Pemetaan Materi Sastra Dalam Buku Pelajaran Bahasa Indonesia Sekolah Menengah Pertama

Abstract

This study aims to describe the mapping of literary material in Indonesian secondary school textbooks. This type of research is qualitative. It is used to solve existing problems based on data that has been obtained, described, analyzed, and concluded. The data used in this research is in the form of literary materials contained in literature lessons and the suitability or complexity of the literary materials of lessons in Indonesian language textbooks at junior high school level. The source of data in this study is the Indonesian language textbook for junior high school level published by the 2017 revised edition of the Ministry of Education and Culture. The data collection technique uses observation and note-taking techniques. In this study, qualitative interactive analysis techniques were used, there are several stages, namely data reduction, data presentation (data display), conclusions, and verification. In this study, it can be concluded that the literary material in Indonesian language textbooks published by the Ministry of Education and Culture for the seventh grade junior high school level consists of fantasy stories, folk poetry, and fables. Class VIII consists of poetry, short stories, plays, and fiction. Class IX consists of text exemplum. Literary material in junior high school Indonesian language textbooks is 8 out of a total of 26 materials. Thus, the literary material in Indonesian language textbooks has a percentage of 37, 8%.

Analisis Kebutuhan Pengembangan Bahan Ajar Tradisi Lisan dalam Perkuliahan Bahasa Indonesia di STIT Makrifatul Ilmi Bengkulu Selatan

“…Dalam pendidikan formal, pembelajaran tentang tradisi/sastra lisan memang tidak berdiri sendiri, namun menjadi bagian dari pembelaharan Bahasa Indonesia. Beberapa materi dalam kurikulum Bahasa Indonesia yang relevan dengan tradisi lisan antara lain seperti materi puisi, cerita, drama dan lain-lain (Huda, Khazanah & Setyaningsih, 2021) Berdasarkan uraian tersebut, maka pembelajaran Bahasa Indonesia dapat menjadi media yang efektif bagi pengenalan tradisi lisan Pasemah kepada peserta didik. Namun mengacu pada kajian terdahulu yang telah dilakukan, ditemukan fakta bahwa pemanfaatan tradisi lisan dalam pembelajaran Bahasa Indonesia belum secara maksimal (terhambat) dilakukan karena beberapa sebab utama, yakni: 1) minimnya literatur (bahan ajar) tentang tradisi lisan Bengkulu Selatan; dan 2) keterbatasan guru dalam mendesain dan menerapkan pembelajaran tradisi/sastra lisan.…”

The Hegemony of Power in the Folklore of the Tomb of Giri Sampurno’s Hermitage and Its Use as Literature Teaching Material in High School

“…Regarding folklore which is included in literary learning, not a few students are able to understand the description of the material about literature well, lack of understanding can cause students to feel bored and not interested in the subject matter. In addition, there is a problem about the complaints of teachers who have difficulty in delivering literary material that can be put forward [16]. Through Indonesian language lessons, students can learn various literary stories that can be used as an alternative to maintain local wisdom or culture, so that the local or local folklore developed will be used as the main choice of teaching materials for learning so that it can be preserved and maintained its existence.…”

Digital Learning of Euphemism and Dysphemism Based on Indonesian Literary Works

“…On the other hand, learning Indonesian in literature aims to develop students' skills to better appreciate, animate, and interpret a literary work as a whole [12]. Indonesian learning on language material can improve students' communication skills, while literary material can develop good character in students [13]. This study focuses on examining digital learning on euphemism and dysphemism material in Indonesian language lessons in the field of literature based on an Indonesian literary work.…”