Abstrak: Dongeng merupakan cerita yang mengandung nilai-nilai moral dan sosial yang berguna untuk membentuk karakter anak. Pembentukan karakter anak dapat dilakukan di lingkungan pembelajaran sekolah dan lingkungan rumah atau keluarga. Strategi pembentukan karakter anak dilakukan dengan pemberian contoh, pembiasaan membaca dongeng, pembiasaan mendengarkan dongeng, dan penciptaan lingkungan baca yang mendukung. Kata kunci: dongeng, karakter, nilai moralAbstract: Tales is story that contains of moral and social values which are useful for shaping the character of children. School and family are the place for shaping the character of children. Strategies for shaping the character are giving the examples, reading tales continuously, listening it continuously, and creating an environment that supports reading.
In literacy learning, the text has multiple roles. Many teachers worry about text positions in literacy learning. The text acts as a learning medium if it works directly as a messenger of learning that makes students easier to learn. For that purpose, the text needs to be modified, manipulated, and given a special identity in accordance with the interests of learning. The text acts as a learning material if the text serves as an object learned in learning. In order for the text to serve as a learning material, the text needs to be identified, analyzed, and interpreted in accordance with the learning objectives. The text also serves as a learning resource if the text serves as the source of the content of the material learned in the study. For this purpose, the text reveals its original form without any changes and treatment. Regardless of the role of the text in learning, the text can function to develop students' critical thinking skills so they can welcome and play a role in nation building. In order for the text to have a role it can train students to think critically; the form, treatment, and function of the text need to be differentiated.
For humans, thinking and producing language are two inseparable activities. They often take place together, such as in language production or in speaking. Furthermore, thinking has different levels, from basic level thinking (literal) to higher-order thinking (critical-creative). A basic level of thinking competencies can be improved to higher order thinking competencies. Besides, metacognition is essential as it becomes the controller to improve the achievement of basic level competencies. Nevertheless, the metacognition element of literal competence has not yet been known until today, especially in elementary school (sd) thematic textbooks. Therefore, this study aims to describe the metacognition strategies of developing literal thinking competencies in elementary school textbooks at the beginning level (grades 1 and 2). This qualitative study employs the content analysis method. The research data is in the form of a discourse that represents a strategy for developing literal thinking competencies in an elementary thematic textbook based on the 2013 curriculum published by the ministry of education and culture, the 2017 revision. The data were collected using a documentation technique with a key instrument designed by the researcher complemented with other instruments: the blueprints of research implementation, data collection guidelines, and data analysis guidelines. The data were analyzed in the following sequence: presenting raw data, data reduction, data analysis, concluding the results, interpreting the results, and presenting the results. The validity of the data and the results of the study were checked through triangulation and re-analysis. The results revealed that literal competencies of observing, identifying, remembering, imitating, and composing were developed through metacognition strategies in the form of (1) invitations, (2) invitations followed by orders, and (3) invitations followed by orders—questions/questions—orders. Keywords: Metacognition strategy, literal thinking competence, textbooks, elementary school
Thinking is one of the concerns of the 2013 curriculum which is shown by the demand that students can think at a high level. However, the basic level of thinking should get attention because the quality of basic level thinking determines the achievement of high-level thinking. With that consideration, this research aimed to describe the representation of basic level thinking in the thematic textbook of primary school in the first and second level of class. This research uses a qualitative design with content analysis as the type of research. The research data task in the textbook represented the demands of thinking on the basic level. The data was taken from the documentation technique and it was analyzed by procedures (1) data presentation, (2) data reduction, (3) data processing based on the data analysis guide instrument, (4) result inference, and (5) result interpretation. The result shows that the primary school textbook of the first and second level of the class represents the variation of basic level thinking that varied in the form of observing, identifying, remembering, copying, and composing.
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