Karakteristik Soal Literasi Membaca Pada Program Pisa

Harsiati, Titik

doi:10.21831/ltr.v17i1.19048

Cited by 49 publications

(61 citation statements)

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“…Studi lain tentang instrumen PISA dilakukan oleh Harsiati yang bertujuan menelaah karakteristik soal membaca instrumen PISA tahun 2000-2009(Harsiati, 2018, dimana hasil analisisnya adalah sebagai berikut:1) Soal literasi membaca PISA didominasi keterampilan berpikir tingkat tinggi berupa kemampuan interpretasi, refleksi, dan evaluasi. 2) Kemampuan membaca yang diujikan adalah mengungkapkan kembali informasi, mengembangkan interpretasi dan mengintegrasikan, serta merefleksikan dan mengevaluasi teks.…”

Section: Standar Asessmen Internasional Dalam Mengukur Kemampuan Membacaunclassified

“…Harsiati menjelaskan bahwa dari segi aspek kompetensi membaca yang diukur, soal literasi membaca PISA memiliki karakteristik berfokus pada kemampuan berpikir tingkat tinggi. Pada soal membaca PISA aspek kompetensi membaca dikategorikan tiga jenis yang mencakup: (a) kemampuan mengungkapkan kembali informasi (retrieving Information),(b) mengembangkan interpretasi (developing an interpretation), (c) merefleksikan dan mengevaluasi teks (Harsiati, 2018). Sebagai contoh: e. Belum maksimalnya sarana prasarana dan pelayanan perpustakaan sekolah sebagai pusat pengembangan kemampuan membaca siswa.…”

Section: Faktor Pendorong Rendahnya Kemampuan and Budaya Baca Siswa DI unclassified

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Permasalahan Budaya Membaca di Indonesia (Studi Pustaka Tentang Problematika & Solusinya)

Tahmidaten¹,

Krismanto

2020

Scholaria

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Reading is one of the language skills that must be mastered by every student, the ability to read becomes one of the mandatory components in the national education curriculum. However, assessment programs of various international institutions and the Ministry of Education & Culture show that students in Indonesia are still low in their reading ability, in this case reading comprehension skills. For this reason, through this literature study, the problems and solutions are examined based on various library sources. The results of the literature study show that there are different standards between the teaching of reading in education in Indonesia and the standards used by various international institutions in measuring students' reading skills. In addition there are various factors driving the low ability & reading culture of students in Indonesia, namely: 1) Reading has not become a necessity, let alone become a culture, 2) Misperception about the concept of reading ability in most societies including students and teachers, 3) Capacity building reading is still perceived as part of the responsibility of language courses only, 3) The learning process still does not utilize models, methods, learning strategies that are diverse and suitable for reading comprehension learning, 4) reading material, learning activities and practice / evaluation questions there are teaching materials in schools that tend to still dwell on low order thinking skills, 5) Not yet the maximum facilities and infrastructure of school libraries as a center for developing the ability and culture of reading students, and 6) Program of Gerakan Literasi Sekolah (GLS) has not shown the progress expected to build a reading culture.

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Section: Standar Asessmen Internasional Dalam Mengukur Kemampuan Membacaunclassified

Section: Faktor Pendorong Rendahnya Kemampuan and Budaya Baca Siswa DI unclassified

Permasalahan Budaya Membaca di Indonesia (Studi Pustaka Tentang Problematika & Solusinya)

Tahmidaten¹,

Krismanto

2020

Scholaria

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“…Literasi dikategorikan ke dalam tiga bentuk teks yang paling sering dijumpai peserta didik di sekolah dan dalam kehidupan sehari-hari, yaitu:literasi mengkaji tiga hal pokok, yaitu: (1) prosa narasi, teks di mana penulis menceritakan sebuah cerita, apakah fakta atau fiksi; (2) prosa ekspositori, teks di mana penulis menggambarkan, menjelaskan, atau menyampaikan informasi atau pendapat faktual; dan (3) dokumen, menampilkan informasi seperti diagram, peta, tabel, grafik, daftar, atau set instruksi (Taufina dan Chandra, 2017). Selain itu, karakteristik konteks literasi membaca diklasifikasikan empat kategori, yaitu pendidikan, pekerjaan, personal, dan masyarakat (Harsiati, 2018). Bahan ajar literasi membaca cerita rakyat perlu memperhatikan karakteristik konteks literasi membaca.…”

Section: Pendahuluanunclassified

Literasi Membaca Untuk Memantapkan Nilai Sosial Siswa Sd

Muhammadi

Taufina

Chandra³

2018

Lit

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Tujuan penelitian awal ini untuk mengumpulkan informasi tentang gaya belajar dan kesukaan siswa SD yang berguna untuk mengembangkan buku literasi membacasebagai bentuk pemantapan nilai sosial budaya di SD agar berdaya guna untuk Gerakan Literasi Sekolah. Hal ini dilandasi oleh masih ditemukan kasus siswa SD yang melakukan kekerasan terhadap teman sendiri. Model pengembangan literasi membaca untuk siswa SD yang digunakan adalah model Plomp dengan langkah:preliminary research, prototyping, dan assessment. Temuan penelitian dalam analisis awal yaitu siswa cenderung kurang termotivasi untuk membaca disebabkan bahan bacaan yang kurang menarik. Analisis kebutuhan menunjukkan bahwa siswa SD sangat menyukai cerita rakyat. Cerita rakyat yang perlu dikembangkan yaitu cerita rakyat nusantara yang tersebar di seluruh Indonesia dalam setiap provinsi. Diharapkan praktisi pendidikan menggunakan buku yang berisi tentang cerita rakyat dalam proses pembelajaran dan menjalankan Gerakan Literasi Sekolah. Hasil validasi bahan ajar menunjukkan bahwa bahan ajar literasi membaca dengan menggunakan cerita rakyat sudah valid dan dapat diujicobakan. Kata kunci: literasi membaca, cerita rakyat,sekolah dasar READING LITERACY TO STRENGTHEN SOCIAL VALUES AMONG ELEMENTARY SCHOOL STUDENTS Abstract This preliminary study aims to collect information about elementary school students’ learning styles and preferences that are useful for developing reading literacy books to strengthenthe socio-cultural values in elementary schools in order to be effective for the School Literacy Movement. This is as based on the fact that there are cases of elementary school students committing violence against their own friends. The development model of reading literacy for elementary school students was Plomp’s model with the steps of preliminary research, prototyping, and assessment. The research findings in the preliminary analysis show that students tend to have less motivation to read due to reading materials which are not interesting enough. The needs analysis results show that elementary school students really like folklore. The folklore to be developed comprises traditional Indonesian folklore spreading throughout the country in every province. It is expected that educational practitioners use a book about folklore in the learning process and the School Literacy Movement. The results of the teaching materials validation show that reading literacy learning materials using folklore are valid and can be tried out.Keywords: reading literacy, folklore, elementary school

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“…Reporting from the data research that conducted by the United Nations Development Program (UNDP), the level of education based on the Human Development Index (HDI) in Indonesia is still relatively low, at 14.6%. This percentage is much lower than Malaysia which reached 28% and Singapore reached 33% [6], [9], [12], [13].…”

Section: Introductionmentioning

confidence: 99%

Literacy in the Era of 4.0 Industrial Revolution in Listening Skill Based on Local Wisdom Video in Elementary School

Rahman¹,

Sopandi²,

Wismaliya³

et al. 2019

Proceedings of the Proceedings of the 2nd International Conference on Local Wisdom, INCOLWIS 2019, August 29-30, 2019, Padang,

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The low literacy of students' listening skill in Indonesia in the era of 4.0 industrial revolution are the center of attention for all education observers today. This is proven by the results of research conducted by Central Connecticut State University (CCSU) in 2017, which placed Indonesia's position ranked 60th out of 61 countries. In addition, problems were also found in listening skills in elementary schools, included: (1) The low of students' listening skill were due to several factors: students' attitude that lowered to the listening skill, a large number of students also influenced the learning environment to be not conducive, and lack of interaction in classroom learning; (2) the learning process in the classroom is still minimal in showing the existence of literacy culture; and (3) lack of local wisdom video media utilization so that the learning process becomes unpleasant for students. Based on these problems, it is necessary to study more seriously the implementation of literacy in the 4.0 industrial revolution era in the context of listening. One of the efforts to overcome the problems and achieve the research objectives is by implementing the literacy based on local wisdom video. This type of research uses a quantitative approach and is quasi experimental research. The results of the research on the implementation of literacy in the era of 4.0 industrial revolution based on local wisdom video can improve students' literacy skills in the context of listening.

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Karakteristik Soal Literasi Membaca Pada Program Pisa

Cited by 49 publications

References 0 publications

Permasalahan Budaya Membaca di Indonesia (Studi Pustaka Tentang Problematika & Solusinya)

Permasalahan Budaya Membaca di Indonesia (Studi Pustaka Tentang Problematika & Solusinya)

Literasi Membaca Untuk Memantapkan Nilai Sosial Siswa Sd

Literacy in the Era of 4.0 Industrial Revolution in Listening Skill Based on Local Wisdom Video in Elementary School

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