The Effect of Roundconsen (Roundtable-Concept Sentence) Learning Model on The Ability to Write Explanatory Texts for Eighth Grade Students of SMP Negeri 28 Jakarta

  This study aims to find out the effect of the Roundconsen (Roundtable-Concept Sentence) learning model on the ability to write explanatory texts for eighth grade students of SMP Negeri 28 Jakarta. The study was conducted in the 2019/2020 school year, the second semester in May in class VIII E. The research method used in this study was an experimental method with a pre-experimental one group. pretest-posttest design with a sample of 27 students. The prerequisite test for data analysis was performed with the Liellifors test, obtained Lo = 0.0974 <Lt = 0.1665 at the pretest with a significance level α = 0.05 and Lo = 0.0806 <Lt = 0.1665 at the posttest the significance level α = 0,05, then the data are normally distributed. Homogeneity test results obtained by fisher test,  = 1,08 and  = 4.23, obtained that  < , this shows that the data used are homogeneous at the significance level α = 0.05. The results showed that there was an increase in the average value at the time before and after being given treatment, at the time of the pretest, the average value obtained was 47.96. Then at the posttest, the average value obtained was 83.03. Based on the results of calculating the hypothesis using the t-test,  = 13.39 is greater than = 2.29 in the real level (α = 0.05). This indicates that there is an influence of the use of the roundtable concept concept on the ability to write explanatory texts in eighth grade students of SMP Negeri 28 Jakarta. This roundconsen learning model can also be used in learning to write exposition text. The use of this roundconsen model can be complemented by the use of interesting learning media.   Keywords: roundconsen, roundtable, concept sentence, writing, explanatory text

Digital Literacy Model through Critical Reading of Hoax News Texts with SQ3R Technique

The reading literacy level of students is still low, while the level of internet use is high. The higher the use of the internet, the more open the opportunity for students to be consumed by hoax news. Therefore, this research aims to develop a digital literacy model through critical reading of hoax news texts with the SQ3R technique. The research method used is RD with ADDIE model stages. The population of this study is an A-accredited junior high school in East Jakarta. Phase D students at SMPN 20 Jakarta, SMPN 74 Jakarta, and SMP Diponegoro 1 Jakarta are samples of this research. The instruments used are questionnaires and interviews. Data analysis techniques use Likert scale and rating scale. Based on the analysis of validation data, the average validation percentage score of 89% which is categorized as very feasible to use, but there needs to be improvement according to validators. In addition, data analysis at the evaluation stage resulted in an average score of the percentage of responses from students to the learning model included in the good criteria with a percentage of 82%, while teachers rated the learning model included in the very good/very feasible criteria with a percentage of 91%. Abstrak Tingkat literasi membaca peserta didik masih rendah, sedangkan tingkat penggunaan internet tinggi. Semakin tinggi penggunaan internet, semakin membuka peluang peserta didik termakan berita hoaks. Oleh karena itu, riset ini bertujuan mengembangkan sebuah model literasi digital melalui membaca kritis pada teks berita hoaks dengan teknik SQ3R. Metode riset yang digunakan ialah RD dengan tahapan model ADDIE. Populasi riset ini ialah SMP berakreditasi A di Jakarta Timur. Peserta didik fase D di SMPN 20 Jakarta, SMPN 74 Jakarta, dan SMP Diponegoro 1 Jakarta merupakan sampel riset ini. Instrumen yang digunakan yaitu angket dan wawancara. Teknik analisis data menggunakan skala Likert dan rating scale. Berdasarkan analisis data validasi, rata-rata skor persentase validasi sebesar 89% yang masuk kategori sangat layak digunakan, tetapi perlu ada perbaikan menurut validator. Selain itu, analisis data pada tahap evaluation menghasilkan rata-rata skor persentase respons dari peserta didik terhadap model pembelajaran masuk dalam kriteria baik dengan persentase 82%, sedangkan guru menilai model pembelajaran masuk dalam kriteria sangat baik/sangat layak dengan persentase 91%

Teaching of Social Culture-Based Critical Literation for University Students

Critical literacy teaching aimed to improve students' ability to be literate about history, experience, language, and culture. In addition, students are able use their environment and culture code to compile reading text. Teaching critical literacy is done by building critical criticism generated through careful and critical assessment. Critical assessment aimed to obtain meaning from the writing and the intended meaning into writing. Critical literacy brings students to gain knowledge of social and cultural events. Teaching literacy is done through four stages which include (1) discrupting the commonplace, (2) interrogating multiple viewpoints, (3) focusing on the socio-political issues, and (4) taking actions