Dimensi-Dimensi Kontekstual Di Dalam Penulisan Buku Teks Pelajaran Bahasa Indonesia

Abstract

This article is about a study on what basically a lesson book is and how acontextual teaching strategy is applied in writing a lesson book of the languagecalled Bahasa Indonesia. In involving students in language learning and literaryactivity, a competency to be developed is related to how to guide them so that theyare motivated to learn through the lesson book. A basic principle to be paidattention to is that students are able to build up experiences in language and literaryactivities on the basis of their initial experience.The study indicates the following results. First, a lesson book is ahandbook for students at a level of formal education and used as an instructionalmedium related to a certain subject matter (such as Bahasa Indonesia). Second,such a book occupies a very important position as a store of knowledge of variousaspects of life, has a meaningful role in students’ learning achievement, andconstitutes a source of reference for the teacher. Third, that book should contain afoundation for a clear and contemporary viewpoint, materials that are adequate,systematically and gradually composed, presented via methods and means able tostimulate students to read books with interest, having enough depth providingthem with help in solving academic problems, and enabling them to have a chanceto ponder what they have learned, and also evaluation instruments enabling themto know the competency they have achieved. Fourth, the curriculum containsinformation of only the main competencies to be achieved and these still have to beinterpreted, clarified, broken down, completed, enriched, and put together througha lesson book. Fifth, the students, teacher, teaching materials, ways of presentingthem, and exercises are the important components of learning to be accommodatedin a lesson book. Sixth, contextual teaching employs a strategy oriented to effortsof aiding and inspiring students by linking a standard of competency with a realworldsituation. Seventh, the basic principles of a contextual teaching approach areproblem-based learning, context-based learning, difference-based learning,learning based on individuals, learning based on groups, and learning based onauthentic evaluation. Eighth, a contextual teaching strategy could be manifested ina lesson book of Bahasa Indonesia by providing such activities as investigation,exploration, inquiry, model making, construction, and reflection. Ninth, anapplication of such a strategy should be in a concrete form to enable students tobuild up effective new experiences.Keywords: lesson book of Bahasa Indonesia, contextual dimension, contextualstrategy165

Developing Picture Storybook in The Human Excretory System Concepts for Improving Students’ Interests Science Learning

“…Zain, et al (2013) also exhibited that the modules in a learning tool provided in a plot of stories should be systematically prearranged (Figure 1a). Previous studied by Suryaman (2006) had exhibited that the modules should be systematically provided and should concern on an easy access in comprehending lessons for students. In addition, Atmaja, et al (2021); Linda, et al (2021); Panjaitan, et al(2021); Irwandi, et al (2019) stated that writing should use simple, concise, concise language, the text must be according to the level of education, the ideas conveyed must be in order, sentences should lead to understanding, and the sentences used must be clear and convincing.…”

Distribusi Pertanyaan Higher Order Thinking Skill (HOTS) pada Buku Teks Bahasa Indonesia SMP/MTs Kelas VIII Kurikulum 2013

“…Penyertaan bahwa buku ini sangat penting karena buku teks pelajaran merupakan salah satu sarana signifikan dalam menunjang proses kegiatan pembelajaran. Buku teks pelajaran yang dimaksud adalah buku yang menjadi pegangan siswa, baik siswa pada jenjang Taman Kanak-kanak, Sekolah Dasar, Sekolah Menengah Pertama, Sekolah Menengah Atas, Sekolah Menengah Kejuruan, Sekolah Luar Biasa, maupun Perguruan Tinggi (Suryaman, 2006).…”

Perbandingan Pronomina Persona Bahasa Indonesia Dengan Bahasa Malaysia: Tinjauan Semantis

“…Hal ini merujuk pada temuan sebelumnya bahwa pembelajar khususnya anakanak Indonesia di Malaysia masih memiliki keterbatasan memahami kosakata (Aswan, 2020). Hal ini tentu sejalan dengan asumsi Suryaman (2006) bahwa bahan ajar yang digunakan di sekolah harus menarik bagi siswa. Salah satunya adalah dengan mamasukkan unsur-unsur yang dekat dengan siswa.…”