Dialektika Pedagogis: Mengasah Nalar Kritis Siswa melalui Pembelajaran Cerpen - Giyanti Rika Dwi Pratiwi; Jamaluddin Husein; Jihan Fauzizah; Dina Ayu Pramesti; Elok Diah Lestari; Rissa Shofiani (Universitas Muhammadiyah Mataram, 2026)
Abstrak: Penelitian ini bertujuan untuk mendeskripsikan pelaksanaan pembelajaran cerpen sebagai sarana mengasah nalar kritis siswa melalui pendekatan dialektika pedagogis di MA Al Mubarok Pekalongan. Penelitian ini menggunakan pendekatan kualitatif dengan metode deskriptif. Data diperoleh melalui observasi, wawancara, dan dokumentasi terhadap siswa, guru, serta kepala perpustakaan. Analisis data dilakukan melalui tahapan reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa pembelajaran cerpen dilaksanakan dengan menekankan pemahaman unsur intrinsik cerita seperti tema, alur, tokoh, penokohan, latar, dan amanat, kemudian diperkuat melalui kegiatan dialog, diskusi kelompok, serta diperkuat melalui dialektika pedagogis berupa tanya jawab terbuka dan diskusi kelas. Proses ini terbukti mampu mengembangkan kemampuan siswa dalam mengidentifikasi masalah, menganalisis hubungan sebab-akibat, serta mengevaluasi tindakan tokoh secara kritis. Namun, ditemukan beberapa kendala, di antaranya kebiasaan siswa menjawab pertanyaan faktual dan rendahnya minat baca. Secara keseluruhan, pembelajaran cerpen melalui pendekatan dialektika pedagogis memberikan kontribusi positif terhadap pengembangan kemampuan bernalar kritis sekaligus memperkuat nilai karakter dan kemampuan berbahasa siswa. Abstract: This study aims to describe the implementation of short story learning as a means of fostering students' critical reasoning skills through a pedagogical dialectic approach at MA Al Mubarok Pekalongan. This research employed a qualitative approach using a descriptive method. Data were collected through observations, interviews, and documentation involving students, the Indonesian language teacher, and the school librarian. Data analysis was conducted through the stages of data reduction, data display, and conclusion drawing. The findings indicate that short story learning was implemented by emphasizing students' understanding of the intrinsic elements of a story, including theme, plot, characters, characterization, setting, and moral message. The learning process was further strengthened through dialogue, group discussions, and pedagogical dialectics in the form of open-ended questioning and classroom discussions. This approach proved effective in developing students' ability to identify problems, analyze cause-and-effect relationships, and critically evaluate the actions of story characters. However, several challenges were identified, including students' tendency to provide factual rather than analytical responses and their low interest in reading. Overall, short story learning through a pedagogical dialectic approach made a positive contribution to the development of students' critical reasoning skills while also strengthening their character values and language proficiency.