Abstrak Penelitian ini berawal dari rendahnya keterampilan menulis cerita pendek siswa kelas X di beberapa SMA Kabupaten Tangerang terkait dengan media pembelajaran. Tujuan penelitian ini yaitu mendeskripsikan hasil pengembangan media pembelajaran video scribe serta mengetahui efektifitas media video scribe dalam meningkatkan keterampilan menulis cerita pendek berbasis pendidikan karakter di kelas X SMA. Subjek penelitian ini yaitu siswa SMA kelas X di SMAN 1, SMAN 19 dan SMAN Mandiri Balaraja di Kabupaten Tangerang. Teknik pengumpulan data menggunakan lembar angket dan tes. Hasil penelitian berupa validasi ahli media, validasi materi, dan validasi pembelajaran pedagogik yang dinyatakan layak. Pada perolehan hasil belajar keterampilan menulis cerita pendek berbasis pendidikan karakter siswa kelas X di SMA N 1 Kabupaten Tangerang pada pretest yaitu rata-rata 61,5 meningkat menjadi rata-rata73,5 pada posttest. Hasil belajar keterampilan menulis cerita pendek berbasis pendidikan karakter siswa kelas X di SMA N 19 Kabupaten Tangerang pada pretest mendapat rata-rata 60 meningkat menjadi rata-rata 70 pada postest. Hasil belajar keterampilan menulis cerita pendek berbasis pendidikan karakter siswa kelas X di SMA Mandiri Balaraja Kabupaten Tangerang pada pretest yaitu rata-rata 61 meningkat menjadi rata-rata 68,5 pada postest. Media video scribe efektif digunakan karena menarik minat siswa, siswa menjadi aktif, imajiansi, dan meningkatkan kreatifitas siswa. Kata kunci : pengembangan, video scribe, menulis cerpen, pendidikan karakter Abstract This research originated from the low skill of writing short stories by students of class X in several Tangerang high schools related to learning media. The purpose of this research is to describe the results of the development of scribe video learning media and to know the effectiveness of scribe video media in improving short story writing skills based on character education in class X high school. The subjects of this study were high school students of class X at SMAN 1, SMAN 19 and SMAN Mandiri Balaraja in Tangerang Regency. Data collection techniques using questionnaires and tests. The results of the study were in the form of media expert validation, material validation, and pedagogic learning validation that was declared feasible. At the acquisition of learning outcomes, short story writing skills based on character education of class X students at SMA N 1 Tangerang Regency at pretest, namely an average of 61.5 increased to an average of 73.5 in the posttest. The results of learning short story writing skills based on character education in class X students in SMA N 19 Tangerang Regency at pretest got an average of 60 increasing to an average of 70 in the posttest. The results of learning short story writing skills based on character education for class X students at Mandiri Balaraja High School, Tangerang Regency, at pretest, that is, the average 61 increased to an average of 68.5 in the posttest. The video scribe media is effective because it attracts students' interest, students become active, study, and increase student creativity. Keywords: development, scribe videos, short story writing, character education
A good novel can teach the value of life and benefits to its readers. One novel that has a life value, especially social values, is the novel Hatta: Aku Datang karena Sejarah by Sergius Sutanto. For this reason, this study aims to describe the social values in Hatta: Aku Datang karena Sejarah by Sergius Sutanto. This research uses a qualitative approach with the content analysis research method. Data collection techniques using documentation techniques that are based on the novel Hatta: Aku Datang Karena Sejarah by Sergius Sutanto. Data analysis techniques with steps: define the unit of analysis, set categories, coding, interpretation, and conclusions. Test the validity of the data using member checks and expert validity. From the results of this study indicate that the social values in the novel Hatta: Aku Datang karena Sejarah by Sergius Sutanto in the form ofthe value of love, the value of responsibility, the value of harmony in life. The most dominant value of love is found especially about devotion, caring, family, please help, and loyalty. The results of this study are expected to be used as teaching material in schools, especially in strengthening the character of students in Indonesian subjects that contain material about novels so that the social values contained in this novel can be implemented in social life.
Tujuan penelitian ini untuk mengetahui pengaruh penggunaan model examples non examples pada siswa kelas VII SMPN 14 Kota Tangerang. Metode yang digunakan dalam penelitian ini adalah metode quasi eksperimen dengan melakukan pretes dan postes dua kelompok. Jenis metode penelitian eksperimen ini menggunakan disain penelitian Nonequivalent Control Group Design. Dimana kelas eksperimen yang diberi perlakuan dan kelas kontrol tidak diberi perlakuan. Nonequivalent Control Group Design ini hampir sama dengan pretest dan postest kontrol group desain, hanya pada desain ini kelompok eksperimen maupun kontrol tidak dipilih secara random. Teknik pengumpulan data menggunakan tes. Teknik analisis data dimulai dari uji normalitas, uji homogenitas, dan dilanjutkan uji hipotesis. Terdapat perbedaan hasil belajar menulis teks berita antara siswa yang diberi model pembelajaran examples non-examples dengan siswa yang tidak diberi model pembelajaran examples non-examples dan dibuktikan dengan hasil pengujian hipotesis yaitu pretes pada kelas kontrol dan eksperimen Ho diterima H1 ditolak, dapat disimpulkan bahwa thitung lebih kecil ttabel ( 0,42 lebih kecil 2,0022 ) maka pada pretes tidak memiliki perbedaan hasil belajar yang signifikan, dan hasil hipotesis postes pada kelas kontrol dan kelas eksperimen yaitu H1 diterima Ho ditolak karena thitung lebih besar ttabel = 3,05 lebih besar 2,0022. Maka dapat dinyatakan bahwa pemberian postes pada kelas kontrol yang tidak mendapatkan perlakukan dan kelas eksperimen mendapatkan perlakuan dengan menggunakan model pembelajaran examples non-examples menunjukkan perbedaan hasil belajar yang sangat signifikan.
The objective of this research was to describe the forms of morphological interference of Thai Malay to Indonesian in the narrative of Thai students of the 4th semester who studied in Strata-1 Indonesian Language and Literature Education Study Program, Faculty of Teacher Training and Education, Muhammadiyah Tangerang University. To find morphological interference in narrative essay using Indonesian language, the researcher uses qualitative descriptive method, and with content analysis method. Data collection techniques used documentation techniques in the form of narrative results of seven students of Thailand, from data obtained by researchers analyzing the forms of interference from the form of affixation, reduplication, and compounding in the Indonesian language. Data analysis techniques with steps: content analysis techniques begin by determining research problems, categorization, interpretation, and conclusions. Based on the result of the research, there is interference on student narration of Thailand semester IV PBSI FKIP, Muhammadiyah Tangerang University. In the essay that the students make, it is seen that students still use Malay language in communicating orally and in writing. The findings of this study also show that the number of interferenced words in the form of affixation of categories of prefixes, suffixes, affix combinations, confix, reduplication and compositions whereas in the affix of the infix category there is no interference. Frequently interfered forms are in the form of affiliation categories of prefixes, confixes, and compositions of the six student compositions. Keywords: morphological interference, narrative essay, Thailand college student
The purpose of this study was to describe the application of discovery learning models in learning to write descriptive texts. The research method uses descriptive methods. Data collection techniques using observation techniques, test writing descriptive text, and documentation. Data analysis techniques by reducing data, data presentation, data interpretation, conclusions. The results showed that the steps of the discovery learning model in learning to write descriptive texts are to describe topics, ask questions, formulate hypotheses, carry out investigations, conduct observations, organize or analyze, and present the results of investigations. Then, the students' ability to write descriptive text obtained an average value of 76.8 with good criteria after applying the discovery learning model. The learning to write descriptive text is carried out to instill the value of responsibility to students and improve the ability to write text descriptive students based on text, images, and places, so students are not passive.
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