ABSTRAK: Pengembangan ini bertujuan untuk menghasilkan multimedia interaktif untuk pembelajaran menulis teks cerpen serta mendeskripsikan tingkat kelayakan media. Pengembangan dilakukan dengan model pengembangan prosedural yang meliputi tahap prapengembangan, pengembangan, validasi, dan revisi. Produk dikembangkan berdasarkan tiga aspek, yaitu isi media, tampilan media, dan bahasa. Validasi dilakukan kepada ahli materi dan ahli media. Hasil validasi menunjukkan bahwa produk telah layak dan dapat diimplementasikan dalam pembelajaran menulis cerpen di sekolah. Kata Kunci: media pembelajaran, menulis teks cerpen, multimedia interaktif
This study aims to develop teaching materials in the form of poster media in learning Indonesian fable story material by measuring the validity, practicality and effectiveness of the poster media. This research was tested at MTs Al Khoiriyah 2 Mulyorejo Dalegan Panceng Gresik, the subject of the research was class VII stud ents with 10 students. This study uses a development model as suggested by Thiagarajan and Sammel (1974). This model consists of four stages of development, namely define, design, development, and dissemination. The instruments used in this study were a material expert validation questionnaire, design expert validation, practicality questionnaire, student response questionnaire and pretest posttest questions to determine the effectiveness of teaching materials in the form of poster media. The results show that: the development of poster media products has gone through the assessment stage by material expert lecturers, design expert lecturers, practitioners (teachers), field trials (students). The overall rating average got a final score of 89.6% with a very decent category. Based on these results, the teaching materials in the form of poster media that have been developed are feasible to use.
Model pembelajaran Literacy Circle merupakan model pembelajaran yang dikembangkan dengan menekankan kegiatan literasi dalam kegiatan pembelajaran. Model pembelajaran ini juga memberikan kesempatan kepada peserta didik untuk lebih aktif dalam menulis puisi secara kreatif dan kolaboratif. Tujuan penelitian ini yakni untuk mendeskripsikan model pembelajaran Literacy Circle sebagai inovasi pembelajaran menulis puisi di era merdeka belajar. Penelitian ini menggunakan metode kualitatif deskriptif. Hasil penelitian menunjukkan bahwa model pembelajaran ini dikemas dengan berfokus pada pelibatan peserta didik dalam proses pembelajaran. Hal tersebut bertujuan untuk mengembangkan bakat dan kemampuan peserta didik melalui proses pembelajaran menulis puisi untuk mengembangkan potensi diri, keterampilan literasi, serta keterampilan sosial. Kegiatan model pembelajaran literacy circle yang dikembangkan tersebut sejalan dengan tujuan dan prinsip penerapan merdeka belajar. Pembelajaran memberikan kesempatan kepada peserta didik untuk berliterasi dalam proses menulis puisi sehingga mendapatkan pengalaman yang bermakna untuk mengembangkan kreativitas dan kemampuannya. Dengan demikian, model pembelajaran Literacy Circle dapat menjadi salah satu referensi dan inovasi bagi pendidik dalam menyajikan pembelajaran menulis puisi di era merdeka belajar.
The kindergarten students tend to learn by imitating people behavior andlanguage hence the teacher itself must use polite and understandable language as statedin the standard academic qualifications and competence for kindergarten teacher.Politeness in language is closely related to the social norm in particular society. Thus thegoal of this research is to describe a teachers’ direct politeness in kindergarten that focuson politeness strategy function of politeness. This study used qualitatif method in the formof language research by using socio pragmatics. In collecting the data, the researcherwas an observer. The data of this research was in the form of data form, strategy and theteacher’s function in direct politeness accompanied by recording session in the learningactivities in the class. According to data analysis, it was found a description politeness inkindergarden teacher that was explained in politeness strategy covered (1) direct strategywithout politeness and (2) direct strategy with politeness covered. Based on the findings,the reseacher makes a conclusions is the use of direct strategy often regarded as lesspolite is often used by the teacher due to increase learning interaction.
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