Pembelajaran Bahasa Indonesia Dan Sastra (Basastra)  Di Sekolah Dasar

Ali, Muhammad

doi:10.31851/pernik.v3i2.4839

Cited by 46 publications

(37 citation statements)

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“…Kemampuan berkomunikasi yang baik yaitu mampu berkomunikasi baik lisan maupun tulisan. Terdapat aspek kurikulum keterampilan berbahasa di sekolah yaitu: keterampilan menyimak (listening skills), keterampilan berbicara (speaking skills), keterampilan membaca (reading skills), keterampilan menulis (writing skills) (Ali, 2020). Dalam penelitian sebelumnya yang dilakukan oleh Aulia dan teman-teman mengemukakan bahwa setiap guru dalam melaksanakan evalusi harus memahami tujuan dan manfaat dari evaluasi.…”

Section: Hasil Dan Pembahasanunclassified

Evaluasi Program Pembelajaran Bahasa Indonesia di SD Mutiara Harapan Islamic School

Sari

Musringudin²

2022

japendi

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The implementation of learning plays an important role in determining the success of student learning. Teachers also greatly contribute to the success of learning success, because the role and competence of teachers affect the success of classroom management and student learning outcomes. Teachers must carry out evaluations for their students both individually and in class. The means of measuring self-efficacy and consumption of education is through the curriculum. Because what determines the activities of the educational process is determined through the curriculum. One of the goals of the institution is that students are expected to be able to communicate both using the national language, namely Indonesian and also able to communicate using English. Researchers want to know the knowledge and language skills of students, especially in communicating using the national language, namely Indonesian, because the time to speak Indonesian at school is less than the time to communicate in English. Not only that, the use of English is also used as the language of communication at home with the family. This research was conducted to realize the improvement of the quality of education and learning. In the evaluation of Indonesian language learning using a goal-oriented model (Goal Oriented Evaluation Model). This evaluation model uses goals as criteria to determine success. The conclusion from the context aspect of the Indonesian language learning program is that learning is formed based on applicable rules and as an answer to the school's desire to be able to realize one of the school's goals, namely "to be able to communicate using Indonesian well". From the recapitulation table the percentage of Indonesian language scores is already good above 70%, but for grades 1 and 2 it is at the lowest percentage level because grade 1 and grade 2 children are not able to think abstractly. Therefore, the learning process should be done face-to-face.

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Section: Hasil Dan Pembahasanunclassified

Evaluasi Program Pembelajaran Bahasa Indonesia di SD Mutiara Harapan Islamic School

Sari

Musringudin²

2022

japendi

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“…Keterampilan berbahasa dalam kurikulum di sekolah mencakup empat aspek, yaitu: keterampilan menyimak, keterampilan berbicara, keterampilan membaca, keterampilan menulis. (Ali, 2020) Berikut tujuan umum pembelajaran bahasa Indonesia: (1) Siswa menghormati dan menghargai bahasa Indonesia sebagai bahasa resmi negara; (2) Siswa mampu menggunakan bahasa Indonesia secara efektif dan kreatif untuk menjawab berbagai tujuan, kebutuhan, dan situasi. (3) Siswa dapat menggunakan bahasa Indonesia untuk mengembangkan keterampilan, kecerdasan emosional, dan kecerdasan sosialnya.…”

Section: 3unclassified

Penerapan Model Library Based Learning Untuk Meningkatkan Literasi Membaca Siswa Pada Mata Pelajaran Bahasa Indonesia Kelas 3

Hidayah¹,

Naajihah²,

Ahsani³

2022

sidu

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This research was structured with the aim of improving students' reading skills using the library-based learning model for students in class III B MI Nu Nurus Shofa, Bae, Kudus Academic Year 2022/2023. Learning activeness referred to in this study, namely physical activity and mental activity. This type of research is Classroom Action Research (CAR), in which the teacher is the executor of learning while the researcher is the observer. The design of this study uses the Kurt Lewin model. This research was carried out in an odd semester of the 2022/2023 academic year, namely in November 2022. The subjects of this study were students of class III B MI Nu Nurus Shofa Karangnegara Bae Kudus with a total of 37 students where there were 23 male students and 14 students. female student. The object of research is students' reading ability. Data collection techniques using observation and interviews. Data were analyzed descriptively and presented in tabular form. The results showed that there was an increase in students' reading ability, namely in the first cycle of 64.8% (good category), then in the second cycle it increased to 89.1% (very good category). This means an increase of 24.3%. Thus the use of the library-based learning model in Indonesian subjects can improve the reading ability of class III B MI Nu Nurus Shofa Karangnegara Bae Kudus.

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“…Bahasa menjadi modal terpenting bagi manusia. Untuk dapat menciptakan situasi pembelajaran yang menyenangkan seyogyanya guru dalam menyajikan materi pembelajaran memberikan kesempatan kepada siswa untuk menemukan sendiri, mengadakan penyelidikan melalui percobaan, mencoba menganalisis serta mendiskusikan dengan anggota kelompoknya (Ali, 2020;Handayani & Subakti, 2020;Suhartono et al, 2022).…”

Section: Pendahuluanunclassified

Meta-Analisis Pengaruh Pendekatan Saintifik terhadap Hasil Belajar Bahasa Indonesia di Sekolah Dasar

Kristya

Astawan

Dibia

2021

MPI

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Pembelajaran Bahasa Indonesia menjadi salah satu mata pelajaran yang wajib dibelajarkan pada jenjang sekolah dasar. Hanya saja kenyataan dilapangan menunjukkan bahwa hasil belajar Bahasa Indonesia siswa masih tergolong rendah. Salah satu upaya yang dapat dilakukan yakni menggunakan pendekatan saintifik pada proses pembelajaran Bahasa Indonesia. Adapun tujuan dari penelitian ini yakni untuk menganalisis kembali peranan pendekatan saintifik terhadap hasil belajar bahasa Indonesia di SD. Jenis penelitian ini adalah pendekatan deskriptif kuantitatif dengan metode meta-analisis. Sampel dalam penelitian berupa artikel yang telah dipublikasikan secara nasional kususnya pada jenjang SD di Indonesia. Teknik pengumpulan data dilakukan dengan mengidentifikasi sumber sekunder berupa artikel yang berkaitan dengan judul penelitian. Teknik yang digunakan adalah analisis besar atau effect size. Hasil yang didapat bervariasi mulai dari yang terkecil, yaitu 0,28; sedang, yaitu 0,64 dan 0,73; dan besar yaitu, 1,08. Maka dapat disimpulkan bahwa pengaruh pendekatan saintifik terhadap hasil belajar Bahasa Indonesia siswa SD memiliki effect size yang bervariasi. Berdasarkan hasil penelitian, maka dapat dituliskan implikasi pendekatan saintifik terhadap hasil Bahasa Indonesia siswa SD adalah sangat penting untuk mempersiapkan proses pembelajaran.

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Pembelajaran Bahasa Indonesia Dan Sastra (Basastra) Di Sekolah Dasar

Cited by 46 publications

References 0 publications

Evaluasi Program Pembelajaran Bahasa Indonesia di SD Mutiara Harapan Islamic School

Evaluasi Program Pembelajaran Bahasa Indonesia di SD Mutiara Harapan Islamic School

Penerapan Model Library Based Learning Untuk Meningkatkan Literasi Membaca Siswa Pada Mata Pelajaran Bahasa Indonesia Kelas 3

Meta-Analisis Pengaruh Pendekatan Saintifik terhadap Hasil Belajar Bahasa Indonesia di Sekolah Dasar

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