PENGEMBANGAN MODEL P-IKADKA BERBASIS REPRESENTASI DIRI TOKOH CERITA PADA PEMBELAJARAN APRESIASI SASTRA SEBAGAI AFIRMASI LITERASI DIRI SISWA SD

ABSTRAK Kemajuan sains dan teknologi tidak menjadikan anak-anak lebih siap menghadapi hidup. HBSC (aliansi peneliti internasional yang berkolaborasi dalam survei lintas nasional terhadap siswa sekolah) menunjukkan berbagai fenomena masalah ihwal diri anak-anak tersebut. Namun, penelitian yang mengupayakan hal ihwal tentang bagaimana cara dan proses edukasi agar anak-anak lebih mengenali diri masih terbatas jumlahnya. Senyampang dengan itu, tokoh dalam cerita anak memiliki karakteristik diri anak-anak seperti dalam kehidupan nyata sehingga memiliki potensi untuk dijadikan bahan ajar mengenali diri apabila dikemas menjadi model pembelajaran yang tepat. Oleh karena itu, penelitian ini bertujuan untuk menghasilkan produk berupa model P-IKADKA berbasis representasi diri tokoh cerita pada pembelajaran apresiasi sastra sebagai afirmasi literasi diri siswa SD. Hal tersebut dilakukan dilatarbelakangi oleh masih terbatasnya penelitian yang mengupayakan kegiatan edukasi untuk memfasilitasi individu, terutama anak-anak, agar lebih melek diri sendiri. Penelitian yang dilakukan merupakan penelitian pengembangan sehingga untuk mencapai tujuan tersebut digunakan model penelitian Educational Design Research (EDeR). Adapun desain yang diadaptasi dan digunakan adalah model EDeR dari Reeves yang terdiri atas identifikasi dan analisis masalah oleh peneliti dan praktisi secara kolaboratif; mengembangkan solusi yang didasarkan pada teori, prinsip desain yang ada, dan inovasi teknologi; melakukan proses berulang untuk menguji dan memperbaiki solusi secara praktis; refleksi untuk menghasilkan prinsip desain model dan meningkatkan kualitas implementasi sebagai solusi praktis. Sumber data penelitian ini terdiri atas beberapa responden dan subjek penelitian, yaitu sejumlah guru dan siswa di beberapa SD yang bermitra dengan Program Studi PGSD UPI Tasikmalaya. Hasil penelitian ini, yaitu (1) model P-IKADKA yang tahapannya terdiri atas Persiapan, Introduksi, Koneksi, Apresiasi, Diskusi, Komprehensi, dan Afirmasi; (2) perangkat pembelajaran model P-IKADKA pada pembelajaran apresiasi sastra di SD; serta (3) terafirmasinya literasi diri siswa SD. Hasil penelitian ini memiliki keunggulan berupa sistemastisnya tahap demi tahap model P-IKADKA serta lengkapnya perangkat pembelajaran yang diperlukan untuk mengimplementasikan model tersebut. Dengan demikian, sebagai implikasinya akan dapat dengan mudah dilakukan dan digunakan oleh para guru, orang tua, ataupun para pegiat literasi. ABSTRACT Advances in science and technology have not made children better prepared for life. HBSC (an alliance of international researchers collaborating on a cross-national survey of school students) shows various phenomena of problems concerning these children. However, there are only a limited number of researches that seek things about how to and process education so that children know themselves better. Easy with that, the characters in children's stories have the characteristics of children as in real life so that they have the potential to be used as teaching material to identify themselves if they are packaged into the right learning model. Therefore, this study aims to produce a product in the form of a P-IKADKA model based on self-representation of story characters in literary appreciation learning as an affirmation of elementary students' self-literacy. This was done on the background of the limited research that seeks educational activities to facilitate individuals, especially children, to become more self-literate. The research conducted was a developmental research, so that to achieve this goal the Educational Design Research (EDeR) research model was used. The design adapted and used is the EDeR model from Reeves which consists of identifying and analyzing problems by researchers and practitioners collaboratively; developing solutions based on existing theory, design principles and technological innovations; perform an iterative process to test and improve practical solutions; reflection to generate model design principles and improve the quality of implementation as a practical solution. The data sources of this study consisted of several respondents and research subjects, namely a number of teachers and students in several elementary schools who had partnered with the UPI Tasikmalaya PGSD Study Program. The results of this study are (1) the P-IKADKA model, which stages consist of Peparation, Introduction, Koneksi/Connection, Appreciation, Discussion, Komprehensi /Comprehension, and Affirmation; (2) the P-IKADKA model of learning tools for learning literary appreciation in elementary schools; and (3) affirmation of elementary students' self-literacy. The results of this study have the advantage of a systematic step-by-step model of the P-IKADKA and the complete learning tools needed to implement the model. Thus, as an implication, it can be easily done and used by teachers, parents, or literacy activists

Analisis kebutuhan flashcard sebagai media pelatihan literasi emosi pada anak usia sekolah dasar

Dewasa ini, perundungan merupakan masalah yang marak dialami anak usia sekolah dasar. Rendahnya literasi emosi dianalisis menjadi salah satu penyebab masalah tersebut. Namun, media pelatihan literasi emosi (Emotional Literacy) belum banyak dikembangkan. Sehingga, tujuan penelitian untuk memaparsajikan spesifikasi produk yang diperlukan dalam pengembangan flashcard sebagai media pelatihan literasi emosi. Pendekatan dalam penelitian ini kualitatif deskriptif dengan metode analisis kebutuhan dengan teknik pengumpulan data diantaranya wawancara, observasi dan studi pustaka. Pada tahap ini dilakukan analisis meliputi analisis kebutuhan dan analisis konten media flashcard literasi emosi. Berdasarkan hasil wawancara dan observasi langsung, kemampuan literasi emosi pada anak usia sekolah dasar masih dinilai rendah. Sedangkan upaya sementara guru untuk mengatasi masalah perilaku dan konflik emosi peserta didik berupa kesepakatan kelas dan nasihat. Sementara itu hasil studi literatur mengemukakan bahwa media flashcard literasi emosi untuk anak usia sekolah dasar belum banyak digunakan dan dikembangkan. Berdasarkan hasil wawancara, media flashcard literasi emosi dibutuhkan untuk  dikembangkan dengan syarat perlu menarik dari tampilan warna, ilustrasi dan isi. Media flashcard pelatihan literasi emosi yang dikembangkan akan memuat lima aspek literasi emosi dengan mengikuti langkah pelatihan literasi emosi Steiner diantaranya: 1) opening the heart; 2) surveying the emotional landscape; 3) taking responsibility

Representation of Self-Concept in the Collection of Children's Stories from Bobo Magazine

As construction of thought, self-concept will continue to grow and develop following the life experiences, one of which can come from stories. Therefore, this study aims to uncover and describe indicators of self-concept from children's stories. The data was obtained based on ten children's stories from the online version of Bobo magazine published in 2019-2020. This research used the content analysis method with categorization and tabulation until inference was found. The results revealed that Bobo magazine had implied self-concepts in the published stories. Among them, such as self-identity related to the labels attached by other characters as well as the character's desire to be what kind of self; personal behavior related to the views of other characters and figures in viewing their behavior; and self-judgment related to the acceptance or rejection of the character's behavior. Then, the physical self-concept associated with gender and character skills; moral self-concept related to the character's ability to control his behavior; personal self-concept related to good relations between characters; family self-concept related to the character's relationship with his family members; and social self-concept related to the character's relationship with his peers. These findings appear to confirm the representation of self-concepts in Indonesian children's short stories

ANALISIS PROMBLEMATIKA DALAM PENERAPAN MEDIA PEMBELAJARAN APRESIASI CERITA ANAK DI SEKOLAH DASAR

Penelitian ini bertujuan untuk menggali permasalahan mengenai penerapan media pembelajaran pada pembelajaran apresiasi cerita di sekolah dasar, menganalisis faktor-faktor yang menyebabkan permasalahan. Metode penelitian yang digunakan yaitu metode deskriptif kualitatif. Metode pengumpulan data pada penelitian ini yaitu dengan wawancara. Subjek penelitian ini yaitu guru kelas IIIA, III B, III C dan 9 orang peserta didik kelas III. Penelitian menunjukkan bahwa media pembelajaran yang diterapkan dalam pembelajaran apresiasi cerita anak di salah satu sekolah di Tasikmalaya masih belum mencukupi. Guru masih mengandalkan buku-buku dari perpustakaan yang kurang terawat, mengakibatkan banyak buku yang rusak dan tidak sesuai dengan kebutuhan peserta didik. Selain itu, kurangnya pemanfaatan media digital seperti buku digital juga menjadi masalah karena kurangnya pemahaman guru terhadap media digital. Hal ini menyebabkan rendahnya motivasi peserta didik dalam pembelajaran apresiasi cerita anak. Dengan demikian dapat disimpulkan penerapan media pembelajaran pada pembelajaran apresiasi cerita anak belum optimal. Implikasinya diperlukannya pengembangan atau media edukasi pembelajaran yang lebih interaktif dan menarik kepada guru dan peserta didik untuk memberikan pengalaman belajar yang lebih baik bagi peserta didik

Analisis program GLS (gerakan literasi sekolah) pada tahap pembiasaan di sekolah dasar

AbstractResponding to the low literacy culture based on research which states that literacy skills in Indonesia are still lacking and lagging behind, the government held the GLS (School Literacy Movement) program as an effort to increase literacy culture. GLS (School Literacy Movement) activities in elementary schools at the habituation stage are the habit of reading 15 minutes before learning. This study aims to describe and pay attention to the implementation and overall support of GLS (School Literacy Movement) in one of the elementary schools in Tasikmalaya. The approach used in this study is descriptive qualitative using data collection techniques through interviews, observation, and documentation. The results of this study indicate that the implementation of the GLS (School Literacy Movement) in elementary schools was carried out based on indicators of achievement of the GLS program at the habituation stage before the Covid-19 pandemic, especially during the WJLRC (West Java Leader's Reading Challenge) program. Meanwhile, after the Covid-19 pandemic, GLS activities were carried out but not optimal with the damage to various facilities that were not maintained and the lack of programs from the government that could stimulate GLS (School Literacy Movement). Thus, a program that can stimulate the movement of the GLS (School Literacy Movement) program at the habituation stage should be held again in order to revive the GLS (School Literacy Movement) program which has hardly been cultivated in elementary schools. Keywords: GLS’s Program, Elementary school, Habituation Stage. AbstrakMerespon rendahnya budaya literasi berdasarkan riset yang menyebutkan bahwa kemampuan literasi di Indonesia masih kurang dan tertinggal, pemerintah mengadakan program GLS (Gerakan Literasi Sekolah) sebagai upaya peningkatan budaya literasi. Kegiatan GLS (Gerakan Literasi Sekolah) di sekolah dasar pada tahap pembiasaan berupa pembiasaan membaca 15 menit sebelum pembelajaran.. Penelitian ini bertujuan untuk mendeskripsikan dan memperhatikan pelaksanaan dan keseluruhan penunjang GLS (Gerakan Literasi Sekolah) di salah satu sekolah dasar yang ada di Tasikmalaya. Pendekatan yang digunakan dalam penelitian ini adalah kualitatif deskriptif dengan menggunakan teknik pengumpulan data melalui wawancara, observasi, dan dokumentasi. Hasil dari penelitian ini menunjukkan bahwa pelaksanaan GLS (Gerakan Literasi Sekolah) di Sekolah dasar terlaksana berdasarkan indikator pencapaian program GLS pada tahap pembiasaan pada saat sebelum pandemi Covid-19 terutama saat adanya program WJLRC (West Java Leader’s Reading Challenge). Sedangkan pada saat setelah pandemic Covid-19 kegiatan GLS telaksana namun tidak optimal dengan rusaknya berbagai fasilitas yang tak terawatt dan kurangnya program dari pemerintah yang dapat menstimulasi GLS (Gerakan Literasi Sekolah). Sehingga, adanya program yang dapat menstimulasi bergeraknya program GLS (Gerakan Literasi Sekolah) pada tahap pembiasaan sebaiknya diadakan kembali guna menghidupkan program GLS (Gerakan Literasi Sekolah) yang sudah hampir tidak dibudayakan di sekolah dasar. Kata Kunci: Program GLS, Sekolah Dasar, Tahap Pembiasaan

ANALISIS KEBUTUHAN PENGGUNAAN POHON LITERASI PADA KEGIATAN GLS DI SEKOLAH DASAR

This study aims to determine the need for using literacy trees as a medium used in School Literacy Movement activities in elementary schools. In addition, to find out how the literacy trees that already exist in schools differ and those that will be developed by researchers. In this way, various things can be known that can be used as comparisons. The method used by researchers in this research is a qualitative approach, with data collection techniques in the form of observation, interviews, and documentation. The results of the study show that the literacy tree in elementary schools has the characteristics of being made of banner material, which serves to attach paper that already contains student writing. The structure of the literacy tree is an image of a tree with 11 branches, and the color of the tree is a combination of brown and black with a white background. So that the development carried out can be based on stronger media materials, tree designs, and the contents of the writing that will be attached by students. There are several obstacles to the availability of School Literacy Movement media in Elementary Schools, including difficulties in involving teachers and support from school principals which results in inadequate and supportive facilities and infrastructure, so that School Literacy Movement activities in Elementary Schools are still not running optimally

ANALISIS KEBUTUHAN PROGRAM SABTU LITERASI (SARASI) PADA GERAKAN LITERASI SEKOLAH DI SEKOLAH DASAR

The purpose of this study was to present the results of an analysis of the needs of the Saturday Literacy Program (Sarasi) in the School Literacy Movement in primary schools. The method used in this research is a qualitative approach. Data collection was carried out using interview and observation techniques with primary school students and teachers in one of the cities in West Java. Based on the results of interviews and observations that have been carried out, one of the elementary schools in West Java has implemented a literacy program called Redaton. Redaton is held every Friday for approximately one hour. But the implementation of this school literacy movement has not been implemented anymore during the pandemic. Therefore, to re-run the literacy program, there must be more fun developments and improvements to literacy activities so that students' interest in reading is high. One of them is through the Saturday literacy program by making a website in the form of google sites where there are books that students can later access to read. During the implementation of the program, the rotating ball method can be used to appoint students, so that literacy activities can be more fun and not boring for students

ANALISIS KEBUTUHAN PROGRAM SABTU LITERASI (SARASI) PADA GERAKAN LITERASI SEKOLAH DI SEKOLAH DASAR

The purpose of this study was to present the results of an analysis of the needs of the Saturday Literacy Program (Sarasi) in the School Literacy Movement in primary schools. The method used in this research is a qualitative approach. Data collection was carried out using interview and observation techniques with primary school students and teachers in one of the cities in West Java. Based on the results of interviews and observations that have been carried out, one of the elementary schools in West Java has implemented a literacy program called Redaton. Redaton is held every Friday for approximately one hour. But the implementation of this school literacy movement has not been implemented anymore during the pandemic. Therefore, to re-run the literacy program, there must be more fun developments and improvements to literacy activities so that students' interest in reading is high. One of them is through the Saturday literacy program by making a website in the form of google sites where there are books that students can later access to read. During the implementation of the program, the rotating ball method can be used to appoint students, so that literacy activities can be more fun and not boring for students

Augmented Reality (AR) media-aided literature learning tool for elementary school students

Learning devices need to be designed according to the characteristics of the material and be innovative. The results of the field study show that learning the subject of Indonesian fairy tale messages in elementary schools has not been fully implemented using such media, teaching materials, and assessment tools. Referring to this, this study aims to develop a literary learning device assisted by Augmented Reality (AR) media. This development research refers to the design-based research (DBR) development model from Amiel and Reeves (2008). The subjects of this development research trial were twenty students and a third-grade elementary school teacher. Data collection techniques used are semi-structured interviews, observation, and documentation. Data analysis is done by reducing, and presenting, until finding the interpretation of the data. The results of the study in the form of learning device products consisting of learning media, teaching materials, and assessment instruments showed that the Augmented Reality media-assisted literary learning device was validated as very feasible (85percent) with a high level of practicality category (93percent). The implication is that this product can be used in learning literature in elementary schools as an innovative alternative learning tool.Keywords: learning tools; teaching materials media; assessment; Augmented Reality (AR)Perangkat pembelajaran sastra berbantu media Augmented Reality (AR) untuk peserta didik SDPerangkat pembelajaran perlu dirancang sesuai karakteristik materi dan inovatif. Hasil studi lapangan menunjukkan pembelajaran dengan pokok bahasan pesan dongeng bahasa Indonesia di SD belum sepenuhnya dilaksanakan menggunakan media, bahan ajar, dan alat penilaian. Mengacu pada hal tersebut, penelitian ini bertujuan untuk mengembangkan perangkat pembelajaran sastra berbantu media Augmented Reality (AR). Penelitian pengembangan ini mengacu pada model pengembangan design-based research (DBR) dari Amiel dan Reeves (2008). Subjek uji coba penelitian pengembangan ini adalah dua puluh orang siswa dan seorang guru kelas tiga SD. Teknik pengumpulan data yang digunakan yaitu wawancara semi terstruktur, observasi dan dokumentasi. Analisis data dilakukan dengan cara mereduksi, menyajikan, sampai menemukan interpretasi data. Hasil penelitian berupa produk perangkat pembelajaran terdiri atas media pembelajaran, bahan ajar, dan instrumen penilaian yang menunjukkan bahwa perangkat pembelajaran sastra berbantu media Augmented Reality tersebut tervalidasi sangat layak (85persen) dengan kategori tingkat kepraktisan tinggi (93persen). Implikasinya, produk ini dapat digunakan pada pembelajaran sastra di SD sebagai perangkat pembelajaran alternatif yang inovatif.Kata kunci: perangkat pembelajaran; bahan ajar; media; penilaian; Augmented Reality (AR

ANALISIS KEBUTUHAN PENGGUNAAN POHON LITERASI PADA KEGIATAN GLS DI SEKOLAH DASAR

This study aims to determine the need for using literacy trees as a medium used in School Literacy Movement activities in elementary schools. In addition, to find out how the literacy trees that already exist in schools differ and those that will be developed by researchers. In this way, various things can be known that can be used as comparisons. The method used by researchers in this research is a qualitative approach, with data collection techniques in the form of observation, interviews, and documentation. The results of the study show that the literacy tree in elementary schools has the characteristics of being made of banner material, which serves to attach paper that already contains student writing. The structure of the literacy tree is an image of a tree with 11 branches, and the color of the tree is a combination of brown and black with a white background. So that the development carried out can be based on stronger media materials, tree designs, and the contents of the writing that will be attached by students. There are several obstacles to the availability of School Literacy Movement media in Elementary Schools, including difficulties in involving teachers and support from school principals which results in inadequate and supportive facilities and infrastructure, so that School Literacy Movement activities in Elementary Schools are still not running optimally