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Mokh. Yahya
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Universitas Islam Negeri (UIN) Raden Mas Said Surakarta Jl. Pandawa, Pucangan, Kartasura Sukoharjo 57168, Jawa Tengah Indonesia
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INDONESIA
Tabasa: Jurnal Bahasa, Sastra Indonesia, dan Pengajarannya
Published by Universitas Islam Negeri Raden Mas Said Surakarta
ISSN : 27460789     EISSN : 27460770     DOI : https://doi.org/10.22515/tabasa
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
Tabasa: Jurnal Bahasa, Sastra Indonesia, dan Pengajarannya facilitates and disseminates scientific articles from academics, teachers, and observers of Indonesian language and literature which includes the following focus and scope. 1. Indonesian language and its development 2. Indonesian literature and its development 3. Teaching Indonesian 4. Teaching Indonesian literature 5. Teaching Indonesian to Foreign Speakers (BIPA) 6. Malay Language and Literature
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 112 Documents
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Affixation Errors and Contextual Meaning Alignment in Undergraduate Theses Syahriandi Syahriandi; Radhiah; Reza Pahlevi Ginting; Masithah Mahsa
Tabasa: Jurnal Bahasa, Sastra Indonesia, dan Pengajarannya Vol. 7 No. 02 (2026)
Publisher : UIN Raden Mas Said Surakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/tabasa.v7i02.14958

Abstract

This study examines affixation errors in student theses, emphasizing not only the accuracy of the affix form but also the suitability of grammatical meaning with contextual meaning. This study uses a qualitative descriptive design with data sources in the form of ten theses of students of the Indonesian Language Education Study Program, Malikussaleh University. Data were collected through reading and note-taking techniques and classified into three categories: affixation rule errors, grammatical function and meaning inaccuracies, and root word determination inaccuracies. The results of the study found 19 error data, consisting of eight affixation rule errors, nine function and meaning errors, and two root word determination errors. The most dominant error was the mismatch of the affixed form with the contextual meaning of the sentence, especially in the use of -kan, -an, and the formation of verbs and nouns. The novelty of this study lies in the integrated analysis of morphophonemic rules, root word standardization, and contextual semantics. This study contributes to the development of a diagnostic framework for affixation errors and the strengthening of Indonesian academic writing learning. Penelitian ini mengkaji kesalahan afiksasi dalam skripsi mahasiswa dengan menitikberatkan tidak hanya pada ketepatan bentuk afiks, tetapi juga pada kesesuaian makna gramatikal dengan makna kontekstual. Penelitian ini menggunakan desain deskriptif kualitatif dengan sumber data berupa sepuluh skripsi mahasiswa Program Studi Pendidikan Bahasa Indonesia Universitas Malikussaleh. Data dikumpulkan melalui teknik baca-catat dan diklasifikasikan ke dalam tiga kategori, yaitu kesalahan kaidah afiksasi, ketidaktepatan fungsi dan makna gramatikal, serta ketidaktepatan penentuan kata dasar. Hasil penelitian menemukan 19 data kesalahan, terdiri atas delapan kesalahan kaidah afiksasi, sembilan kesalahan fungsi dan makna, serta dua kesalahan penentuan kata dasar. Kesalahan paling dominan terdapat pada ketidaksesuaian bentuk berafiks dengan makna kontekstual kalimat, khususnya pada penggunaan -kan, -an, serta pembentukan verba dan nomina. Kebaruan penelitian ini terletak pada analisis terpadu antara kaidah morfofonemik, standardisasi kata dasar, dan semantik kontekstual. Penelitian ini berkontribusi dalam penyusunan kerangka diagnostik kesalahan afiksasi serta penguatan pembelajaran penulisan akademik bahasa Indonesia.
Reconstructing the Textbook Writing Syllabus Through Goal-Oriented Evaluation and Outcome-Based Education Integration Wagiran; Wati Istanti; Qurota Ayu Neina; Arum Yuliya Lestari; Qin Weifen; Amelia Novitasari
Tabasa: Jurnal Bahasa, Sastra Indonesia, dan Pengajarannya Vol. 7 No. 02 (2026)
Publisher : UIN Raden Mas Said Surakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/tabasa.v7i02.15150

Abstract

This study aims to reconstruct the Semester Learning Plan (RPS) for the Textbook Writing course through the integration of a goal-oriented evaluation model with the Outcome-Based Education (OBE) approach. The main issue addressed is the lack of optimal alignment between learning outcomes, the learning process, and the assessment system in the previously used RPS. This study employs a qualitative approach using an evaluative research method. Data were collected through document analysis and focus group discussions (FGDs). Data analysis was conducted through the stages of data reduction, categorisation, interpretation, and drawing conclusions. The research results indicate that the reconstruction of the RPS yields significant improvements in the formulation of CPMK based on Higher-Order Thinking Skills (HOTS), the alignment of CPL–CPMK–Sub-CPMK, the implementation of project-based learning, and the strengthening of authentic assessment. Quality assessment shows that the average quality score of the RPS increased from 1.8 (low category) to 3.84 (very good category), with the sharpest gains recorded in the PjBL indicator (from 1.5 to 4.0) and CPL–CPMK alignment (from 1.5 to 3.7). The integration of a goal-oriented evaluation model ensures the achievement of measurable and systematic learning outcomes within the OBE framework. The novelty of this study lies in its integrative model, which combines goal-oriented evaluation, constructive alignment, and Project-Based Learning into a single reconstruction framework for a product-based course, an approach that has not been jointly addressed in previous studies. Consequently, the reconstructed RPS is more relevant, systematic, and ready to support project-based learning oriented towards Outcome-Based Education.   Penelitian ini bertujuan untuk merekonstruksi Rencana Pembelajaran Semester (RPS) mata kuliah Penulisan Buku Ajar melalui integrasi model evaluasi goal-oriented dengan pendekatan Outcome-Based Education (OBE). Masalah utama yang dikaji adalah belum optimalnya keselarasan antara capaian pembelajaran, proses pembelajaran, dan sistem penilaian pada RPS yang digunakan sebelumnya. Penelitian ini menggunakan pendekatan kualitatif dengan metode penelitian evaluatif. Data dikumpulkan melalui analisis dokumen dan focus group discussion (FGD), kemudian dianalisis melalui tahap reduksi data, kategorisasi, interpretasi, dan penarikan simpulan. Hasil penelitian menunjukkan bahwa rekonstruksi RPS menghasilkan peningkatan signifikan dalam perumusan CPMK berbasis Higher-Order Thinking Skills (HOTS), keselarasan CPL–CPMK–Sub-CPMK, penerapan pembelajaran berbasis proyek, serta penguatan asesmen autentik. Hasil penilaian kualitas menunjukkan skor rata-rata RPS meningkat dari 1,8 (kategori rendah) menjadi 3,84 (kategori sangat baik), dengan peningkatan tertinggi pada indikator PjBL (dari 1,5 menjadi 4,0) dan keselarasan CPL–CPMK (dari 1,5 menjadi 3,7). Integrasi model evaluasi goal-oriented menjamin tercapainya capaian pembelajaran yang terukur dan sistematis dalam kerangka OBE. Kebaruan penelitian ini terletak pada model integratif yang menggabungkan evaluasi goal-oriented, constructive alignment, dan Project-Based Learning dalam satu kerangka rekonstruksi untuk mata kuliah yang berorientasi produk, yang belum banyak dikaji secara bersamaan pada penelitian-penelitian sebelumnya. Dengan demikian, RPS hasil rekonstruksi menjadi lebih relevan, sistematis, dan siap mendukung pembelajaran berbasis proyek yang berorientasi pada Outcome-Based Education.

Page 12 of 12 | Total Record : 112

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