Penggunaan Metode Sas (Struktural Analitik Sintetik) Dalam Pembelajaran Bahasa Indonesia Menulis Permulaan Siswa Sekolah Dasar

Dewi, Candra

doi:10.26555/bahastra.v38i1.8174

Cited by 8 publications

(8 citation statements)

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“…This can be done by displaying it repeatedly so that it stimulates students to know the parts; (3) conduct an analysis of the sentence structure for the displayed sentence structure elements; (4) the found elements are then returned to their original form (synthesis). At this stage, students must be able to find the function of each element and its relationships with one another so that the original elements are re-formed; (5) the structure learned should be the language experience of students so that they are easy to understand and are able to use it in various situations (Dewi, 2018;Eliastuti & Irwansyah, 2018).…”

Section: Discussionmentioning

confidence: 99%

Effectiveness of the use of synthetic analytical structural methods against the ability to begin writing skills in elementary school students

Rachmadtullah

Iasha

2021

J. Prim. Edukasia

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This study aims to determine the effectiveness of the Use of the Effect of Synthetic Analytical Structural Methods on the Beginning Writing Skills of Elementary School Students. This study uses a quantitative method with a type of quasi-experimental research. The results of this study found that there was significant use of the influence of synthetic analytical structural methods on the ability to write skills at the beginning of grade 2 elementary school students. This is because the Synthetic Analytical Structural Method is a story approach accompanied by an image that contains synthetic analytic elements. Synthetic Analytical Structural method implementation learning techniques are writing card skills, syllable cards, word cards, and sentence cards, while some students look for letters, syllables and words, the teacher and some students stick to words arranged into meaningful sentences.

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Section: Discussionmentioning

confidence: 99%

Effectiveness of the use of synthetic analytical structural methods against the ability to begin writing skills in elementary school students

Rachmadtullah

Iasha

2021

J. Prim. Edukasia

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“…Penelitian ini menggunakan metode deskriptif kualitatif melalui studi kepustakaan. Pendekatan deskriptif kualitatif bertujuan untuk memperoleh data yang berupa kata-kata dan gambar (Dewi, 2018). Penelitian studi kepustakaan merupakan teknik mengumpulkan data dengan menelaah buku, literatur, catatan, dan laporan yang relevan serta berkaitan dengan masalah yang diteliti (Syafitri & Nuryono, 2020).…”

Section: Methodsunclassified

Kelebihan dan kekurangan Project-based Learning untuk penguatan Profil Pelajar Pancasila Kurikulum Merdeka

Dewi

2022

inov. kurikulum

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One of the main characteristics of implementing the Kurikulum Merdeka is project-based learning, which aims to develop soft skills and build profiles of Pancasila character in students. Project-based learning is a learning model that emphasizes projects or student activities as the core learning. Students can explore, assess, interpret, and synthesize in the learning process. Project-based learning models have significant advantages and are valuable for students. Still, project-based learning models are rarely used by teachers because their implementation requires sufficient preparation and takes a long time. Therefore, further analysis is needed to determine the effectiveness of using project-based learning in the Kurikulum Merdeka. This study aims to analyze the efficacy of the project-based learning model in the Kurikulum Merdeka. Through this analysis, it is hoped that it will maximize the strengths and minimize weaknesses of project-based learning to build Pancasila's character in students. The research method used is descriptive qualitative through literature study by reviewing books, articles, journals, and other sources of information relevant to project-based learning and the Kurikulum Merdeka. From this literature study, it was found that PjBL is a learning strategy that is very suitable to improve the profile of Pancasila students because PjBL has the advantage of being able to improve learning outcomes, achievement, motivation, and 4C abilities (collaboration, communication, critical thinking, creative thinking) of students.

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“…Pengumpulan data penelitian yaitu menggunakan teknik dokumentasi yang bersumber dari buku, jurnal, dan referensi yang berhubungan dengan evaluasi pembelajaran Bahasa Indonesia (Dewi, 2018). Data digali melalui observasi dokumen dan wawancara mendalam.…”

Section: Metode Penelitianunclassified

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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Penggunaan Metode Sas (Struktural Analitik Sintetik) Dalam Pembelajaran Bahasa Indonesia Menulis Permulaan Siswa Sekolah Dasar

Cited by 8 publications

References 0 publications

Effectiveness of the use of synthetic analytical structural methods against the ability to begin writing skills in elementary school students

Effectiveness of the use of synthetic analytical structural methods against the ability to begin writing skills in elementary school students

Kelebihan dan kekurangan Project-based Learning untuk penguatan Profil Pelajar Pancasila Kurikulum Merdeka

Evaluasi Program Pembelajaran Bahasa Indonesia di SD Mutiara Harapan Islamic School

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