As an effort to support students' interest and reading ability, the Ministry of Education and Culture of the Republic of Indonesia has launched the School Literacy Movement (SLM) since 2015. SLM is motivated by the low reading culture of Indonesian society, especially students. The results of a study conducted by the Center for Policy Studies on the index of reading literacy activities conducted in 34 provinces in Indonesia showed that there was 1 province with very low literacy status, 24 provinces with low literacy status, and 9 provinces with moderate literacy status. However, there are few studies that explore SLM practices in schools that fall behind. This research is intended to describe the implementation of the school literacy movement, the constraints and obstacles that exist and the solutions taken by the school to anticipate these obstacles. This study uses a survey research method with a qualitative descriptive approach. The results of this study indicate that the School Literacy Movement (SLM) has been implemented in schools. The 15-minute reading activity at the beginning of learning has been carried out but has not been integrated into the learning schedule.
The purpose of this activity is social services to provide Covid-19 vaccination services for people in Pogotena village – Loura Subdistrict, Southwest Sumba Regency – NTT. This activity was carried out in collaboration with STKIP Weetebula with the National Covid-19 vaccination assistance committee and also Salim Group (Indofood, Indomaret, ACA Insurance) and the Health Ministry of the Republic of Indonesia. The implementation of this activity by a team of lecturers from STKIP Weetebula consisting of three lecturers from the physics education study program, 1 lecturer from PGSD, and 1 lecturer from the Indonesian education study program involving 6 students. The result of this activity, namely: as many as 156 people in pogotena village can be served for vaccination using astrazaneca vaccine type. Some of the obstacles faced in the field are that many people have to go home because they do not qualify for vaccines, such as high blood pressure, the type of vaccine used only Astrazaneca so that it cannot reach people under the age of 18 years, and also services for the community who will do the second vaccine because the type of vaccine used is different from the type of vaccine available. The conclusion of this social service activity is that the community is very happy with the services of lecturers and students and very hopeful that this activity can be done again for residents who have not qualified for vaccines. With this social service activity, the Covid-19 vaccination process can be accelerated so as to realize healthy communities and villages
Tujuan dari penelitian ini adalah untuk mendeskripsikan Sikap Berbahasa Mahasiswa FKIP Unika Weetebula sebagai upaya pembentuk jati diri. Saat ini, kosakata bahasa Indonesia sudah jarang digunakan khususnya oleh mahasiswa dalam komunikasi sehari-harinya. Bermunculannya bahasa gaul yang kian menyebar di kalangan mahasiswa tampaknya telah menggeser kedudukan bahasa Indonesia. Kini mereka tidak lagi bersemangat untuk mempelajari bahasa Nasional. Bahkan, lebih bangganya lagi mereka mempelajari beragam bahasa asing. Mahasiswa merasa bangga ketika berkomunikasi menggunakan bahasa asing, bahkan tidak disadari mereka sering melakukan campur dan alih kode bahasa. Jika hal itu terjadi lambat laun bahasa Indonesia akan mengalami pergrseran bahasa yang berujung pada kepunahan bahasa dan dapat menjadi salah satu masalah jati diri kepribadian bangsa yang diperlihatkan melalui sikap berbahasa bahasa Indonesia. Oleh karena itu, jati diri kepribadian bahasa Indonesia perlu dibina dan dikembangkan oleh setiap warga negara Indonesia, khususnya oleh mahasiswa sebagai penerus bangsa. Penelitian ini menggunakan jenis penelitian kualitatif deskriptif dengan metode survei. Data dikumpulkan dengan angket, observasi, dan dokumentasi. Teknik analisis data yaitu pengumpulan data, transkrip hasil angket, dan penarikan kesimpulan.
Abstrak: Kompetensi pedagogik dan kompetensi profesional merupakan dua kompetensi guru yang sangat erat hubungannya dengan tugas profesi seorang guru. Kompetensi pedagogik yaitu kompetensi guru dalam mengelola pembelajaran sedangkan kompetensi profesional yaitu kompetensi guru dalam melaksanakan tugas kependidikan yang berkaitan dengan bidang studi. Tulisan ini menyoroti kemampuan penguasaan pedagogik, penyusunan perangkat pembelajaran (RPP), keterampilan mengajar, dan pengetahuan profesional guru Bahasa Indonesia SMA di Bawah Naungan Yayasan Pendidikan Nusa Cendana Sumba Barat Daya Tahun 2017. Peneliti menggunakan metode kuantitatif deskriptif dalam mengungkapkan data yang terkumpul melalui teknik tes, teknik observasi, dan studi dokumenter. Hasil penelitian menunjukkan bahwa kompetensi pedagogik guru termasuk dalam kualifikasi Baik sedangkan tingkat penguasaan dalam penyusunan perangkat pembelajaran, keterampilan mengajar, dan pengetahuan profesional guru termasuk dalam kualifikasi Kurang. Artinya, perlu adanya upaya peningkatan khususnya pada penyusunan RPP, keterampilan mengajar, dan pengetahan profesional guru Bahasa Indonesia.Kata kunci: Kompetensi pedagogic; kompetensi professional; guru bahasa Indonesia.
This study aims to formulate a preservation strategy for the existence of the Oka oral tradition of the Wewewa community. This type of research is qualitative descriptive research. That is, to understand the strategy for preserving the Oka oral tradition of the Wewewa people, it is bound by the local wisdom values contained therein. The data source for this research was obtained from the Wewewa community regarding efforts to preserve the Oka oral tradition. This research data collection technique was obtained through interviews and documentation studies. While the data analysis technique will be pursued through the stages of data transcription, data selection, data identification, data classification, and data discussion. Based on the results of the research, the researchers found a preservation strategy for the Oka oral tradition, both naturally through traditional institutions, and non-naturally through religious institutions and educational institutions.
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