Pub Date : 2024-02-11DOI: 10.26858/retorika.v17i1.54033
Ida Zulaeha, Lispridona Diner, S. Suratno, C. Hasanudin, Areni Yulitawati Supriyono
This research was conducted with the aim of producing instructional materials on mobile learning-based digital literacy skills as a preventive measure for social media conflicts. The researchers conducted this study using a research and development (R&D) design. We conduct data collection through the techniques of observation, interview, and validation testing. Researchers use the qualitative analysis method to analyze data on instructional needs and validation. Based on the analysis of the collected data, researchers are able to draw conclusions. Media experts and subject matter experts present prominent findings and corrections, from which conclusions are derived. that the instructional materials on digital literacy based on mobile learning are suitable for use as a preventive measure for social media conflicts.
{"title":"TEACHING MATERIAL ON MOBILE LEARNING-BASED DIGITAL LITERACY AS A PREVENTIVE MEASURE FOR SOCIAL MEDIA CONFLICT","authors":"Ida Zulaeha, Lispridona Diner, S. Suratno, C. Hasanudin, Areni Yulitawati Supriyono","doi":"10.26858/retorika.v17i1.54033","DOIUrl":"https://doi.org/10.26858/retorika.v17i1.54033","url":null,"abstract":"This research was conducted with the aim of producing instructional materials on mobile learning-based digital literacy skills as a preventive measure for social media conflicts. The researchers conducted this study using a research and development (R&D) design. We conduct data collection through the techniques of observation, interview, and validation testing. Researchers use the qualitative analysis method to analyze data on instructional needs and validation. Based on the analysis of the collected data, researchers are able to draw conclusions. Media experts and subject matter experts present prominent findings and corrections, from which conclusions are derived. that the instructional materials on digital literacy based on mobile learning are suitable for use as a preventive measure for social media conflicts.","PeriodicalId":518405,"journal":{"name":"RETORIKA: Jurnal Bahasa, Sastra, dan Pengajarannya","volume":"10 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140528061","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-11DOI: 10.26858/retorika.v17i1.53580
Diyan Fatimatuz Zahro, Isti Haryati, Akbar Kuntardi Setiawan
The aim of this study is to describe the internalization of inclusive education through children's literature with the theme of disability. The research data are words, phrases and sentences in the children's book Meine Füße sind der Rollstuhl, which shows the internalization of inclusive education values, shown by the character Margit, and other characters. The research data source is the children's story Meine Füße sind der Rollstuhl, written by Franz-Joseph Huainigg, published in 2003. Data collection involved utilizing note-taking techniques to capture key aspects of the narrative. Subsequently, all gathered data underwent analysis using both a referential identity approach and reflective, introspective methods. The results of this study show that literary works, especially children's literature, can be a beneficial media for internalizing inclusive education. The introduction and internalization of inclusion education values through children's literature with disability themes is relevant to develop children’s positive character. It is in consonance with what Horace stated about the function of literature that not only entertains but also educates. The internalization of inclusive education values through disability-themed children's literature, both receptively and productively, is expected to help overcome the problems of implementing inclusive education in Indonesia so that equality in education, as all people aspire to, can be realized.
本研究旨在通过以残疾为主题的儿童文学作品，描述全纳教育的内化情况。研究数据是儿童读物《Meine Füße sind der Rollstuhl》中的单词、短语和句子，该书中的人物玛吉特和其他人物展现了全纳教育价值观的内化。研究数据来源于弗朗茨-约瑟夫-瓦伊尼格（Franz-Joseph Huainigg）创作的儿童故事《Meine Füße sind der Rollstuhl》，该书于 2003 年出版。数据收集工作包括利用笔记技术捕捉故事的关键部分。随后，所有收集到的数据都经过了分析，分析中使用了指代认同法和反思内省法。本研究的结果表明，文学作品，尤其是儿童文学作品，可以成为内化全纳教育的有益媒介。通过以残疾为主题的儿童文学作品来介绍和内化全纳教育价值观，对于培养儿童积极向上的品格具有重要意义。这与贺拉斯所说的文学不仅能娱乐，还能教育的功能不谋而合。通过以残疾为主题的儿童文学来内化全纳教育价值观，无论是从接受角度还是从生产角度，都有望帮助克服印度尼西亚在实施全纳教育过程中遇到的问题，从而实现所有人都渴望的教育平等。
{"title":"INTERNALIZATION OF INCLUSIVE EDUCATION THROUGH CHILDREN'S LITERATURE WITH DISABILITY THEME","authors":"Diyan Fatimatuz Zahro, Isti Haryati, Akbar Kuntardi Setiawan","doi":"10.26858/retorika.v17i1.53580","DOIUrl":"https://doi.org/10.26858/retorika.v17i1.53580","url":null,"abstract":"The aim of this study is to describe the internalization of inclusive education through children's literature with the theme of disability. The research data are words, phrases and sentences in the children's book Meine Füße sind der Rollstuhl, which shows the internalization of inclusive education values, shown by the character Margit, and other characters. The research data source is the children's story Meine Füße sind der Rollstuhl, written by Franz-Joseph Huainigg, published in 2003. Data collection involved utilizing note-taking techniques to capture key aspects of the narrative. Subsequently, all gathered data underwent analysis using both a referential identity approach and reflective, introspective methods. The results of this study show that literary works, especially children's literature, can be a beneficial media for internalizing inclusive education. The introduction and internalization of inclusion education values through children's literature with disability themes is relevant to develop children’s positive character. It is in consonance with what Horace stated about the function of literature that not only entertains but also educates. The internalization of inclusive education values through disability-themed children's literature, both receptively and productively, is expected to help overcome the problems of implementing inclusive education in Indonesia so that equality in education, as all people aspire to, can be realized. ","PeriodicalId":518405,"journal":{"name":"RETORIKA: Jurnal Bahasa, Sastra, dan Pengajarannya","volume":"7 24","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140528062","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-10DOI: 10.26858/retorika.v17i1.56555
R. Rahmiati, Muhammad Nur Akbar Rasyid
The primary objective of this study was to evaluate the implementation of Indonesian language learning in Indonesian Islamic higher education. To achieve this goal, the study employed the CIPP model and utilized a descriptive qualitative methodology. The collection of data was conducted by means of interviews, direct observation, and the examination of relevant documents. The findings are presented as follows: the program's alignment with stakeholder expectations is highly favorable in relation to the context component. Based on the available data pertaining to the utilization of learning resources for the purpose of composing academic papers and conducting research, the efficacy of the program's input is considered commendable. The program is commendable due to the inclusion of highly qualified lecturers, the provision of sufficient resources and infrastructure, and the utilization of standardized educational materials. The positive interaction between lecturers and students throughout the instructional and educational process is evidence that the process component is effective. The academic performance of students, with an average score of 3.64 out of 4.00, demonstrates how highly regarded the product component is. Overall, the implementation of Indonesian language learning is commendable, albeit with a few areas that require enhancement.
{"title":"EVALUATING INDONESIAN LANGUAGE LEARNING IN INDONESIAN ISLAMIC HIGHER EDUCATION USING CIPP MODEL","authors":"R. Rahmiati, Muhammad Nur Akbar Rasyid","doi":"10.26858/retorika.v17i1.56555","DOIUrl":"https://doi.org/10.26858/retorika.v17i1.56555","url":null,"abstract":"The primary objective of this study was to evaluate the implementation of Indonesian language learning in Indonesian Islamic higher education. To achieve this goal, the study employed the CIPP model and utilized a descriptive qualitative methodology. The collection of data was conducted by means of interviews, direct observation, and the examination of relevant documents. The findings are presented as follows: the program's alignment with stakeholder expectations is highly favorable in relation to the context component. Based on the available data pertaining to the utilization of learning resources for the purpose of composing academic papers and conducting research, the efficacy of the program's input is considered commendable. The program is commendable due to the inclusion of highly qualified lecturers, the provision of sufficient resources and infrastructure, and the utilization of standardized educational materials. The positive interaction between lecturers and students throughout the instructional and educational process is evidence that the process component is effective. The academic performance of students, with an average score of 3.64 out of 4.00, demonstrates how highly regarded the product component is. Overall, the implementation of Indonesian language learning is commendable, albeit with a few areas that require enhancement.","PeriodicalId":518405,"journal":{"name":"RETORIKA: Jurnal Bahasa, Sastra, dan Pengajarannya","volume":"97 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140528325","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-06DOI: 10.26858/retorika.v17i1.59164
Sitti Nurhidayah Ilyas, Herman Herman, Parwoto Parwoto, A. S. Asti
This study is an experimental research aimed at determining the influence of project-based pop-up book creafting on literacy skills. The population in this study consists of all kindergarten children in the city of Makassar. The research sample was selected using a probability sampling technique, and the selected kindergartens were Teratai UNM Kindergarten with 15 children and Ceria Kindergarten with 15 children. The study analyzes findings using descriptive analysis techniques and Independent-sample T-test. The results showed that the average post-test score of students who participated in project learning in the creation of pop-up books increased to 83.52, while students who participated in conventional learning reached 66.48. The hypothesis test results showed that the t value was 5.486 with a significance of 0.000, confirming a highly significant difference in literacy skills between the groups that followed project-based learning and conventional learning. Therefore, based on the research findings, improving literacy skills in children requires attention to the learning model used, ensuring that the provided learning activities are suitable and capable of stimulating child development.
{"title":"FOSTERING LITERACY SKILLS IN KINDERGARTEN THROUGH PROJECT-BASED POP-UP BOOK CRAFTING","authors":"Sitti Nurhidayah Ilyas, Herman Herman, Parwoto Parwoto, A. S. Asti","doi":"10.26858/retorika.v17i1.59164","DOIUrl":"https://doi.org/10.26858/retorika.v17i1.59164","url":null,"abstract":"This study is an experimental research aimed at determining the influence of project-based pop-up book creafting on literacy skills. The population in this study consists of all kindergarten children in the city of Makassar. The research sample was selected using a probability sampling technique, and the selected kindergartens were Teratai UNM Kindergarten with 15 children and Ceria Kindergarten with 15 children. The study analyzes findings using descriptive analysis techniques and Independent-sample T-test. The results showed that the average post-test score of students who participated in project learning in the creation of pop-up books increased to 83.52, while students who participated in conventional learning reached 66.48. The hypothesis test results showed that the t value was 5.486 with a significance of 0.000, confirming a highly significant difference in literacy skills between the groups that followed project-based learning and conventional learning. Therefore, based on the research findings, improving literacy skills in children requires attention to the learning model used, ensuring that the provided learning activities are suitable and capable of stimulating child development.","PeriodicalId":518405,"journal":{"name":"RETORIKA: Jurnal Bahasa, Sastra, dan Pengajarannya","volume":"114 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140528433","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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