Diksa : Jurnal Pendidikan Bahasa dan Sastra Indonesia

Pengembangan Pengembangan Buku Ajar Menulis Teks Deskripsi Berbasis Pedagogi Genre untuk Siswa Kelas VII SMP Negeri 22 Kota Bengkulu

Ayu Yuliantri — 2025-06-29

Abstrak

Buku ajar menulis teks deskripsi yang ada belum melatih siswa menulis teks deskripsi sesuai harapan kurikulum Merdeka. Maka, perlu dikembangkan buku ajar menulis teks deskripsi berbasis pedagogi genre. Untuk itu, tujuan penelitian ini mengembangkan buku ajar menulis teks deskripsi berbasis pedagogi genre pada siswa kelas VII SMP Negeri 22 Kota Bengkulu. Penelitian ini termasuk jenis penelitian ADDIE. Teknik pengumpulan data menggunakan dokumentasi, wawancara, angket, observasi, dan tes. Teknik analisis data menggunakan uji kelayakan dan uji N-gain (g). Hasil penelitian menunjukkan bahwa buku ajar menulis teks deskripsi berbasis pedagogi genre layak dan efektif digunakan oleh siswa. Hal ini dibuktikan dengan hasil kelayakan dari segi materi, bahasa, dan desain. Kemudian dari hasil uji efektivitas menunjukkan buku ajar menulis teks deskripsi berbasis pedagogi genre mampu meningkatkan kemampuan menulis teks deskripsi dari nilai rata-rata pretes 59,4 menjadi 80. Buku ajar menulis teks deskripsi berbasis pedagogi genre memiliki 4 langkah, sistematika dimulai dari membangun konteks menulis teks deskripsi, pemodelan, mengkonstruksi teks deskripsi bersama, dan mengkonstruksi teks deskripsi secara mandiri.

Kata kunci: Pengembangan Buku Ajar, Menulis Teks Deskripsi, Model Pedagogi Genre

Abstract

Existing textbooks for writing descriptive texts have not trained students to write descriptive texts according to the expectations of the Merdeka curriculum. So, it is necessary to develop a textbook for writing descriptive texts based on genre pedagogy. For this reason, the aim of this research is to develop a textbook for writing descriptive texts based on genre pedagogy for class VII students at SMP Negeri 22 Bengkulu City. This research is a type of ADDIE research. Data collection techniques use documentation, interviews, questionnaires, observations and tests. Data analysis techniques use feasibility tests and N-gain (g) tests. The results of the research show that textbooks for writing descriptive texts based on genre pedagogy are feasible and effective for use by students. This is proven by the feasibility results in terms of material, language and design. Then, the results of the effectiveness test show that the textbook for writing descriptive text based on genre pedagogy is able to increase the ability to write descriptive text from an average pre-test score of 59.4 to 80. The textbook for writing descriptive text based on genre pedagogy has 4 steps, systematically starting from building the context for writing descriptive text, modeling, constructing descriptive text together, and constructing descriptive text independently.

Keywords: Textbook Development, Writing Description Texts, Genre Pedagogical Models

Pengembangan Video Pembelajaran Berbantuan Artificial Intelligence (AI) untuk Pembelajaran Sastra Cerita Rakyat di SMP Kota Bengkulu

Dwi Anggeraeni — 2025-06-29

Abstrak

Tujuan penelitian ini secara umum untuk mengembangkan video pembelajaran berbantuan artificial intelligence (AI) cerita rakyat di SMP Kota Bengkulu. Pada materi cerita rakyat semester ganjil mata pelajaran Bahasa Indonesia kelas VII SMP. Dengan populasi siswa kelas VII SMP N 3 Kota Bengkulu menggunakan sampel penelitian teknik purposive sampling yaitu sampel yang digunakan mewakili populasi berjumlah 53 siswa. Metode penelitian yang digunakan model pengembangan ADDIE dengan 5 tahapan yaitu tahap analisis kebutuhan yang diambil dari analisis kebutuhan materi, siswa dan guru. Terdapat 3 cerita rakyat Bengkulu berdasarkan analisis kebutuhan yaitu Putri Gading Cempaka, Muning Raib dan Anak Lumang. Tahap mendesain yang dirancang menggunakan aplikasi microsoft image creator, power point, runway dan inshot. Gambar yang digunakan memiliki kesesuaian dengan latar cerita rakyat. Tahap pengembangan dilakukan untuk penilaian dari validator ahli materi dan ahli media dengan hasil kategori layak untuk digunakan dengan sedikit revisi. Tahap implementasi atau pelaksaanan uji coba video pembelajaran sastra berupa cerita rakyat Bengkulu diterapkan di dalam kelas VII SMP. Tahap evaluasi yaitu tahap saran dan perbaikan mengenai video pembelajaran yaitu ada video yang berdurasi pendek. Instrumen yang digunakan angket validator ahli materi, ahli media, respon guru dan siswa. Berdasarkan hasil validasi dari ahli materi, ahli media serta respon guru dan siswa diketahui bahwa produk yang dihasilkan berupa video pembelajaran dapat membantu guru dalam proses pembelajaran agar dapat membuat suasana yang tidak cepat bosan bagi siswa. Berdasarkan hasil penelitian dapat disimpulkan bahwa video pembelajaran ini dinyatakan layak untuk digunakan siswa dalam pembelajaran fase D menyimak pada siswa kelas VII SMP.

Kata Kunci : Cerita Rakyat, Sastra, SMP, Pengembangan, Video

Abstract

The general aim of this research is to develop learning videos assisted by artificial intelligence (AI) on folklore in Bengkulu City Middle Schools. In the odd semester folklore material for class VII middle school Indonesian language subjects. With a population of class VII students at SMP N 3 Bengkulu City, a purposive sampling technique was used as a research sample, namely the sample used represented a population of 53 students. The research method used is the ADDIE development model with 5 stages, namely the needs analysis stage which is taken from the analysis of material, student and teacher needs. There are 3 Bengkulu folk tales based on needs analysis, namely Putri Gading Cempaka, Muning Raib and Anak Lumang. The design stage was designed using the Microsoft Image Writer, Power Point, Runway and Inshot applications. The images used are in accordance with the folklore setting. The development stage was carried out for assessment by material expert validators and media experts with the results being categorized as suitable for use with slight revisions. The implementation stage or trial implementation of literary learning videos in the form of Bengkulu folklore was implemented in class VII of junior high school. The evaluation stage is the stage of suggestions and improvements regarding learning videos, namely there are short videos. The instruments used were validator questionnaires from material experts, media experts, teacher and student responses. Based on validation results from material experts, media experts as well as teacher and student responses, it is known that the product produced in the form of learning videos can help teachers in the learning process so that they can create an atmosphere that does not get bored quickly for students. Based on the research results, it can be concluded that this learning video is declared suitable for use by students in phase D listening learning for class VII junior high school students.

Keywords: Folklore, Literature, Middle School, Development, Video

Pengembangan Buku Ajar Puisi Berbasis Pedagogi Genre untuk Siswa SMP

Astuti — 2025-06-29

Abstrak

Penelitian ini bertujuan untuk mengembangkan buku ajar puisi berbasis pedagogi genre untuk siswa kelas VIII SMP dengan menggunakan model pengembangan ADDIE. Model ini terdiri dari lima tahap utama: analisis kebutuhan, perancangan, pengembangan, implementasi, dan evaluasi. Metode penelitian yang digunakan adalah Research and Development (R&D) dengan pendekatan kuantitatif dan kualitatif. Penelitian dilakukan di SMPIT Iqra Kota Bengkulu dengan partisipasi 25 siswa kelas VIII. Teknik pengumpulan data meliputi wawancara, observasi, kuesioner, dokumentasi, dan tes unjuk kerja. Hasil penelitian menunjukkan bahwa buku ajar puisi yang dikembangkan memenuhi standar kelayakan berdasarkan validasi ahli materi dan bahasa. Selain itu, implementasi buku ajar dalam pembelajaran menunjukkan peningkatan keterampilan menulis puisi siswa secara signifikan. Oleh karena itu, buku ajar ini dapat dijadikan sebagai sumber pembelajaran alternatif yang lebih komprehensif dalam pembelajaran puisi.

Kata Kunci : Buku Ajar, Pedagogi Genre, ADDIE

Abstract

This study aims to develop a poetry textbook based on genre pedagogy for eighth-grade junior high school students using the ADDIE development model. This model consists of five main stages: needs analysis, design, development, implementation, and evaluation. The research method used is Research and Development (R&D) with a quantitative and qualitative approach. The study was conducted at SMPIT Iqra Kota Bengkulu with the participation of 25 eighth-grade students. Data collection techniques included interviews, observations, questionnaires, documentation, and performance tests. The findings indicate that the developed poetry textbook meets feasibility standards based on expert validation in content and language. Additionally, the textbook's implementation in teaching has significantly improved students' poetry writing skills. Therefore, this textbook can serve as a more comprehensive alternative learning resource for poetry education.

Keywords: Textbook, Genre Pedagogy, ADDIE

Evaluasi Program Kepenulisan Berbasis Genre Melalui Pendekatan CIPP (Context, Input, Process, and Product) dalam Mata Kuliah Wajib Umum Bahasa Indonesia

Didah Nurhamidah — 2025-06-29

This study aims to evaluate the genre-based writing program in the Indonesian General Compulsory course at the Faculty of Tarbiyah and Teacher Training (FITK) UIN Syarif Hidayatullah Jakarta by using the CIPP (Context, Input, Process, Product) evaluation model. The research method used is a qualitative approach with a case study design. Data was collected through in-depth interviews, classroom observations, and analysis of program-related documents. The results of the study show that genre-based writing programs are effective in improving students' writing skills, especially in writing essays, scientific articles, and literary works in accordance with the genre taught. The program is relevant to the vision and mission of the university and faculty which aims to produce competent and innovative graduates. However, there are challenges in terms of program policies that do not require students to participate in this program, as well as the need to improve lecturer training in the use of the latest learning technologies. Additionally, although most students feel their writing skills are improving, there is still room for the development of advanced and creative writing skills. This research provides recommendations to strengthen program policies, improve the use of technology, and introduce further challenges in writing tasks to optimize program impact.

Pengembangan Instrumen Tes Kemampuan Membaca Bermuatan AKM untuk Murid Sekolah Dasar

M. Syahrun Effendi — 2025-06-29

The development of reading ability test instruments for elementary school students is crucial in efforts to strengthen students' reading literacy skills to be used as a foundation for successful lifelong learning as, emphasized in the Merdeka Belajar policy. This study aims to determine the procedure for developing reading ability test instruments containing AKM for elementary school students. The implementation of the study used the R&D (research and development) development model with the ADDIE (analyze, design, develop, implementation, evaluation) development model at Elementary School 2 Lubukngin, Selangit District, Musi Rawas Regency. Data collection was carried out using questionnaires, documentation, and tests. The analysis was carried out in the following stages; development needs analysis stage; design preparation stage including formulating reading ability test objectives, compiling grids based on cognitive aspects of literacy that have been determined by the Ministry of Education and Culture, compiling instructions for working on questions and determining the type or form of questions in the assessment instrument based on 25 questions; Next, the development stage is the validation of the test instrument from two validators with Aikens'V and the score obtained from validator I is 0.66 and validator II is 0.716. The score from the two validators is proof that the score is in the fairly valid category; at the implementation stage it is proven that the results of student responses to the AKM-based reading ability test instrument are 79.78% and are included in the practical category; and the final evaluation proves that this test instrument is suitable for widespread use. This study concludes that the AKM-based reading ability test instrument developed is quite valid. The student's score from the product trial using this AKM-based reading ability test instrument overall is in the lower category, namely 44.75. Therefore, it can be stated that the AKM-based reading ability test instrument can measure students' reading ability effectively and can be implemented by teachers practically.

Pemanfaatan Platform Merdeka Mengajar Dalam Pembelajaran Berdiferensiasi Guru Bahasa Indonesia Kota Bengkulu

Dewi Susanti — 2025-06-29

Abstract

The aim of this research is to describe the use of the Merdeka Mengajar Platform in Differentiated Learning for Indonesian Language Teachers in Bengkulu City at SMK Negeri 6 Seluma and SMA Negeri 3 Bengkulu City which was carried out in the odd semester of the 2024/2025 academic year. The method used in this research is a descriptive qualitative method carried out by means of observation, interviews and documentation. After the data was collected, the data was analyzed using a qualitative approach. The research results show that the independent teaching platform has a display that is easy to understand and easy to access. Available features include student assessments, independent training, community, proof of work, inspirational videos. The teaching tools provided still need to be developed so that they can be used more optimally in creating work for both teachers and students. The benefits of using an independent teaching platform can be felt reciprocally by teachers and students. Differentiated learning is also carried out in 4 forms, namely differentiation in learning environment, content, process and product. Differentiation is rooted in mapping students' learning needs. This mapping of participants' learning needs was obtained through an initial survey, pretest or known as initial assessment. Next, the teacher designs Indonesian language learning according to the mapping results. However, differentiating learning does not mean that teachers create different material for each student, let alone creating different evaluation question packages for students. Teachers also carry out evaluations and reflections. This differentiation requires more time to do and this time is often an obstacle for teachers. Apart from that, teachers are also unable to carry out learning by opening classes on the independent teaching platform due to the lack of students' digital skills. However, differentiated learning has been carried out by using the independent teaching platform as a source of reference and inspiration for others. So it can be concluded that using this independent teaching platform can improve the quality, skills, creativity and potential of each teacher.

Keywords: Utilization, Independent Teaching Platform, Teachers.

ABSTRAK

Tujuan penelitian ini untuk mendeskripsikan Pemanfaatan Platform Merdeka Mengajar Dalam Pembelajaran Berdiferensiasi Guru Bahasa Indonesia Kota Bengkulu di SMK Negeri 6 Seluma dan SMA Negeri 3 Kota Bengkulu yang dilaksanakan pada semester ganjil tahun pelajaran 2024/2025. Metode yang digunakan dalam penelitian ini adalah metode kualitatif deskriptif yang dilakukan dengan cara observasi, wawancara, dan dokumentasi. Setelah data dikumpulkan, data dianalisis secara pendekatan kualitatif. Hasil penelitian menunjukkan bahwa platform merdeka mengajar memiliki tampilan yang mudah dipahami dan mudah diakses. Fitur yang tersedia berupa asesmen murid, pelatihan mandiri, komunitas, bukti karya, video inspiratif. Perangkat ajar yang diberikan masih perlu dikembangkan agar dapat digunakan lebih optimal dalam menciptakan karya baik bagi guru maupun siswa. Manfaat menggunakan platform pengajaran mandiri dapat dirasakan secara timbal balik oleh guru dan siswa. Pembelajaran berdiferensiasi juga dilakukan dalam 4 bentuk, yakni berdiferensiasi dalam lingkungan belajar, konten, proses dan produk. Berdiferensiasi berakar pada pemetaan kebutuhan belajar peserta didik. Pemetaan kebutuhan belajar peserta ini didapat melalui survei awal, pretes atau dikenal dengan istilah asesmen awal. Selanjutnya, guru merancang pembelajaran bahasa Indonesia sesuai hasil pemetaan. Namun, mendiferensiasi pembelajaran bukan berarti guru membuat materi yang berbeda-beda disetiap peserta didik, apalagi membuat paket soal evaluasi yang berbeda-beda pada peserta didik. Guru juga melakukan evaluasi dan refleksi Diferensiasi ini memerlukan lebih banyak waktu untuk melakukannya dan waktu inilah yang sering menjadi hambatan guru. Selain itu, guru juga tidak bisa melaksanakan pembelajaran dengan membuka kelas di dalam platform merdeka mengajar dikarenakan kurangnya kemampuan kecakapan digital peserta didik. Tetapi, pembelajaran berdiferensiasi sudah dilakukan dengan pemanfaatan platform merdeka mengajar sebagai sumber referensi dan inspirasi bagi orang lain. Sehingga dapat disimpulkan bahwa penggunaan platform pengajaran mandiri ini dapat meningkatkan kualitas, keterampilan, kreativitas dan potensi setiap guru.

Kata Kunci: Pemanfaatan, Platform Merdeka Mengajar, Guru.