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

scholarly journals DONGENG MELATIH KEMAHIRAN ANAK MENULIS DONGENG MELALUI IMAJINASI

2020 ◽  
Vol 5 (3) ◽  
pp. 331-337
Author(s):  
Aldi Prasetyo
Keyword(s):  
Language Learning ◽  
Fairy Tales ◽  
Fairy Tale ◽  
Writing Skills ◽  
Fourth Grade ◽  
Fourth Grade Students ◽  
Language Writing ◽  
The Subject ◽  
Bahasa Indonesia ◽  
Descriptive Qualitative

ABSTRACT One of the important skills in language learning is writing. Writing skills, need to be familiarized with children, such as fairy tale writing skills. One way to teach it is a fun activity, which is by linking writing with children’s habit’s, which is to teach imagine. This study aims to analyze the results of the implementation of the design of learning to write fairy tales through imagination activities. The method used is descriptive qualitative. The subject is the fourth grade students of MI Muhamadiyah Beji with a total of 14 students. The result showed that 92.85% of the 14 student were able to create fairy tales through the imaginations, and 7.15% of students were unable to write them in writing because they did not follow the learning well. This activity is also able to explore children who have the potential to write. Keywords: Indonesian Language, Writing Fairy Tales, Imagination.   ABSTRAK Salah satu ketrampilan penting dalam pembelajaran bahasa ialah menulis. Ketrampilan Menulis, perlu dibiasakan pada anak, seperti ketrampilan menulis dongeng. Salah satu cara mengajarkannya ialah dengan kegiatan yang menyenangkan, yaitu dengan menghubungkan antara menulis dengan kebiasaan anak, yaitu berimajinasi. Penelitian ini bertujuan menganalisis hasil implementasi desain pembelajaran menulis dongeng melalui kegiatan berimajinasi. Metode yang digunakan ialah kualitatif deskriptif. Adapun subjeknya ialah siswa kelas IV MI Muhamadiayah Beji yang berjumlah 14  siswa. Hasil penelitian menunjukan bahwa 92.85% dari 14 siswa mampu membuat dongeng dengan melalui pancingan-pancingan imajinasi dan 7.15% siswa tidak mampu menuangkannya dalam bentuk tulis dikarenakan tidak mengikuti pembelajaran dengan baik. Kegiatan ini pula mampu menggali anak-anak yang mempunyai potensi menulis. Kata kunci: Bahasa Indonesia, Menulis Dongeng, Imajinasi.

scholarly journals FOLKLOR LAPINDO SEBAGAI WAWASAN GEO-CULTURE DAN GEO-MYTHOLOGY BERBASIS KEARIFAN LOKAL DALAM PEMBELAJARAN BAHASA INDONESIA BAGI PENUTUR ASING (BIPA)

2013 ◽  
Vol 13 (1) ◽  
pp. 62
Author(s):  
Bayu Dwi Nurwicaksono
Keyword(s):  
Fairy Tales ◽  
Oral Tradition ◽  
Fairy Tale ◽  
Teaching Materials ◽  
The Past ◽  
Contextual Teaching ◽  
Foreign Speakers ◽  
Bahasa Indonesia

Abstrak Kearifan lokal tentang insiden lumpur Lapindo adalah cerita rakyat tentang kejadian di masa lalu yang dapat digunakan sebagai pelajaran pada masa kini dan masa depan, tentang dongeng Candi Tawangalun dan dongeng Emas Ketimun. Terlepas apakah itu sebuah dongeng yang pernah terjadi secara empiris atau hanya realitas-fiksi, kehadirannya dapat digunakan sebagai pijakan untuk memahami peristiwa (bencana) dari perspektif budaya. Wawasan Geo-Budaya dan Geo-Mitologi dalam cerita rakyat Lapindo bisa menjadi alternatif bahan pembelajaran kontekstual berbasis kearifan lokal dalam pembelajaran bahasa Indonesia untuk penutur asing karena kontekstualitas dan substansi nilai-nilai yang terkandung di dalamnya sangat menarik. Praktek pembelajaran bahasa Indonesia untuk penutur asing di Australia diketahui bahwa cerita tradisi lisan tapi cerita hanya sebagai pelengkap tradisi lisan sama pentingnya dengan pengetahuan tentang tata bahasa, bahkan dengan pengenalan tradisi lisan cerita, pembelajar BIPA akan mengetahui tentang budaya Indonesia. Kata-kata kunci: cerita rakyat, Geo-Culture, Geo-Mythology, kearifan lokal, BIPA Abstract Local wisdom about Lapindo mudflow incident is the folklore about the events in the past that can be used as a lesson on the present and future, that fairy tales Tawangalun Temple and fairy tale Golden Cucumber. Regardless whether it's a fairy tale ever happened empirically or just reality-fiction, its presence can be used as a foothold for understanding the events (disasters) from the perspective of the present culture. Insights Geo-Culture and Geo-Mythology in Lapindo folklore can be an alternative contextual teaching materials based on local wisdom in learning Indonesian for foreign speakers because contextuality and substance of the values contained in it very interesting. Practice learning Indonesian for foreign speakers in Australia is known that oral tradition story but the story only as a complement to the oral tradition is just as important as knowledge of grammar, even with the introduction of the oral tradition of story, BIPA learners will know the culture of Indonesia.Keywords: folklore, Geo-Culture, Geo-Mythology, local wisdom, BIPA

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 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 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.

Pengembangan Media Pembelajaran Wayang Profesi Untuk Mengenalkan Jenis Pekerjaan Pada Siswa SD

2019 ◽  
Vol 2 (2) ◽  
pp. 1-9
Author(s):  
Dede Trie Kurniawan ◽  
Auliya Aenul Hayati ◽  
Sri Maryanti
Keyword(s):  
Elementary School ◽  
Character Education ◽  
Elementary School Students ◽  
Fairy Tales ◽  
Subject Matter ◽  
Fairy Tale ◽  
School Teacher ◽  
Design Development ◽  
School Students ◽  
Moral Value

This study aims to develop the lecture method of prospective elementary school teachers in utilizing puppet media as an implementation of local wisdom and storytelling skills in explaining the job profession to elementary school students. The use of puppets as learning media in the form of fairy tales contains subject matter that is rich in the applicative value of character education and moral values for students. Puppet shows can make learning more effective and efficient because of the elements of education such as students, educators, educational interactions, educational goals, subject matter, tools and methods and the educational environment to be fulfilled. One example of a theme in the 2013 curriculum that can use the puppet profession as an educational medium of moral value is the theme "Various Works" intended for fourth grade students of Elementary School. The method used to achieve the goal is through Development Research with the ADDIE model (Analysis, Design, Development, Implementation and Evaluation) which is directed at developing puppet media and fairy-tale texts that explain the occupational profession to elementary school students. This study seeks to develop lecture methods that can provide storytelling skills and make puppet media for prospective elementary school teacher students in one of the private colleges of the city of Cirebon in explaining my theme material and my dreams for elementary school students. Keywords: Traditional Puppet, Elementary School Learning Media, Thematic Basic Education

scholarly journals METHODOLOGICAL ASPECTS OF CREATING FAIRY TALES AS A MEDIA EDUCATIONAL PRODUCT BY CHILDREN OF PRESCHOOL AND PRIMARY SCHOOL AGE

2021 ◽  
Vol 1 (1) ◽  
pp. 161-167
Author(s):  
IRYNA KUZMA
Keyword(s):  
Primary School ◽  
Primary Education ◽  
Fairy Tales ◽  
Fairy Tale ◽  
Media Education ◽  
School Age Children ◽  
School Age ◽  
School Students ◽  
Educational Product ◽  
Primary School Age

Methodological peculiarities of creating fairy tales at preschool and primary education institutions have been investigated. The new State Standards for Preschool and Primary Education provide the development of children’s creativity and innovation. The importance of media education is growing due to the development of innovative media products, which is a fairy tale. It has been stressed on creating fairy tales as a component of storytelling. Emphasis has been placed on the fact that the ability to create a fairy tale is one of the learning outcomes of primary school students in accordance with the Typical educational programs. The objective of the article is to substantiate the methods of creating fairy tales as a media educational product of preschool and primary school age children in collaboration with parents and teachers. The following methods have been used to achieve the goal: the analysis of normative documents and pedagogical sources on the research problem; comparative-contrast, generalizations (for comparison of storytelling and creating fairy tales); surveys, interviews (to develop and test the effectiveness of methods of creating fairy tales as a media educational product). The origins of the creating fairy tales by children in the middle of the XXth century have been demonstrated. The common and distinctive features of traditional creating fairy tales and storytelling have been clarified. Contradictions regarding the use of storytelling have been identified, in particular between the growing interest in digital storytelling and the requirements for time-limited contact of children with gadgets and other technical devices. Four stages have been defined in the developed methods. They are the following: 1. Preparatory – choosing a favorite fairy tale. 2. Search – finding a situation in which a child becomes a participant. 3. Implementation – the child’s “entry” into a fairy tale, the design of his/her activities and the role or the profession in a fairy tale. 4. Final – the analysis of the child’s and other characters’ behavior in a fairy-tale situation. The ability to produce creatively media products as an indicator of media literacy formation has been reflected. Specific examples illustrate the ways to transform famous fairy tales into a new way. Emphasis has been placed on media educational tales as a means of media education at preschool and primary education institutions. The advantages of the developed methods of creating fairy tales have been shown: it allows parents, children and kindergarten teachers/teachers in partnership to transform well-known fairy tales in a new way, to implement the function of protection against harmful influences of new media, to strengthen family relations and family ties with preschool and primary education institutions, to improve media culture. The results of a survey of preschoolers’ parents on reading and creating fairy tales have been presented.

The Alluring Nature of Children's Culture: Fairy Tales, the Carnival and the World Wide Web

2015 ◽  
Vol 8 (2) ◽  
pp. 169-184
Author(s):  
Željka Flegar
Keyword(s):  
Children's Literature ◽  
Fairy Tales ◽  
Fairy Tale ◽  
Mikhail Bakhtin ◽  
Children’S Literature ◽  
Social Construct ◽  
Time Out ◽  
The Social ◽  
Children's Culture ◽  
Language And Ideology

This article discusses the implied ‘vulgarity’ and playfulness of children's literature within the broader concept of the carnivalesque as defined by Mikhail Bakhtin in Rabelais and His World (1965) and further contextualised by John Stephens in Language and Ideology in Children's Fiction (1992). Carnivalesque adaptations of fairy tales are examined by situating them within Cristina Bacchilega's contemporary construct of the ‘fairy-tale web’, focusing on the arenas of parody and intertextuality for the purpose of detecting crucial changes in children's culture in relation to the social construct and ideology of adulthood from the Golden Age of children's literature onward. The analysis is primarily concerned with Roald Dahl's Revolting Rhymes (1982) and J. K. Rowling's The Tales of Beedle the Bard (2007/2008) as representative examples of the historically conditioned empowerment of the child consumer. Marked by ambivalent laughter, mockery and the degradation of ‘high culture’, the interrogative, subversive and ‘time out’ nature of the carnivalesque adaptations of fairy tales reveals the striking allure of contemporary children's culture, which not only accommodates children's needs and preferences, but also is evidently desirable to everybody.

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