<p class="Abstrak"><strong>Abstract:</strong> Teaching materials are a very important learning tool to support learning activities and are arranged systematically so that they can be used in teaching and learning activities. Basically, instructional materials compiled include knowledge and skills and contain information, facts, concepts and learning objectives. The teaching material developed in this study was writing a text for procedures containing Maluku local wisdom. Teaching materials that have been prepared display a variety of Maluku local wisdom formed in the procedural text of each unit. Text that contain step or steps that must be done to get the final destination is known as the procedure text.</p><strong>Abstrak:</strong> Bahan ajar adalah sebuah alat pembelajaran yang sangat penting untuk menunjang kegiatan pembelajaran dan disusun dengan sistematis sehingga dapat dipergunakan pada kegiatan belajar mengajar. Pada dasarnya, bahan disusun mencakup pengetahuan maupun keterampilan dan berisi informasi, fakta, konsep, dan tujuan pembelajaran. Bahan ajar yang dikembangkan dalam penelitian ini adalah menulis teks prosedur bermuatan kearifan lokal Maluku. Bahan ajar yang telah disusun menampilkan beragam kearifan lokal Maluku yang dibentuk dalam teks prosedur pada setiap unit. Teks yang berisi tahapan atau langkah yang wajib dilakukan guna mendapatkan tujuan akhir dikenal dengan nama teks prosedur.
This study aims to develop a creative and critical learning model in which its effectiveness is tested in Bahasa Indonesia classes at the senior high school level. This study employed the Four D Thiagarajan method. The first stage is defined and completed by theoretical and empirical analysis. The theoretical analysis comprises the analysis of the related literature and previous studies. Meanwhile, the empirical analysis is done by analysing the problems, students’ characteristics, assignments, concepts, and the formulation of learning objectives. The second stage designs in which the learning model prototype is planned. The third stage is development, which includes developing and testing the prototype. The fourth stage is dissemination, in which the product is distributed. The final product is the syntax of the Bahasa Indonesia lesson in the senior high school level, which comprises 5M, namely ‘menstimulasi’ (to stimulate), ‘mengeksplorasi’ (to explore), ‘memberi respons’ (to give response), ‘memproduksi’ (to create), and ‘merefleksi’ (to reflect). Based on the testing, it is revealed that there is an increase in students’ scores of around 7.7 on a scale of 100. Therefore, it can be concluded that the creative and critical 5M learning is effective for implementation in Bahasa Indonesia classes at the senior high school level.
This study discusses university students' reading attitudes and perspectives on reading texts. Reading attitude was measured through students' critical responses in comprehending and evaluating the content of the texts. This descriptive-quantitative study employed a survey. It was conducted in Indonesian Language Teaching Study Program in State University of Makassar, Indonesia. The data were collected through a questionnaire and interviews. The results of this study indicated that the students' critical responses to texts were categorized as low. In general, the students obtained only the stated information found in texts, and they made very little attempt to seek for implied meanings. They rarely tried to connect one text to another and to social as well as cultural contexts of the texts. These poor critical responses of the students have resulted from the process of learning to read which has been more text-oriented in nature rather than ideology-concerns of the texts.
This study is a follow-up study from the first year of research entitled "Utilization of Indonesian Culture as a Strategy for Accelerating Oral Language Proficiency Mastery for the Generation of Foreign Millennial Speakers in the ASEAN Region ". In the first year of research, a BIPA Learning Model with Indonesian culture for the millennial generation was produced in the ASEAN region. In this second year, the objective was to probe the relationship between the use of the BIPA learning model with Indonesian culture on learning motivation and learning outcomes. The research target was still directed at the millennial generation of the ASEAN region, especially BIPA students from Thailand, Vietnam and the Philippines. The choice of the countries of Thailand, Vietnam and the Philippines was based on the consideration that the number of BIPA students from the three countries was greater than other ASEAN countries. Based on this idea, two research objectives were determined, that is (1) describing the relationship between the uses of the BIPA learning model with Indonesian culture on learning motivation and (2) describing the relationship between the use of the BIPA learning model with Indonesian culture on learning outcomes. The results obtained from this study are in accordance with the objectives of this study that is the improvement of learning motivation and learning outcomes through the use of learning models with Indonesian culture.
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