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All Journal Esteem Journal of English Study Programme Jurnal Ilmiah Pendidikan Citra Bakti Edukasiana: Jurnal Inovasi Pendidikan
Mujimin
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Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Integrasi Keterampilan Abad 21 dalam Buku Teks Mardika Basa lan Sastra Jawa Kelas VII Sulistyowati, Dini Nur; Mujimin
Edukasiana: Jurnal Inovasi Pendidikan Vol. 4 No. 3 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/ejip.v4i3.1400

Abstract

Keterampilan abad 21 adalah keterampilan penting yang harus dimiliki oleh seorang siswa, sehingga harus terintegrasi dalam buku teks sebagai pendamping proses pembelajaran untuk menciptakan keberhasilan tujuan belajar. Penelitian ini terfokus pada identifikasi keterampilan abad 21 pada buku teks Mardika Basa lan Sastra Jawa Kelas VII. Penelitian menggunakan metode deskriptif dengan pendekatan kualitatif untuk mendeskripsikan keterampilan abad 21 pada kegiatan pembelajaran di buku teks. Teknik pengumpulan data menggunakan studi dokumen dan simak catat. Subjek penelitian ini adalah buku teks Mardika Basa lan Sastra Jawa Kelas VII. Hasil penelitian menunjukan bahwa buku teks Mardika Basa lan Sastra Jawa Kelas VII ditemukan 42 data dari 41 kegiatan pembelajaran, keterampilan tertinggi ditemukan pada keterampilan kolaborasi sebesar 28,57%, keterampilan komunikasi 26,19%, keterampilan berpikir kritis dan pemecahan masalah 23,81%, dan keterampilan terendah pada keterampilan berpikir kreatif dan inovasi sebesar 21,43%. Dengan demikian, buku teks Mardika Basa lan Sastra Jawa Kelas VII terbukti sudah mengintegrasikan keterampilan abad 21 yang membantu menunjang keterampilan siswa untuk kedepannya.
IMPLEMENTATION OF HIGHER ORDER THINKING SKILLS QUESTIONS ON STUDENTS’ TEXTBOOKS Siti Aulia Rohmawati; Mujimin
Esteem Journal of English Education Study Programme Vol. 8 No. 2 (2025): Esteem Journal of English Education Study Programme
Publisher : Universitas PGRI Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31851/esteem.v8i2.17668

Abstract

The application of Higher Order Thinking Skills (HOTS) in the questions of the Gayeng Javanese Language textbook is essential to assess the feasibility of the textbook. One of the indicators for evaluating the feasibility of a textbook in the learning assessment component is the presence of an evaluation format, including worksheets, activity sheets, and HOTS-based practice questions. Therefore, this study aims to describe the implementation of HOTS in both formative and summative assessment questions in the Gayeng Javanese Language Class X textbook, published by Media Karya Putra. This study uses a qualitative approach with a descriptive method and a data card instrument in the form of a table, with data collection techniques based on document review using reading and note-taking techniques. Based on the data analysis, the study shows that the implementation of HOTS in Formative Assessment and Summative Assessment is divided into cognitive level C4, categorized as 'describing', 'organizing', and 'finding implied messages', and cognitive level C5, categorized as 'checking' and 'criticizing'. However, the textbook does not include cognitive level C4 categorized as 'describing', cognitive level C5 categorized as 'criticizing', nor cognitive level C6.
IMPLEMENTATION OF HIGHER ORDER THINKING SKILLS QUESTIONS ON STUDENTS’ TEXTBOOKS Siti Aulia Rohmawati; Mujimin
Esteem Journal of English Education Study Programme Vol. 8 No. 2 (2025): Esteem Journal of English Education Study Programme
Publisher : Universitas PGRI Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31851/esteem.v8i2.17668

Abstract

The application of Higher Order Thinking Skills (HOTS) in the questions of the Gayeng Javanese Language textbook is essential to assess the feasibility of the textbook. One of the indicators for evaluating the feasibility of a textbook in the learning assessment component is the presence of an evaluation format, including worksheets, activity sheets, and HOTS-based practice questions. Therefore, this study aims to describe the implementation of HOTS in both formative and summative assessment questions in the Gayeng Javanese Language Class X textbook, published by Media Karya Putra. This study uses a qualitative approach with a descriptive method and a data card instrument in the form of a table, with data collection techniques based on document review using reading and note-taking techniques. Based on the data analysis, the study shows that the implementation of HOTS in Formative Assessment and Summative Assessment is divided into cognitive level C4, categorized as 'describing', 'organizing', and 'finding implied messages', and cognitive level C5, categorized as 'checking' and 'criticizing'. However, the textbook does not include cognitive level C4 categorized as 'describing', cognitive level C5 categorized as 'criticizing', nor cognitive level C6.
ANALISIS SINTAK MODEL PEMBELAJARAN PBL DAN PJBL DALAM BUKU TEKS WASKITHA BASA LAN SASTRA JAWA Eristiana, Evy; Mujimin
Jurnal Ilmiah Pendidikan Citra Bakti Vol. 12 No. 3 (2025): Jurnal Ilmiah Pendidikan Citra Bakti
Publisher : STKIP Citra Bakti

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38048/jipcb.v12i3.5418

Abstract

Pembelajaran berbasis model merupakan elemen penting dalam Kurikulum Merdeka, namun implementasinya dalam buku teks seringkali tidak eksplisit dan kurang sistematis. Penelitian ini bertujuan untuk menganalisis ketercerminan sintaks model Project Based Learning (PjBL) dan Problem Based Learning (PBL) dalam buku teks Waskitha Basa lan Sastra Jawa Kelas XI terbitan Erlangga. Penelitian ini menggunakan pendekatan deskriptif kualitatif dengan metode analisis isi. Instrumen berupa kartu data analisis sintaks dikembangkan berdasarkan sintaks PjBL (Fahlevi, 2022) dan PBL (Rosidah, 2018), dan digunakan untuk menganalisis enam bab buku. Hasil menunjukkan bahwa tiga bab mengarah pada model PjBL, dua bab mencerminkan PBL, dan satu bab menggunakan model pembelajaran lain. Namun, tidak semua tahapan sintaks ditemukan secara lengkap. Sintaks PjBL belum mencerminkan dua tahapan penting, yaitu penyusunan jadwal dan pemantauan proyek, sedangkan sintaks PBL tampil lebih utuh namun kurang mendalam. Temuan ini menunjukkan bahwa buku teks belum sepenuhnya mendukung pembelajaran berbasis proyek maupun masalah secara optimal. Implikasi dari penelitian ini mengarah pada perlunya penyusunan buku ajar yang secara eksplisit dan sistematis menghadirkan model pembelajaran agar sejalan dengan prinsip Kurikulum Merdeka.
Co-Authors Eristiana, Evy Siti Aulia Rohmawati Sulistyowati, Dini Nur