Representasi Pendidikan Karakter Berbasis Lingkungan  Pada Cerita Rakyat Papua

Rahman, Hasrul; Purwanto, Wachid Eko; Annisa, Zahroh Nur; Rakhmadiena, Nabila Kirana

doi:10.31000/lgrm.v11i2.6622

Cited by 4 publications

(5 citation statements)

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“…Pendekatan e-learning juga memanfaatkan teknologi secara ekstensif sebagai sarana yang memungkinkan siswa mengakses berbagai sumber informasi (Faozi & Nugraha, 2022). Meski mayoritas pembelajaran dilakukan secara online di era digitalisasi ini, teknik e-learning diyakini masih dapat digunakan untuk mendukung pengembangan nilai, khususnya nilai moral dan etika (Rahman et al, 2022). Mengingat pesatnya perkembangan teknologi, para pendidik harus terus fokus pada pengembangan moral dan etika peserta didiknya (Siringoringo & Marpaung, 2022).…”

Section: Latar Belakangunclassified

Implementasi Bahan Ajar Bahasa Indonesia Berbasis Virtual Tour untuk Meningkatkan Literasi Digital Siswa SMA

Arip Wira Utama,

Fatimah Nur Rohiim,

Efrida Qurotul A’yun

et al. 2023

Fonologi

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Merdeka Belajar encourages students to actively utilize technology and get used to digital literacy. Digital literacy includes the ability to use and understand information and communication technology, including the ability to access, evaluate, and use information critically, as well as the ability to communicate and collaborate using technology. The purpose of this research is to describe the condition of teaching materials, explore the need for developing teaching materials, and disseminate Indonesian teaching materials based on virtual tours that can be used in Karaganyar Regency High Schools. This research uses a qualitative descriptive approach. Data collection techniques were carried out by means of active observation, interviews, documentation, and using questionnaires. The results showed that students of SMK Negeri Matesih had an interest in EdLink learning media. The ease of access gives students a high enthusiasm for learning. EdLink learning media provides a positive response, namely: (1) students utilize devices for learning, (2) students can understand the material independently, (3) students are active in asking questions about the material, and (4) students are careful, focused, and effective in utilizing time to do the assessment. From the data obtained, it can be concluded that learning media using EdLink can help students' interest in learning.

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Section: Latar Belakangunclassified

Implementasi Bahan Ajar Bahasa Indonesia Berbasis Virtual Tour untuk Meningkatkan Literasi Digital Siswa SMA

Arip Wira Utama,

Fatimah Nur Rohiim,

Efrida Qurotul A’yun

et al. 2023

Fonologi

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“…In some stories, it indicates the richness of the forest ecosystem so that it can be employed to gain ownership or attitude towards the natural environment. Therefore, folklore is a valuable element for education (Banda & Morgan, 2013;Rahman & Purwanto, 2021). By combining virtual reality's immersive nature with folklore's power, educators can create transformative learning experiences that foster cultural appreciation, critical thinking, and empathy towards diverse cultures.…”

Section: Introductionmentioning

confidence: 99%

Folklore-Based Virtual Reality as a Teaching Media in the Secondary School Viewed From its Implication and Multimodal Aspects

Herdiawan

Afrianto

Nurhidayat

et al. 2023

IJLECR

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This research article explores folklore-based virtual reality (VR) as a teaching medium in secondary schools, examining its effectiveness and impact on students' learning experiences. Taking advantage of virtual reality (VR) in education has several benefits, including enhancing students' learning experiences, facilitating more effective comprehension of concepts, and preparing students for the demands of an ever-evolving digital society. Drawing upon the multimodal discourse analysis framework, the study investigates how combining virtual reality technology and folklore narratives can enhance students' engagement, understanding, and retention of educational content. The findings highlight the potential of folklore-based VR as a powerful tool for immersive and interactive learning while shedding light on the multimodal aspects of the discourse generated through this medium. Educators can enhance the learning experience and foster a deeper understanding of cultural heritage and identity by integrating folklore-based virtual reality as a teaching medium. Moreover, Folklore-based virtual reality can encourage critical thinking skills as students navigate through complex narratives, make decisions, and solve problems within the virtual environment. Furthermore, exposure to diverse folklore stories and characters can promote empathy and understanding of different cultures, fostering a more inclusive and tolerant society. Integrating virtual reality (VR) technology into English education and literary resources presents promising prospects for students to actively interact with books through novel approaches, augmenting their understanding, language proficiency, and general admiration for literature. The research contributes to the growing field of educational technology by demonstrating the benefits of folklore-based VR as a pedagogical approach in secondary education.

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“…Third, research conducted by Rahman, et al (2022) entitled Representation of Environmental-Based Character Education in Papuan Folklore, was carried out with the aim of identifying and strengthening character education for the environment represented in Papuan folklore. This goal departs from the issue that regional development has an impact on the natural environment.…”

Section: Introductionmentioning

confidence: 99%

“…The results of this study are a representation of character education in Papuan folklore, namely the love of the natural environment by cultivating literacy. Efforts to foster environmental-based character education through folklore are 1) using folklore content that contains local wisdom, 2) fostering a love for cultural literacy in Papuan folklore [3].…”

Section: Introductionmentioning

confidence: 99%

Representation of Character Education in Children's Stories “Pinokio” and “Anak Gembala dan Serigala” (Roland Barthes Semiotics Study)

Harahap¹,

Chairunisa²,

Khairani³

et al. 2022

Proceedings of the 4th International Conference on Innovation in Education, Science and Culture, ICIESC 2022, 11 October 2022,

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The aim of this research is to find out that the children's stories "Pinokio" and "Anak Gembala dan Serigala" are representations of character education. By knowing this, it will be explained that children's stories that represent character education basically contain myths, namely cultural constructions born from naturalized interpretations so that they look natural and indisputable. One of the cultural constructions that is born is the existence of good and bad values. Many children's stories have the theme of good and evil. Good and bad values in children's stories must be able to build children's character, not damage their character. Sometimes, there are children's stories that show the characters in the story as if they are good, but actually have bad characters. This can affect children's development because children's stories should provide education and fun-which will shape children's intelligence, both intellectual, emotional, and spiritual intelligence. Based on these problems, this study was examined using a qualitative descriptive research method with the concept of semiotics of Roland Barthes, which traced the meaning to the second stage, connotation, which was then realized and formed a myth. The results of this study are 1) the children's stories "Pinokio" and "Anak Gembala dan Serigala" represent character education, namely honesty; 2) the myth that is constructed and becomes natural is the existence of opposition, namely black and white, evil and benevolent, bad and good. Children who behave badly will get bad punishment, otherwise children who behave well will get good rewards.

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Representasi Pendidikan Karakter Berbasis Lingkungan Pada Cerita Rakyat Papua

Cited by 4 publications

References 0 publications

Implementasi Bahan Ajar Bahasa Indonesia Berbasis Virtual Tour untuk Meningkatkan Literasi Digital Siswa SMA

Implementasi Bahan Ajar Bahasa Indonesia Berbasis Virtual Tour untuk Meningkatkan Literasi Digital Siswa SMA

Folklore-Based Virtual Reality as a Teaching Media in the Secondary School Viewed From its Implication and Multimodal Aspects

Representation of Character Education in Children's Stories “Pinokio” and “Anak Gembala dan Serigala” (Roland Barthes Semiotics Study)

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