Upaya Meningkatkan Keterampilan Menulis Anekdot melalui Penerapan Strategi Genius Learning

Sopandi, Sopandi

doi:10.23887/jear.v4i4.28508

Cited by 4 publications

(3 citation statements)

References 1 publication

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“…The next stage is to develop the Lesson Implementation Plan (RPP). Teachers can develop and prepare the RPP in a simple manner, considering principles of efficiency, effectiveness, and focusing on the students (Sopandi, 2020). The two basic competencies are scheduled to be implemented in two meeting sessions, each for KD 3.5 and KD 4.5.…”

Section: Designmentioning

confidence: 99%

Development of GOFIN (Google form interactive)-based on the short story worksheet with differentiated learning approach

Fatimah,

Damayanti,

Wahyuni

et al. 2024

RADEN

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The availability of interactive-based student worksheets that also take into account differences in learning styles is necessary to address the challenges of the digital era in teaching short story writing. This research aims to develop Student Worksheets (LKPD) based on Gofin (Interactive Google Form) for short story text learning with the application of a differentiated approach that is suitable for interests, abilities, and learning styles. This developmental research adapts the ADDIE model and carries out three steps, namely analysis, design, and development. The implementation and evaluation steps are conducted in subsequent research. The research results indicate that this LKPD is highly suitable and engaging with a material validity rate of 87%, media validity of 83%, and student response of 96%. This LKPD is designed to accommodate differences in students' learning styles (kinesthetic, auditory, visual) so that learning objectives can be maximally achieved.

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Section: Designmentioning

confidence: 99%

Development of GOFIN (Google form interactive)-based on the short story worksheet with differentiated learning approach

Fatimah,

Damayanti,

Wahyuni

et al. 2024

RADEN

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“…Unsur utama yang menonjol dari anekdot adalah humor. Bahasa humor yang terkandung dapat mencairkan suasana meski maksud yang disampaikan berupa sindiran terhadap isu-isu sosial, politik, lingkungan, maupun budaya (Sopandi, 2020). Tidak sekadar membuat tertawa, namun juga memberikan pemahaman terselubung terkait kehidupan sosial.…”

Section: A Pendahuluanunclassified

Perencanaan Bahan Ajar Teks Anekdot dengan Pendekatan Keterampilan Abad 21 pada Kelas X Sekolah Menengah Kejuruan

Imrotin

Famsah²,

Wang³

2022

Diglosia

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The 21st-century skills are the answer to the world of education in welcoming the industrial era 4.0. Indonesian language teaching materials for the Vocational High School (SMK) level also need to adapt to this approach. Synchronizing the SMK curriculum with industry certainly brings advantages for preparing anecdotal text teaching materials, especially animation skills. This research and development using the 4D method, seek to create prototypes of teaching materials that apply 21st-century skills assisted by Google Sites. The research stages consist of initial research and information gathering, product foundation and planning, and product format development. The product testing stage is not carried out. Teachers have difficulty completing the material because learning hours are often used for vocational activities. The application of 21st-century skills in anecdotal teaching materials is as follows: (1) critical thinking is applied to activities to identify structure and language; (2) communication is carried out by presenting the idea to be uploaded through social media; (3) collaboration with group activities in writing anecdotes based on comic strips; and (4) creativity and innovation in compiling anecdotal texts based on comic strips in the order given.

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“…Strategi ini diharapkan mampu mendorong peserta didik untuk berpikir dan mengeluarkan ide gagasan yang dimiliki. Selain beberapa hal yang telah diungkapkan, strategi genius learning hadir dengan mempertimbangkan kondisi masyarakat Indonesia secara umum, seperti kebudayaan bangsa yang beragam, kondisi sosial ekonomi, sistem pendidikan nasional kita dan tujuan pendidikan (Sopandi, 2020).…”

Section: Pendahuluanunclassified

Penggunaan Strategi Genius Learning pada Materi Menulis Teks Eksposisi pada Siswa Sekolah Menengah Atas

Sugiartinengsih

2021

JGI

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The purpose of this classroom action research is to improve the process and student learning outcomes in learning to write expository texts using the genius learning strategy. The method used in this research is CAR or classroom action research. This research focuses on improving students' ability in writing exposition texts. This research was conducted in class X-MIPA 1 SMAN 1 Sukahaji Majalengka, which is located on The Steet of Cikalong, Sukahaji District, Majalengka Regency. The research was conducted for 3 (three) months from August to October 2018. In the first cycle the test results for writing exposition texts had an average score of 70.83 while in the second cycle the average score was 82.80. There was an increase in the students' writing skill of exposition text by 11.97 points or 39.9%. In addition, the results obtained in learning to write expository texts using the genius learning strategy are a better learning process, this can be seen in changes in student behavior during learning. When learning in the first cycle there were still students who behaved negatively, while in the second cycle there were no students who behaved negatively. Keywords: writing, exposition text, genius learning strategies AbstrakTujuan penelitian tindakan kelas ini yaitu untuk meningkatkan proses dan hasil belajar siswa dalam pembelajaran menulis teks eksposisi dengan menggunakan strategi genius learning. Metode yang digunakan dalam penelitian ini adalah PTK atau penelitian tindakan kelas. Penelitian ini berfokus pada peningkatan kemampuan siswa dalam menulis teks eksposisi. Penelitian ini dilaksanakan di kelas X-MIPA 1 SMAN 1 Sukahaji Majalengka yang berlokasi di Jalan Raya Cikalong Kecamatan Sukahaji Kabupaten Majalengka. Penelitian dilakukan selama 3 (tiga) bulan mulai Agustus hingga Oktober 2018. Pada siklus I hasil tes menulis teks eksposisi nilai rata-rata 70,83 sedangkan pada siklus II nilai rata-rata 82,80. Terjadi peningkatan keterampilan menulis teks eksposisi oleh siswa sebesar 11,97 poin atau 39,9%. Selain itu, hasil yang diperoleh dalam pembelajaran menulis teks eksposisi menggunakan strategi genius learning adalah proses pembelajaran yang lebih baik, hal ini dapat dilihat pada perubahan tingkah laku siswa saat pembelajaran berlangsung. Saat pembelajaran pada siklus I masih terdapat siswa yang bertinggkah laku negative, sedangkan pada siklus II sudah tidak ada siswa yang bertingkah laku negatif.Kata kunci: menulis, teks eskposisi, strategi genius learning

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Upaya Meningkatkan Keterampilan Menulis Anekdot melalui Penerapan Strategi Genius Learning

Cited by 4 publications

References 1 publication

Development of GOFIN (Google form interactive)-based on the short story worksheet with differentiated learning approach

Development of GOFIN (Google form interactive)-based on the short story worksheet with differentiated learning approach

Perencanaan Bahan Ajar Teks Anekdot dengan Pendekatan Keterampilan Abad 21 pada Kelas X Sekolah Menengah Kejuruan

Penggunaan Strategi Genius Learning pada Materi Menulis Teks Eksposisi pada Siswa Sekolah Menengah Atas

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