scholarly journals Penananaman Nilai Karakter Siswa Kelas IV Sekolah Dasar Negeri 133 Seluma Melalui Dongeng Sayembara Pandai Tidur

2018 ◽  
Vol 1 (2) ◽  
pp. 246-256
Author(s):  
Raminem Raminem
Keyword(s):  
Fairy Tales ◽  
Text Analysis ◽  
Fairy Tale ◽  
Social Care ◽  
Teaching Experience ◽  
Learning Material ◽  
School Students ◽  
Socially Responsible ◽  
The Poor ◽  
The Rich

The purpose of storytelling as a form of learning innovation fun for students, especially elementary school students 133 Seluma in learning Indonesian language. The author uses descriptive qualitative methods. The study was taken from the observation and teaching experience in the classroom. With dogeng text analysis developed as a learning material for students. The results show the theme contained in the fairy tale of Sleepy Swarm is the persistence of sleeping youth. While the mandate contained in the story that we must be good at using free time and should not distinguish between the rich and the poor. The value of the characters found in the fairy tale is honest, disciplined and socially responsible. Values ​​of characters in fairy tales or folklore from Bengkulu that often appear based on the story analyzed as much as three stories, namely the character of discipline and social care. Therefore, the character of discipline and social care is very suitable implanted for children. Keywords: Planting, Character, Fairy Tale.

scholarly journals BAHAN AJAR DONGENG DALAM BUKU AJAR BAHASA SUNDA (FAIRY-TALE LEARNING MATERIAL IN SUNDANESE TEXTBOOK)

LOKABASA ◽  
2016 ◽  
Vol 7 (1) ◽  
pp. 1
Author(s):  
AN AN ANDRIANY
Keyword(s):  
High School ◽  
Junior High School ◽  
Fairy Tales ◽  
Fairy Tale ◽  
Junior High ◽  
Reading Level ◽  
Learning Material ◽  
Level 3 ◽  
Grade 3 ◽  
High Level

 Tujuan penelitian ini adalah untuk mendeskripsikan bagaimana bahan ajar dongeng dalam Buku Pamekar Diajar Basa Sunda (PDBS) yang ada di setiap jenjang pendidikan berdasarkan relevansi dengan KD yang ada dalam Kurikulum 2013. Dan juga untuk mengetahui tingkat keterbacaan bahan ajar dongeng di dalam Buku Pamekar Diajar Basa Sunda (PDBS). Bahan ajar dongeng  ada di setiap jenjang pendidikan, seperti  di SD di kelas 3, 4, 5,  dan 6, di SMP di kelas 7,  dan di SMA di kelas 10. Penelitian ini menggunakan  metode deskripfif kualitatif. Untuk  mengukur relevansi bahan ajarnya,  disesuaikan dengan KD di setiap jenjang yang ada di Kurikulum 2013. Untuk mengukur tingkat keterbacaan bahan ajar dongeng digunakan uji grafik fry dan uji klose tes. Data yang digunakan adalah semua wacana dongeng yang ada dalam Buku PDBS, jumlah wacana diseluruh jenjang ada 15 wacana: PDBS SD kelas 3 (3 wacana), PDBS SD kelas 4 (2 wacana), PDBS SD kelas 5 (3 wacana), PDBS SD kelas 6 (1 wacana), PBDS SMP (3 wacana), dan PDBS SMA (3 wacana). Setelah dianalisis, hasil relevansi bahan ajar dongeng dan KD dalam Kurikulum 2013, dari 6 tingkatan yang dianalisis, 5 tingkat sesuai dengan KD, tetapi ada 1 tingkat yang tidak sesuai yaitu di tingkat SD kelas 6. Hasil analisis grafik fry yang diujikan pada 15 wacana dongéng rata-rata wacananya  sesuai dan bisa diajarkan pada tingkatannya. Sedangkan untuk hasil klose tes, dari 10 wacana yang  dianalisis, 5 wacana hasilnya lebih dari 50% siswa ada pada tataran gagal (>40%). Jadi wacana tersebut dianggap sulit dipahami oleh siswa.AbstractThe purpose of this study was to describe fairy-tale learning materials in the book Pamekar Diajar Basa Sunda (PDBS) that exist in every education level based on the Basic Competence in Curriculum 2013. It is also to determine the reading level of the material in the book. Fairy-tales learning material exists in every level of education, covering grades 3, 4, 5, and 6 of primary school; grade 7 of junior high school; and grade 10 of high school. This study used a descriptive-qualitative method. The measurement of the relevance of the material is based on Basic Competence at every level required by the Curriculum 2013. The measurement of the readability level of the material is based on Fry graphic test and Klose test. The data cover all fairytale texts in the book PDBS, amounting to 15 texts: PDBS grade 3 (3 texts), PDBS grade 4 (2 texts), PDBS grade 5 (3 texts), PDBS grade 6 (1 texts), PBDS for junior-high level (3 texts), and PDBS for senior-high level (3 texts). The results of analysis show that of 6 levels, 5 of them are in accordance with the Basic Competence. The only one level that does not fulfill the Basic Competence is the grade 6 of primary level. The results of the Fry graphic analysis on 15 texts show that most of them are appropriate and can be taught at their respective levels. For the results of the Klose test, 5 of 10 texts resulted failure at 50% of students (> 40%). Therefore, the texts are considered difficult to be understood by students. 

scholarly journals School Segregation Across the World: Has Any Progress Been Made in Reducing the Separation of the Rich from the Poor?

2019 ◽  
Vol 18 (2) ◽  
pp. 157-179 ◽  
Author(s):  
Gabriel Gutiérrez ◽  
John Jerrim ◽  
Rodrigo Torres
Keyword(s):  
International Student ◽  
Educational Inequality ◽  
Student Assessment ◽  
School Segregation ◽  
Structural Factors ◽  
School Students ◽  
International Student Assessment ◽  
Poor Students ◽  
The Poor ◽  
The Rich

AbstractThe segregation of secondary school students into different schools has important implications for educational inequality, social cohesion and intergenerational mobility. Previous research has demonstrated how between-school segregation varies significantly across countries, with high levels of segregation occurring in central European nations that ‘track’ children into different schools and much lower levels in Scandinavia. This paper contributes to this literature by examining whether industrialised countries have made any progress in reducing levels of between-school segregation over time. Using six waves of data from the Programme for International Student Assessment (PISA), this work shows how the segregation of rich and poor students has remained broadly unchanged across OECD countries. This is despite major economic and political events occurring during this period, along with the introduction of numerous policy initiatives designed to reduce socioeconomic gaps. Therefore, the conclusions indicate that structural factors are likely to be the main drivers of between-school segregation (e.g. neighbourhood segregation or long-standing school admission policies) and that education policymakers may need to be much more radical if they are to foster greater levels of integration between the rich and the poor.

scholarly journals Development of Animation-Based Fairy Tales Learning Model for Elementary School Students

2017 ◽  
Vol 1 ◽  
pp. 239-243
Author(s):  
Sunarti Sunarti ◽  
Selly Rahmawati ◽  
Setia Wardani
Keyword(s):  
Elementary Students ◽  
Fairy Tales ◽  
Fairy Tale ◽  
Field Trials ◽  
Teaching Model ◽  
Test Results ◽  
School Students ◽  
Initial Field ◽  
Analysis Technique ◽  
Research Type

The purpose of this research is developing an animation-based fairy tale as a teaching model for elementary students.In addition, this study is also intended to determine the effectiveness of animation-based fairy tale as a teaching model. This research type is research of development with subject is elementary students in SD Sonosewu. Methods of data collection used observation, questionnaires and tests. The data analysis technique to be used is quantitative approach with t-test independent sample. Output targets to be generated in the study are: (1) Design of animation-based fairy tales for elementary students developed with 6 steps of research and development i.e. research and gathering, planning, product draft development, initial field trials, revising test results and field trials. (2) An animation-based fairy tale model is effective in improving Civics achievement and Indonesian achievement.

scholarly journals Problemi recepcije bajke u razrednoj nastavi

2021 ◽  
Vol 18 (1) ◽  
pp. 339-349
Author(s):  
Ivana Tasić Mitić ◽  
◽  
Aleksandar Stojadinović
Keyword(s):  
Elementary School ◽  
Personality Traits ◽  
Elementary School Students ◽  
Fairy Tales ◽  
Fairy Tale ◽  
Personality Development ◽  
Rich Source ◽  
Literary Genre ◽  
Elementary Grades ◽  
School Students

The paper emphasises the importance of fairy tale, as the preferred literary genre in lower elementary grades, and its influence on children’s education and personality development. A fairy tale is a rich source of aesthetic perceptions and pleasant emotions, as well as a powerful motivator for developing positive personality traits. In order to examine the attitudes of lower elementary school students towards the reception of fairy tale as a literary genre, a survey was conducted. The sample included 360 third grade elementary school students. The results show that students are very fond of reading and exploring fairy tales, but they also face some problems in understanding and experiencing them, which stresses the importance of implementing different approaches in teaching.

scholarly journals PECULIARITIES OF A READING OUT-OF-SCHOOL HOURS LESSON OF «READER’S DIARY DEFENSE» IN THE PRIMARY SCHOOL /ON THE BASIS OF FAIRY-TALES

2021 ◽  
Vol 1 (194) ◽  
pp. 172-176
Author(s):  
Svitlana Fedotova ◽  
Keyword(s):  
Primary School ◽  
Fairy Tales ◽  
Fairy Tale ◽  
Real Life ◽  
Creative Imagination ◽  
School Students ◽  
The Real ◽  
Brothers Grimm ◽  
Efficient Type ◽  
Out Of School

The peculiarities of a reading at out-of-school hours «defense of a reader’s diary» lesson in the primary school are being considered in the given article on the material of some folk and literary fairy-tales by Sh. Perrault, brothers Grimm, H. Ch. Andersen. A lesson-defense of a reader’s diary is a lesson, based on the work in small groups. It is constructed by means of a self-questioning method according to the material of the fairy-tales, which have been read, and by means of the assessment of other students’ work. A lesson-defense of the reader’s diary is an extremely interesting and efficient type of work, aimed at the development of critical thinking, children’s creative imagination, forming their independent and conscious reading. In advance (a month earlier) the students are given a task, for example, to read some Ukrainian folk fairy-tales of the fairy-tales by Sh. Perrault, brothers Grimm, H. Ch. Andersen and to fill in independently the following columns of a reader’s diary: 1) a column «Author»; 2) a column «Title of the work {a collection, a fairy-tale}; 3) a column «Characters of the fairy-tale»; 4) a column «Questions to the text»; 5) a column «Tricky» questions. The questions to the text presuppose three levels: The questions of the first level begin with the words: Who? What? Where? When? How? Which? These are the questions, aimed at giving some information about who the main character is, where the action is taking place, when the action is taking place. The questions of the second level are aimed at the causal relationships and that is why they begin with the word: Why? The questions of the third level are aimed at clarification of the meaning of the words and expressions, which are difficult for understanding. Forming «tricky questions» is a creative task for the primary school students. «Tricky» questions are the questions aimed at prognostication of the character’s further fate or the further possible development of the events of the fairy-tale’s plot. The readers can create some interesting and wise «tricky» questions, if they compare the logics of a fairy-tale and the logics of the real life. In the process of work at the reader’s diary and its defense the students can consciously and deeply comprehend the content of a tale, think over the fairy tale’s logics, compare it with the real life logics. That would form their attention and instill love to the magic world and word of a fairy-tale.

scholarly journals A Structural Analysis of the Pakistani Fairy Tale the Moon King and Rose Princess

sjesr ◽  
2020 ◽  
Vol 3 (4) ◽  
pp. 168-173
Author(s):  
Zahoor Hussain ◽  
Iram Rubab ◽  
Muhammad Ajmal
Keyword(s):  
Structural Analysis ◽  
Fairy Tales ◽  
Oral Tradition ◽  
Fairy Tale ◽  
Structural Model ◽  
The Moon ◽  
The Rich

The purpose of this study was to have a structural analysis of fairy tales of Pakistan. Being a part of an old civilization, Pakistan has also the rich and centuries-old oral tradition of storytelling. The fairy tale The Moon King and Rose Princess of the same Pakistani traditional background was recorded and transcribed and analyzed using Propp's structural model. The analysis showed that all the 31 functions were present and these functions occurred in the plot in the same sequential arrangement as was given by Propp. The study had a conclusion that there are the same functions and their occurrences in the plot of the Pakistani fairy tales only with minor differences. The study received great admiration and recognized the Pakistani fairy tales.

scholarly journals THE METHOD OF USING «V. Y. PROPP’S CUBES» AS A MEANS FOR UNDERSTANDING THE CONTENT OF A FAIRY TALE BY PRESCHOOL AND PRIMARY SCHOOL CHILDREN

2021 ◽  
Vol 1 (192) ◽  
pp. 138-143
Author(s):  
Svitlana Fedotova ◽  
Keyword(s):  
Primary School ◽  
Fairy Tales ◽  
Fairy Tale ◽  
Preschool Education ◽  
Primary School Children ◽  
School Students ◽  
Happy Ending ◽  
Typical Structure ◽  
Verbal Creativity ◽  
The World

A fairy tale is the genre which is well represented in preschool education programmes as well as in the curriculum of general primary education. A fairy tale is an important means for developing children's verbal creativity and their logical thinking. A fairy tale stimulates children's imagination, prepares them for the future life in the real world, broadens their horizons, fosters not only moral and ethical values but also the right attitude to the world. Folk tales were not initially created for children. Adults displayed their own mythological ideas about the world, nature and a man by means of these encoded texts. Over time a fairy tale lost its meaning in the life of adults and was transferred to children becoming part of their everyday reading. A child admires a fairy tale, its fantasy, but does not understand everything. «The Cubes of V. Y. Propp» represent the means and the techniques that help the child to understand the structure of a tale, its content, morality and allegory. Y.Propp proved that a fairy tale is illustrative of the fact that there was a system of various taboos in the life of our ancestors. All these prohibitions gradually formed moral and ethical principles, legal rules and laws of human behavior in society. In the structure of a fairy tale, V. Y. Propp names several main elements, the so-called «The Cubes of V. Y. Propp», namely «absentation», «interdiction», «violation of the interdiction», «departure», «first function of the donor», «hero’s reaction», «receipt of a magical agent», «victory», «return», «happy ending». This structure of a fairy tale serves its magical or ritual function, which makes a fairy tale resemble such an archaic genre as an incantation. In a fairy tale like in an incantation, a magical ritual action and a magical verbal formula are intrinsically linked, and therefore in a fairy tale a taboo as well as a potential punishment are often depicted. Y.Propp's schemes clearly show the typical structure, «models of fairy tales», according to which their «building material» can be defined: fairy tales have sets of «cubes», i.e. typical plot elements, situations, taboos and symbolic actions. And this is also the basis for the differentiation of the works of this folklore genre: some fairy texts have the whole set of «cubes», but there is also such a type of fairy tales in which some of the «cubes» are missing with a particular purpose. The article offers an analysis of fairy tales based on the structure of «V. Y. Propp's cubes». Such an analysis of fairy tales will help preschool and primary school students to understand the content of fairy tales, their morality and allegory. Creative tasks with «V. Y. Propp's cubes» will provide children with the clues to independent creativity, which may result in composing their own fairy tales.

scholarly journals Fairy tale as a means of formation of spiritual and moral values of a person

2020 ◽  
pp. 31-37
Author(s):  
Тatiana М. Voiteleva
Keyword(s):  
National Culture ◽  
Fairy Tales ◽  
Text Analysis ◽  
Fairy Tale ◽  
Moral Values ◽  
Main Attention ◽  
Artistic Value ◽  
The People ◽  
Moral Qualities ◽  
The Individual

The paramount role in solving the problem of the formation of spiritual and moral qualities of the individual is played by the acquaintance of students with the national picture of the world, the basis of which are the characteristics of the culture of the people. Folklore is the conductor of national culture. Main attention is paid to one of the genres of the Russian folklore – a fairy tale, because it is in fairy tales that the best features of the people are reflected, contributing to the formation of moral values of students. The author determined not only the educational, but also the artistic value of fairy tales. The main aspects of the work on the analysis of the fairy tale are outlined: text analysis in the dialogue of cultures, the use of symbols, idioms, and appeal to the visual and expressive means of the language that contribute to a better understanding of the text.

scholarly journals ANALISIS NILAI KARAKTER DONGENG DALAM “BUKU BUPENA KELAS III”

2020 ◽  
Vol 3 (1) ◽  
pp. 1
Author(s):  
Yuliana Fitri Amin ◽  
Purwadi Purwadi ◽  
Mudzanatun Mudzanatun
Keyword(s):  
Qualitative Research ◽  
Data Analysis ◽  
Data Collection ◽  
Fairy Tales ◽  
Fairy Tale ◽  
Social Care ◽  
Class Iii ◽  
School Class ◽  
Teachers And Students ◽  
Descriptive Approach

The purpose of this research is to describe the character values in “book bupena assessment for the elementary school class III” Muhammadiyah 11 Semarang. The approach used is descriptive approach is qualitative methods used to research in the condition of natural objects. Data collection techniques were carried out by triangulation data analysis was inductive and the qualitative research focuses more on the meaning of generalization. Technique data collection in this research was recorded to the note taking method. The problem is that the feasibility of the book is used as a guide for teachers and students in planting character values and how the value of fairy tale characters in the book. The results of this research that the fairy tales in the Bupena Assessment Book for Elementary / MI Class III especially Volume 3A are suitable to be used as a guide for teachers and students in planting character values containing 15 out of 18 character values with a percentage that is religious 1.9%, honest 12.6% , tolerance 7.8%, hard work 3.9%, creative 2.9%, independent 3.9%, democratic 1.9%, curiosity 10.7%, patriotism 2.9%, rewarding achievement 8.7%, friendly / communicative 12.6%, peace loving 6.8%, caring environment 5%, social care 12.6%, and responsibility 5.8%

scholarly journals PEMETAAN JENIS DONGENG NUSANTARA DALAM INFOGRAFIS

2021 ◽  
Vol 7 (01) ◽  
pp. 59-78
Author(s):  
Rizki Taufik Rakhman ◽  
Yasraf Amir Piliang ◽  
Hafiz Aziz Ahmad ◽  
Iwan Gunawan
Keyword(s):  
Cultural Heritage ◽  
Fairy Tales ◽  
Mixed Method ◽  
Fairy Tale ◽  
Group Discussion ◽  
School Students ◽  
Early Conclusion ◽  
Indonesian Archipelago ◽  
Generation Z ◽  
Bahasa Indonesia

AbstrakDongeng merupakan warisan budaya lisan yang bersifat mendidik sekaligus menghibur. Sebagai warisan budaya lisan, keberadaan dongeng wajib dilestarikan agar tidak punah. Pada kenyataannya, generasi Z (Gen Z) Indonesia memiliki jarak dengan dongeng. Hal ini diketahui melalui kuesioner yang dibagikan kepada 70 siswa sekolah dasar kelas 3, 4, dan 5. Menurut responden dongeng hanya diketahui melalui pelajaran Bahasa Indonesia. Selain itu, responden tidak mengetahui secara pasti jenis-jenis dongeng nusantara. Penelitian ini bertujuan untuk memantik perhatian (awareness) Gen Z Indonesia terhadap jenis-jenis dongeng nusantara. Pendekatan dilakukan melalui bentuk infografis yang diasumsikan dapat mempermudah Gen Z Indonesia dalam memperoleh informasi, memahami hingga menyadari adanya dongeng. Metode yang digunakan dalam penelitian adalah metode campuran. Hasil pendekatan kuantitatif melalui kuesioner kemudian dianalisa dan dikonfirmasi ulang melalui wawancara dengan para responden melalui pendekatan kualitatif. Hasil wawancara menjadi rujukan dalam mengolah data menjadi pemetaan jenis-jenis dongeng nusantara ke dalam bentuk infografis. Selanjutnya infografis peta jenis dongeng nusantara diujicobakan melalui diskusi dengan kelompok responden yang terdiri dari generasi Z yang dipilih secara acak. Meskipun hasil yang didapat belum optimal, namun simpulan awal dari penelitian ini adalah generasi Z Indonesia mulai memperhatikan (aware) berbagai jenis dongeng nusantara sebagai warisan budaya lisan bangsa Indonesia yang harus dilestarikan. Kata Kunci: generasi Z, infografis, dongeng nusantara, pemetaan AbstractFairy tales are a verbal cultural heritage that is educating and entertaining. As a verbal cultural heritage, fairy tales' existence must preserve so as not extinct. In reality, Indonesian generation Z (Gen Z) has a distance from fairy tales. It's known through a questionnaire distributed to 70 elementary school students in grades 3, 4, and 5. According to them, fairy tales are known only through Bahasa Indonesia subjects. Besides, they do not know for sure the types of Indonesian archipelago fairy tales. This research aims to arise Indonesian Gen Z awareness towards the types of Indonesian archipelago fairy tales. The approach taken through the form of infographics is assumed to facilitate the Indonesian Gen Z in obtaining information, understanding, and being aware of Indonesian fairy tales. The method used in this study is a mixed-method. The quantitative approach research through a questionnaire was then analyzed and reconfirmed through interviews with respondents with a qualitative approach. The interview results referred to processing the data into mapping the types of tales of the Indonesian archipelago into infographics. Furthermore, the Indonesian archipelagos fairy tale type of infographic map was tested through a group discussion consist of randomly selected Gen Z respondences. Although the result not optimal, the early conclusion indicates that Indonesian Gen Z starting to become aware of the Indonesian archipelago fairy tales as the verbal cultural heritage of Indonesia that must be preserved. Keywords:  Z generation, infographic, nusantara folktales, mapping

Sign in / Sign up

Export Citation Format

Share Document