Pengaruh Pembelajaran Berbasis Multiliterasi Terhadap Kemampuan Berpikir Kritis

Rosidah, Cholifah Tur

doi:10.29407/pn.v4i1.12368

Cited by 6 publications

(7 citation statements)

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“…It indicates that the application of the multiliteracy learning model influences critical thinking. A study by other study showed that the multiliteracy learning model influenced student critical thinking (Rosidah, 2018). Besides, research revealed that applying the multiliteracy learning model received a positive response for teachers and students, so its application improved students' critical thinking (Dafit et al, 2018).…”

Section: Discussionmentioning

confidence: 95%

The Effect of the Multiliteracy Learning Model on Critical Thinking Skills in Terms of College Students’ Self-Regulated Learning

Adi,

Atmojo,

Ardiansyah

et al. 2023

j. pendidik. indonesia.

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As a teacher candidate, a college student should master 21st-century skills. Critical thinking is one of the directions of 21st-century education. As prospective educators, college students also need to master critical thinking skills supported by good self-regulated learning as a provision so that they can carry out meaningful learning in class later. This study aims to analyze the effect of applying the multiliteracy learning model on college students' critical thinking skills in terms of their self-regulated learning. The research method used was a quantitative experiment with a 2 x 3 factorial design. The test instrument employed a two-tier essay with a total of six items, which had been declared valid and reliable. Data analysis was performed after all data from respondents had been collected then continuing hypotheses. Based on the results of testing the hypothesis employing a two-way ANOVA test with different cells, the results obtained were Fobs > Fα, with details of Fa > Fα (18.03901 > 3.986269479), Fb > Fα (27.5862 > 3.135917934), and Fab > Fα (139.2992 > 3.135917934). These results reveal that the multiliteracy learning model affected college students' critical thinking skills, self-regulated learning influenced college students' critical thinking skills, and the multiliteracy learning model interacted with the level of self-regulated learning on critical thinking skills.

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Section: Discussionmentioning

confidence: 95%

The Effect of the Multiliteracy Learning Model on Critical Thinking Skills in Terms of College Students’ Self-Regulated Learning

Adi,

Atmojo,

Ardiansyah

et al. 2023

j. pendidik. indonesia.

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“…According to [7,21,24,25,26,27,28], the main reason why the multiliteracies pedagogy gives positive impacts on the students' ability is due to the special treatment received by students in the multiliteracies classroom. Students applied the novel way of a pedagogical method called the multiliteracies.…”

Section: B Discussionmentioning

confidence: 99%

“…Besides, [7,21,24,25,26,27,28] also stated that the multiliteracies pedagogy will not work well if there is no a good collaboration between students and teachers. The teachers play an important role for the success of the multiliteracies practices.…”

Section: B Discussionmentioning

confidence: 99%

The Implementation of the Multiliteracies Pedagogy in Teaching Sentence Constructions of English through Argumentative Essays

Merizawati¹

2020

Proceedings of the International Conference on English Language Teaching (ICONELT 2019)

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Due to the students' low abilities and difficulties in understanding sentence constructions in English, a new pedagogical approach is required to better assist students to identify the English sentence formation. This study aims at finding out the effectiveness of the multiliteracies approach to teaching the sentence structure of English through argumentative essays. The data were collected from 32 third-year college students taking two Morphology-Syntax classes in the State Islamic Institute of Bengkulu (IAIN Bengkulu). The participants were non-random or purposive students in the class of C and D who obtained the final result of the final exam that was not more than 70. The participants were divided into two groups: the control group and the experimental group. Participants in the control group were taught by using the traditional literacy pedagogy; meanwhile, participants in the experimental group achieved the treatment of the use of the multiliteracies pedagogy. In this essay, the analysis method used the one-way Analysis of Variance (ANOVA). The results of the study showed that the Probability Value (P-Value) of the pre-test score of the English sentence structure was 0.940, and the P-Value of the pre-test score of the argumentative essays was 0.909, so the null hypothesis (H0) of the two treatments was accepted, which means that there were no statistically significant difference of pre-test scores between the control group and the experimental group. Meanwhile, the P-Value of the post-test score of the sentence constructions was 0.000 and the P-Value of the post-test score of the essays was 0.020; so that the alternative hypothesis (H1) was accepted, which means that there was a major difference of posttest scores between the control group and the experimental group. This study proves that the multiliteracies pedagogy obtains better results in comprehending the English sentence constructions towards argumentative essays. Consequently, this research provides strong evidence to promoting multiliteracies through the English language teaching.

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“…Selain itu, hasil penelitian terdahulu tentang Pengaruh Pembelajaran Berbasis Multiliterasi Terhadap Kemampuan Berfikir Kritis menyatakan bahwa terdapat pengaruh pembelajaran berbasis multiliterasi terhadap kemampuan berpikir kritis (M. A. Rahman et al, 2022;Rosidah, 2018). Kemudian, hasil penelitian serupa tentang Efektivitas Model Pembelajaran Berbasis Multiliterasi Untuk Meningkatkan Keterampilan Menulis Kreatif Siswa Sekolah Dasar menunjukkan bahwa ada perbedaan keterampilan menulis kreatif antara siswa yang menggunakan model pembelajaran berbasis literasi dan siswa yang tidak menggunkaan model pembelajaran berbasis literasi (Puspita, 2019;Sutisnawati et al, 2022).…”

Section: Pendahuluanunclassified

Pembelajaran Berbasis Multiliterasi di Sekolah Dasar: Bagaimana Mengoptimalkannya?

Selayani

Bayu

2023

JIPPG

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Multiliterasi merupakan paradigma baru dalam dunia pendidikan khususnya dalam pembelajaran literasi. Konsep multiliterasi muncul karena manusia tidak hanya membaca atau menulis, namun mereka membaca dan menulis dengan genre tertentu yang melibatkan tujuan sosial, kultural, dan politik yang menjadi tuntutan era globalisasi, maka hal ini menjadi dasar lahirnya multiliterasi dalam dunia pendidikan. Penelitian ini bertujuan untuk menganalisis kebutuhan pembelajaran berbasis multiliterasi di sekolah dasar. Jenis penelitian yang digunakan adalah deskriptif kualitatif. Populasi dalam penelitian ini adalah 382.257 siswa yang tersebar di 2.426 sekolah di seluruh Bali. Sampel dalam penelitian ditentukan dengan menggunakan rumus slovin dengan batas toleransi sebesar 3%, sehingga didapatkan hasil sampel sejumlah 1.108 siswa yang tersebar di 33 SD. Dalam penelitian ini pengumpulan data dilakukan dengan memberikan kuesioner kepada siswa dan guru, wawancara untuk guru, dan melakukan observasi di lapangan. Uji validitas instrument dianalisis dengan menngunakan rumus CVR dan CVI yang memperoleh hasil 1,00 yang berarti valid. Data yang diperoleh dianalisis dengan Teknik statistic persentase. Temuan hasil penelitian ini menunjukkan pembelajaran multiliterasi belum diterapkan secara optimal di sekolah-sekolah dasar yang ada di Bali karena sarana dan prasarana kurang memadai dan pembelajaran berbasis multiliterasi masih dianggap baru dikalangan dewan guru. Model pembelajaran phenomenon-based learning adalah model pembelajaran yang akan membantu menyukseskan pembelajaran berbasis multiliterasi di sekolah dasar.

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Pengaruh Pembelajaran Berbasis Multiliterasi Terhadap Kemampuan Berpikir Kritis

Cited by 6 publications

References 0 publications

The Effect of the Multiliteracy Learning Model on Critical Thinking Skills in Terms of College Students’ Self-Regulated Learning

The Effect of the Multiliteracy Learning Model on Critical Thinking Skills in Terms of College Students’ Self-Regulated Learning

The Implementation of the Multiliteracies Pedagogy in Teaching Sentence Constructions of English through Argumentative Essays

Pembelajaran Berbasis Multiliterasi di Sekolah Dasar: Bagaimana Mengoptimalkannya?

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