ferderika Nofriyanti; Afni, Nur; Sudiana, I Nyoman
TRANSFORMATIKA Vol 8, No 2 (2024): TRANSFORMATIKA: JURNAL BAHASA, SASTRA, DAN PENGAJARANNYA
Publisher : Universitas Tidar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31002/transformatika.v8i2.9505

Abstract

Literary literacy in schools was essential because it had a positive impact on both the academic and personal development of students, such as enhancing critical thinking skills. Students learnt to analyze plot, characters, and themes, as well as evaluated various perspectives and meanings within texts. Literary literacy also enriched vocabulary and language skills. Reading various literary genres expanded students' vocabulary and improved their ability to understand and use language effectively. The aimed of this study was to understand how literary literacy fostered and developeded in schools. This research used a literature study method with a narrative review model. In this narrative review, data from several journals were analyzed and summarized based on the author's experience. The study employed a qualitative method with secondary data obtained from relevant journals. The researchers used a descriptive analytical method, collecting, identifying, organizing, and analyzing various data found. The results of the study showed that the development and enhancement of literary literacy in schools in Indonesia include: 1) Intensive Reading Programs within the GLS program, 2) Use of Technology, 3) Interactive Teaching Methods, 4) Teacher Training and Professional Development, and 5) Improvement of School Libraries.
Pembinaan dan Pengembangan Literasi Kesastraan di Sekolah Yulia Sari, Mira; Beri Ledang, Herlince; Bagus Putrayasa, Ida; Anfal, Wahyuddin; Nofriyanti Manu, Ferderika; Afni, Nur; Sudiana, I Nyoman
Transformatika: Jurnal Bahasa, Sastra, dan Pengajarannya Vol. 8 No. 2 (2024): TRANSFORMATIKA: JURNAL BAHASA, SASTRA DAN PENGAJARANNYA
Publisher : Universitas Tidar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31002/transformatika.v8i2.1567

Abstract

Literary literacy in schools was essential because it had a positive impact on both the academic and personal development of students, such as enhancing critical thinking skills. Students learnt to analyze plot, characters, and themes, as well as evaluated various perspectives and meanings within texts. Literary literacy also enriched vocabulary and language skills. Reading various literary genres expanded students' vocabulary and improved their ability to understand and use language effectively. The aimed of this study was to understand how literary literacy fostered and developeded in schools. This research used a literature study method with a narrative review model. In this narrative review, data from several journals were analyzed and summarized based on the author's experience. The study employed a qualitative method with secondary data obtained from relevant journals. The researchers used a descriptive analytical method, collecting, identifying, organizing, and analyzing various data found. The results of the study showed that the development and enhancement of literary literacy in schools in Indonesia include: 1) Intensive Reading Programs within the GLS program, 2) Use of Technology, 3) Interactive Teaching Methods, 4) Teacher Training and Professional Development, and 5) Improvement of School Libraries.
Pembinaan dan Pengembangan Literasi Kesastraan di Sekolah Yulia Sari, Mira; Beri Ledang, Herlince; Bagus Putrayasa, Ida; Anfal, Wahyuddin; Nofriyanti Manu, Ferderika; Afni, Nur; Sudiana, I Nyoman
Transformatika: Jurnal Bahasa, Sastra, dan Pengajarannya Vol. 8 No. 2 (2024): TRANSFORMATIKA: JURNAL BAHASA, SASTRA DAN PENGAJARANNYA
Publisher : Universitas Tidar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31002/transformatika.v8i2.1567

Abstract

Literary literacy in schools was essential because it had a positive impact on both the academic and personal development of students, such as enhancing critical thinking skills. Students learnt to analyze plot, characters, and themes, as well as evaluated various perspectives and meanings within texts. Literary literacy also enriched vocabulary and language skills. Reading various literary genres expanded students' vocabulary and improved their ability to understand and use language effectively. The aimed of this study was to understand how literary literacy fostered and developeded in schools. This research used a literature study method with a narrative review model. In this narrative review, data from several journals were analyzed and summarized based on the author's experience. The study employed a qualitative method with secondary data obtained from relevant journals. The researchers used a descriptive analytical method, collecting, identifying, organizing, and analyzing various data found. The results of the study showed that the development and enhancement of literary literacy in schools in Indonesia include: 1) Intensive Reading Programs within the GLS program, 2) Use of Technology, 3) Interactive Teaching Methods, 4) Teacher Training and Professional Development, and 5) Improvement of School Libraries.
Analisis Keberhasilan Model Teaching at the Right Level (TaRL) dalam Meningkatkan Kemampuan Membaca Siswa Kelas Rendah di Sekolah Dasar Bunyamin, Bunyamin; Anfal, Wahyuddin; Mariamah, Mariamah
Bima Journal of Elementary Education Vol. 3 No. 2 (2025): Bima Journal of Elementary Education
Publisher : STKIP Taman Siswa Bima

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37630/bijee.v3i2.2630

Abstract

This study aims to analyze the effectiveness of the Teaching at the Right Level (TaRL) model in improving the reading skills of lower-grade elementary school students at SDN 11 Pajo, Dompu Regency. The urgency of this research lies in the low literacy achievement among elementary students, particularly in identifying main ideas, answering literal questions, making inferences, and drawing conclusions from texts. The research employed a quantitative approach with a quasi-experimental method using a one-group pretest–posttest design. The subjects consisted of 28 second-grade students selected through purposive sampling. Data were collected through a validated reading comprehension test and classroom observations of TaRL-based learning implementation. Data analysis was conducted using descriptive statistics, N-Gain calculations, and paired sample t-tests. The findings indicate a significant increase in the mean score from 54.8 in the pretest to 84.6 in the posttest, with a mean difference of 29.8 points and a significance level of p < 0.001. The N-Gain analysis showed that 39.3% of students were in the high category, 53.6% in the medium category, and only 7.1% in the low category. These results confirm that the TaRL model is not only effective in enhancing literacy outcomes but also in reducing learning gaps through differentiated instruction. This study concludes that TaRL is highly relevant to the implementation of the Independent Curriculum, contributes theoretically to the development of early literacy strategies, and provides practical implications for teachers and policymakers in strengthening reading skills as the foundation for continuous learning.
Co-Authors Bagus Putrayasa, Ida Beri Ledang, Herlince Bunyamin Bunyamin I Gede Margunayasa Ida Bagus Putrayasa Ledang, Herlince Beri M.Pd Prof. Dr. I Nyoman Sudiana . Manu, Ferderika Nofriyanti Mariamah Mariamah Ni Ketut Suarni Nofriyanti Manu, Ferderika Nur Afni Sari, Mira Yulia Yulia Sari, Mira