ABSTRAKPerkembangan dunia digital selanjutnya bisa dimanfaatkan untuk meningkatkan kemampuan menemukan, menggunakan, meringkas, mengevaluasi, membuat dan mengkomunikasikan informasi saat menggunakan teknologi digital. Literasi digital atau disebut juga dengan literasi informasi digital merupakan kemampuan untuk memahami dan menggunakan informasi dari berbagai sumber digital. Artikel ini dimotivasi oleh kesulitan mahasiswa dalam penerapan literasi di FKIP Universitas Muhammadiyah Sidoarjo. Faktanya saat ini pengguna internet semakin meningkat dan mayoritas berusia remaja. Penggunaan internet oleh remaja pun bervariasi, bukan hanya digunakan untuk mencari informasi akademik, melainkan juga untuk membangun relasi melalui situs jejaring social. Oleh karena itu, artikel ini akan membahas realitas penerapan literasi digital di FKIP Universitas Muhammadiyah Sidoarjo. ABSTRACTThe development of the digital world can be used to further enhance the ability to find, use, summarize, evaluate, create and communicate information using digital technology. Digital literacy also with digital information literacy is the ability to understand and use information from a variety of digital sources. This article was motivated by difficulties in the implementation of student literacy and PEDAGOGY at the University of Muhammadiyah Sidoarjo. The fact of the current internet users has increased and the majority of the teenager. Internet usage by teenagers vary, not just used to looking for academic information, but also to build relationships through social networking sites. Therefore, this article will discuss the reality of the implementation of digital literacy in FKIP University of Muhammadiyah Sidoarjo.
Cerpen atau cerita pendek sebagai suatu karya seni berfungsi sebagai notulen kehidupan. Sebagai dokumentasi, cerpen bagaikan cermin yang memperlihatkan peristiwa tersebut. Hubungan dialektis antara cerpen dan realitas membuktikan bahwa cerpen juga dapat dianalisis dari berbagai sudut, seperti filosofis, religi, sosiologi, budaya dan stilistika. Melalui pendekatan stilistika, penulis mencermati beberapa fenomena yang disebutkan diatas, khususnya hal yang berhubungan dengan peristiwa kehidupan manusia. Hubungan dialektis antara cerpen dan realitas membuktikan bahwa cerpen juga dapat dianalisis dari berbagai sudut, seperti filosofis, religi, sosiologi, budaya dan stilistika. Dengan menggunakan piranti stilistika berupa personifikasi, metafora, simbol, simile, hiperbola dan sebagainya, terlihat bagaimana cerpen ini dianalisis sehingga diharapkan mempunyai keunggulan dan pengaruh tekstual terhadap sisi reaktif emosionil pembaca. Kekuatan pengaruhnya ini ditunjang oleh kemampuan teks mengatur relasi-relasi koheren mapun kontradiktif antar unit satuan wacana dan pemilihan referensi kontekstual yang memungkinkan dimaknai oleh pembaca.
Abstract-In the 21st century Literacy can no longer be defined only to read and to write. The impact of rapid development in the information, then the literacy interpreted in several points of view, ranging from basic literacy point of view, science literacy, economic literacy, technology literacy, visual literacy, information literacy, multicultural literacy, to the point of view of global awareness. This is called digital-age literacy or often called multiliteracies. The discussion of literacy widespread, also the more intense teaching literacy in schools, especially in elementary schools, as an effort to produce a literary generation that can build the nation someday. This paper is motivated by the difficulties of schools in the implementation of literacy in elementary schools. This paper will discuss the reality of digitalage literacy in elementary schools which is followed by student difficulties in improving literacy skills caused by inadequate literary practices undertaken by the teachers, the lack of literacy environments, and different parental literacy levels that impact on the lack of literary information obtained by students at their home. Finally the efforts that must be made by various parties coordinate to improve literacy in elementary schools. They are the policy makers are; government, schools, teachers and parents have their respective duties and responsibilities in accordance with their capacity. The facilitation of good literacy practices and a supportive literacy environment. All activities that can bring the desire of students to improve literacy skills in this beloved Indonesia.
The use of Multilingual Multimedia Storytelling (MDST) to teach English to primary school students is nothing new in Indonesia. However, digital learning is still not implemented in practice because English in primary schools is a local subject and a foreign language. In this research, the researchers used Multilingual Digital Storytelling (MDST) as a model for encouraging and reflecting on multiliteracy in education. They understand the importance of storytelling, and interactive storytelling has self-representation and communication with others. This research explicitly outlines our experience of using MDST as a pedagogical innovation for pupils aged 12 years. In this MDST project, students co-created digital stories as multimodal texts. In this regard, they used a variety of multilingual (e.g. Javanese, Bahasa Indonesia, and English) as well as visual and technical resources, which enabled them to communicate their real-life experience through digital stories. The practical consequences of the project are that English primary school teachers will experiment with MDST to involve students in effective project-based language learning. HIGHLIGHTS: The multilingual digital story (MDST) -making learning provided students with a new way to tell their ownstory in a multilingual way, and to share and explore their life experiences through the production of digitalstories2. Engaging students with multilingual digital stories, they have more creatively developed their stories basedon images taken by themselves.3. English primary school teachers will experiment with MDST to engage students in language learning as aneffective method of innovative learning.
Cooperative Learning is a teaching arrangement that refers to small, heterogeneous groups of students working together to achieve a common goal (Kagan, 1994). This research is done to know the response of students used cooperative learning in reading comprehension. The data of this study analyzed qualitatively without applying statistical calculations. The subject of the study were the students of the first semester in Midwifery faculty of Universitas Muhammadiyah Sidoarjo . There researcher used one class which consist 29 students. The students gave the positive responses and dominantly agreed to the implementation of cooperative learning type Team Assisted Individualization (TAI) in reading comprehension. From the questionnaire, the researcher concludes that are 40% students are agreed, 50% students strongly agree, and 10% less agree with cooperative learning type Team Assisted Individualization (TAI) in reading comprehension. The conclusion is students respond well to cooperative learning model type Team Assisted Individualization (TAI) to improve students' reading comprehension. This cooperative learning type Team Assisted Individualization (TAI) can be the one of the model to teach reading comprehension.
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