Pengembangan Bahan Ajar Teks Eksposisi Berbasis Tunjuk Ajar Melayu

Mukhlis, Muhammad; Asnawi, Asnawi; Rasdana, Oki

doi:10.15294/jsi.v9i2.39120

Cited by 11 publications

(11 citation statements)

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“…Pernyataan tersebut juga berlaku untuk pembelajaran sejarah, dimana guru sejarah tidak dapat dipisahkan dari bahan pembelajaran sejarah. Bahan pembelajaran adalah segala bentuk bahan yang tersusun sistematis untuk membantu guru mengajar di dalam kelas (Mukhlis et al, 2020). Oleh karena itu, guru perlu mengembangkan bahan pembelajaran sejarah demi mewujudkan pembelajaran sejarah yang efektif.…”

Section: Kata Kunci: Pemberontakan Vstp; Potensi Pengembangan; Bahan ...unclassified

Pemberontakan VSTP di Semarang Tahun 1923 dan Potensi Pengembangan Bahan Pembelajaran Sejarahnya

Ismail,

Sulistyo

2024

Cetta

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History is not only about studying the past, but also about how we study the past and use it as a guide for living in the present. The essence of history is past events reconstructed in the present to serve as provisions for life in the future. The VSTP rebellion in Semarang in 1923 is an interesting event to be reconstructed and packaged in historical learning in accordance with current developments. Learning that does not keep up with the times will only make students unable to adapt to new environments that may be present when times change. This material is important because this event is one of the important events during the movement that students must know. The aim of this research is to share knowledge information with history teachers so that they can develop learning materials that suit the needs and characteristics of students to achieve previously determined learning objectives. In this research, the researcher used a descriptive type of library research, where this method uses documents as research sources that are collected and analyzed, so that they become research data. The results that the researchers got were that VSTP was an organization of railway workers who rebelled against the railway companies during the Dutch East Indies together with ISDV because their rights as workers were not fulfilled and were looked down upon. From this incident, teachers can develop history learning materials in the form of handouts, modules, LKPD and comics packaged electronically. However, teachers are not limited to these learning materials alone, but can develop other learning materials according to students' needs and characteristics. It is hoped that the development of learning materials can help teachers in the learning process in class, and can make students more enthusiastic about learning history.

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Section: Kata Kunci: Pemberontakan Vstp; Potensi Pengembangan; Bahan ...unclassified

Pemberontakan VSTP di Semarang Tahun 1923 dan Potensi Pengembangan Bahan Pembelajaran Sejarahnya

Ismail,

Sulistyo

2024

Cetta

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“…Bahan ajar juga mempengaruhi berhasil tidaknya peserta didik dalam proses pembelajaran, sehingga perlu adanya pengembangan bahan ajar mampu menunjang terselenggaranya pendidikan yang baik, khususnya dalam hal ini mata pelajaran Indonesia (Devi et al, 2018). Bahan ajar adalah kumpulan bahan belajar yang dipilih secara sistematis dari berbagai sumber belajar (Mukhlis et al, 2020). Ada banyak jenis bahan ajar.…”

Section: A Pendahuluanunclassified

Keterampilan Abad 21 dalam Modul Ajar Bahasa Indonesia Kurikulum Merdeka di Sekolah Menengah Kejuruan

Irawan

Mukhlis²

2023

Diglosia

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This study aims to describe 21st-century skills in Indonesian language teaching modules for class X semester I of the independent curriculum created by educators at SMK Negeri 3 Pekanbaru. It is important because educators must develop independent curriculum teaching modules that integrate with 21st-century skills to prepare students to face the 21st-century era through a learning process that has been designed. This study used a qualitative approach with content analysis methods. Content analysis was conducted to find data on 21st-century skills in the Indonesian language teaching module document for the independence curriculum. Data collection techniques using documentation. The research data is in the form of learning activities and practice questions in the Indonesian language teaching module document, the independent curriculum. Data were analyzed using content analysis techniques consisting of three stages: data reduction, data presentation, and drawing conclusions. The results obtained in this research are century skill consisting of critical thinking skill found 45 times at 35.1%, communication found 63 at 49.2%, collaboration found 13 at 10.1%, creative and innovative found 7 at 5.4%, which is included in the Indonesian language teaching module class X independent curriculum at SMK Negeri 3 Pekanbaru.

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“…Pendidikan merupakan wahana pokok dan sebagai kunci utama bagi pengembangan sumber daya manusia yaitu untuk meningkatkan kualitas diri sebagai individu yang memiliki kemampuan, kepribadian dan keterampilan sesuai dengan tuntutan zaman (Mukhlis et al, 2020). Menurut Juhji (2016: 52) Peran guru sebagai pendidik merupakan peran-peran yang berkaitan dengan tugas-tugas yang memberi bantuan dan dorongan (supporter), tugas-tugas pengawasan dan pembinaan (supervisor) serta tugas-tugas yang berkaitan dengan mendisplinkan anak agar anak itu menjadi patuh terhadap aturan-aturan sekolah dan norma hidup dalam keluarga dan masyarakat.…”

Section: Pendahuluanunclassified

Strategi Guru Bahasa Indonesia dalam Menerapkan pembelajaran Blended Learning di SMP Se-Kecamatan Peranap

Viora

2022

J-LELC

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This research is entitled "Strategy of Indonesian Language Teachers in Implementing Blended Learning in Junior High Schools in Peanap District", this study will discuss strategies by teachers in schools regarding blended learning at the SMP level in Peranap District. The formulation of the problem of this research is How is the strategy of Indonesian language teachers in implementing blended learning in SMP, Peranap District?. The purpose of the study was to determine the strategy of Indonesian language teachers in blended learning in SMP in Peranap sub-district. This research method is a case study. The research approach is qualitative. Data collection techniques are in-depth interviews and documentation. The data analysis technique uses case study techniques or steps, including: 1) Category collection. 2) Direct interpretation. 3) Forming patterns and looking for equivalence between two or more categories. 4) Develop naturalistic generalizations through data analysis. The results of the research from the blended learning strategy are a combination of two or more learning strategies and methods to get the learning outcomes expected by the teacher. The blended learning strategy in learning Indonesian has 4 dimensions or components that are mixed into a unified form of learning. The strategies of Indonesian language teachers in blended learning are: 1) Youtube. 2) Videos. 3) Recording. 4) Learning materials and 5) Whatsapp.

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Pengembangan Bahan Ajar Teks Eksposisi Berbasis Tunjuk Ajar Melayu

Cited by 11 publications

References 0 publications

Pemberontakan VSTP di Semarang Tahun 1923 dan Potensi Pengembangan Bahan Pembelajaran Sejarahnya

Pemberontakan VSTP di Semarang Tahun 1923 dan Potensi Pengembangan Bahan Pembelajaran Sejarahnya

Keterampilan Abad 21 dalam Modul Ajar Bahasa Indonesia Kurikulum Merdeka di Sekolah Menengah Kejuruan

Strategi Guru Bahasa Indonesia dalam Menerapkan pembelajaran Blended Learning di SMP Se-Kecamatan Peranap

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