Assessment of 21st Century Skills

This chapter describes an action research in which creative story writing was used to assess student understanding of graph construction. Students were encouraged to write stories involving motion and visually depict verbal descriptions of stories in the form of tables and line graphs. Student work revealed several misconceptions held by students vis-à-vis writing motion-based stories, tabulation of data, plotting of graphs, and establishing congruence between stories and graphs. This study suggests several feedback measures that can be used by teachers to rectify these misconceptions.

ANALISIS KETERAMPILAN MENULIS CERPEN SISWA KELAS V SDN 16 CAKRANEGARA

This study aims to describe the skill level of fifth grade students at SDN 16 Cakranegara in writing short stories. In this study, a qualitative approach was applied using descriptive qualitative methods. One form of assessment on students' short story writing skills is to look at the completeness of the intrinsic elements in students' short stories. The source of data in this study is the work of students' short stories, totaling 27 short stories. The results of students' short stories writing were analyzed and described based on the intrinsic elements of the short story, namely the theme, character, setting, plot, and mandate. Based on the benchmarks for the assessment of students' short stories writing skills, they are categorized as very good, good, sufficient, lacking, and very poor. The results of the analysis of short story writing skills, students who are categorized as very good are 11 students with a percentage of 40.74%. There are 4 students in good category with a percentage of 14.81%. There are 4 students who are categorized as sufficient with a percentage of 14.81%. Students who are categorized as less are 7 students with a percentage of 25.92% and 1 student gets a very poor category with a percentage of 3.70%. Thus, it can be concluded that the short story writing skills of the fifth grade students of SDN 16 Cakranegara are in good category, according to the calculation of the total score of 1883 with an average score of 69.74. This study also provides recommendations for teachers to be more active in providing writing exercises to students, especially writing short stories so that students' short stories writing skills are better. and for further researchers to analyze the short story writing skills of elementary school students in other classes.

The Relationship Between Reading Interest and Figurative Language Mastery With Short Story Writing Skills

This study aims to (1) prove a significant relationship between short story writing skills and reading interest. (2) proves a significant relationship between short story writing skills and mastery of figurative language. This type of research is quantitative research and the research design used is an expost facto correlational design. The data of this research are numerical data/nominal scores of interest in reading, mastery of figurative language and short story writing skills. Data collection techniques, namely questionnaire data to collect information on reading interest, multiple choice test data, and data on the assignment of writing short stories. The data analysis technique uses statistics that aim to determine the relationship between variables. The results obtained indicate that the results of the questionnaire analysis of students' reading interest get the category level with the highest frequency, which is in the high category. The results of the analysis of students' mastery of figurative language got the category level with the highest frequency, which was in the medium category. The results of the analysis of students' short story writing skills got the category level with the highest frequency, which was in the high category. There is a significant relationship between the variable of reading interest and short story writing skills with a significance value of 0.002 with a correlation coefficient of 0.437, therefore the value of sig. <0.05 indicates a moderate positive relationship between reading interest and short story writing skills. There is a significant relationship between the variable mastery of figurative language and short story writing skills with a significance value of 0.002 with a correlation coefficient of 0.437, therefore the value of sig. <0.05 indicates a moderate positive relationship between mastery of figurative language and short story writing skills

Teacher-Implemented Self-Regulated Strategy Development Instruction for Story Writing with Year Two Students in New Zealand

<p>Writing is a complex skill and many students struggle to learn to write. Self-Regulated Strategy Development (SRSD) for writing is an intervention strategy that can increase students’ writing performance. However, there is limited research on the use of this intervention with younger primary-school students and most of the existing research has been implemented by researchers or research assistants, rather than by actual classrooms teachers, which therefore limits the ecological validity of the research. The two studies included in this thesis investigated teacher-implemented SRSD writing instruction. Study 1 evaluated a 5-week intervention programme consisting of 19 lessons. Study 2 evaluated a 17-week intervention with 61 lessons. Studies 1 and 2 both used a mixed-methods design to investigate the effectiveness and social validity of the teacher-implemented Self-Regulated Strategy Development (SRSD) program on the story-writing performance with Year 2 students (6- to -7-year-old children) in New Zealand. In the quantitative strand, I conducted a quasi-experiment in which students either received SRSD writing instruction or their regular writing instruction. I collected student writing samples before and after the intervention and teachers completed a questionnaire on the social validity of the intervention. A mixed-model ANOVA with SRSD instruction as the between-subjects variable and time as the within-subjects variable indicated that students in the treatment condition had larger improvements relative to students in the comparison condition on measures of holistic quality, number and quality of story elements, and length of composition. In the qualitative strand, I conducted interviews with the classroom teachers to ascertain their perceptions of intervention. Results suggested that the intervention was beneficial for the students. In addition, teachers perceived the intervention as appropriate and reported that they enjoyed implementing the intervention. These results suggest that teacher-implemented SRSD interventions can be effective at improving early primary students’ writing performance and is socially valid for use by teachers in Year 2 classroom settings.</p>

Teacher-Implemented Self-Regulated Strategy Development Instruction for Story Writing with Year Two Students in New Zealand

<p>Writing is a complex skill and many students struggle to learn to write. Self-Regulated Strategy Development (SRSD) for writing is an intervention strategy that can increase students’ writing performance. However, there is limited research on the use of this intervention with younger primary-school students and most of the existing research has been implemented by researchers or research assistants, rather than by actual classrooms teachers, which therefore limits the ecological validity of the research. The two studies included in this thesis investigated teacher-implemented SRSD writing instruction. Study 1 evaluated a 5-week intervention programme consisting of 19 lessons. Study 2 evaluated a 17-week intervention with 61 lessons. Studies 1 and 2 both used a mixed-methods design to investigate the effectiveness and social validity of the teacher-implemented Self-Regulated Strategy Development (SRSD) program on the story-writing performance with Year 2 students (6- to -7-year-old children) in New Zealand. In the quantitative strand, I conducted a quasi-experiment in which students either received SRSD writing instruction or their regular writing instruction. I collected student writing samples before and after the intervention and teachers completed a questionnaire on the social validity of the intervention. A mixed-model ANOVA with SRSD instruction as the between-subjects variable and time as the within-subjects variable indicated that students in the treatment condition had larger improvements relative to students in the comparison condition on measures of holistic quality, number and quality of story elements, and length of composition. In the qualitative strand, I conducted interviews with the classroom teachers to ascertain their perceptions of intervention. Results suggested that the intervention was beneficial for the students. In addition, teachers perceived the intervention as appropriate and reported that they enjoyed implementing the intervention. These results suggest that teacher-implemented SRSD interventions can be effective at improving early primary students’ writing performance and is socially valid for use by teachers in Year 2 classroom settings.</p>

PENINGKATAN KEMAMPUAN MENULIS CERPEN DENGAN PENERAPAN PEMBELAJARAN LANGSUNG PADA SISWA KELAS IX MELALUI MODEL LATAR DAN ALUR

Writing skill is one of the language skills that is no less important and must be mastered by students. Likewise, short story writing skills. Through teaching literature, students can instill cultural, religious, historical, social, ethical and aesthetic values. Meanwhile, learning to write short stories is a subject that students do not like. To overcome these problems, an appropriate learning model is needed. Direct learning combined with background and flow models is one of the models that can be used to overcome these problems. Direct teaching model (MPL) is learning that is specifically designed to develop students' learning about declarative knowledge and procedural knowledge, which is taught step by step. So that learning to write short stories is more focused, MPL is combined with a background and plot model. The problem in this study is how to increase the ability to write short stories by applying direct instruction to class IX A students of SMP Negeri 3 Ngrambe, Ngawi through the background and plot model? Based on the observations in the first cycle, student activity was 57.2% and in the second cycle it was 73%. While the results of the short story assessment in the first cycle the average value is 73.42 with a completeness of 66.1% and in the second cycle the average value of the class reaches 78.1 with a completeness of 85%. So it can be concluded that, by applying direct instruction in learning to write short stories in class IXA SMP Negeri 3 Ngrambe, Ngawi through the background and plot model, it can increase the activities of the learning process and can improve short story writing skills. ABSTRAKKeterampilan menulis merupakan salah satu keterampilan berbahasa yang tak kalah penting dan harus dikuasai oleh siswa. Demikian juga keterampilan menulis cerpen. Melalui pengajaran sastra dapat menanamkan nilai-nilai budaya, religius, historis, sosial, etika maupun estetika pada siswa. Sementara, pembelajaran manulis cerpen termasuk pelajaran yang tidak disenangi siswa. Untuk mengatasi permasalahan tersebut diperlukan sebuah model pembelajaran yang tepat. Pembelajaran langsung yang dipadukan dengan model latar dan alur salah satu model yang dapat digunakan untuk mengatasi masalah tersebut. Model pengajaran langsung (MPL) merupakan pembelajaran yang khusus dirancang untuk mengembangkan belajar siswa tentang pengetahuan deklaratif dan pengetahuan prosedural, yang diajarkan selangkah demi selangkah. Agar pembelajaran menulis cerpen lebih terarah, MPL dipadukan dengan model latar dan alur. Permasalahan dalam penelitian ini adalah bagaimanakah peningkatan kemampuan menulis cerpen dengan penerapan pembelajaran langsung (direct intruktion) pada siswa kelas IX A SMP Negeri 3 Ngrambe, Ngawi melalui model latar dan alur? Berdasarkan hasil pengamatan pada siklus I, keaktifan siswa 57,2% dan pada siklus II menjadi 73%. Sedangkan hasil penilaian cerpen pada siklus I nilai rata-rata 73,42 dengan ketuntasan 66,1% dan pada siklus II nilai rata-rata kelas mencapai 78,1 dengan ketuntasan 85%. Maka dapat disimpulkan bahwa, dengan penerapan pembelajaran langsung (direct intruktion) dalam pembelajaran menulis cerpen pada siswa kelas IXA SMP Negeri 3 Ngrambe, Ngawi melalui model latar dan alur dapat meningkatkan aktivitas proses pembelajaran dan dapat meningkatkan keterampilan menulis cerpen.

Intensifikasi Program Satu Sekolah Satu Buku untuk Meningkatkan Kemampuan Menulis Cerita pada Guru SD

The goal to be achieved in this research is that teachers at SD Negeri Tenggilis Mejoyo I Surabaya have the ability to write stories in the 2021/2022 Academic Year. This action research was carried out at SD Negeri Tenggilis Mejoyo I, Tenggilis Mejoyo sub-district, Surabaya City, involving 18 teachers as research subjects from August to September 2020. This research was an action research because the author who carried out the action was the head of SD Negeri Tenggilis Mejoyo I who was responsible for fully on the development of human resources in the school environment. Story writing activity is one of the most complicated teacher professional development jobs because it requires accuracy based on the formulation of indicators. The form of story writing really depends on the indicators to be measured. Each form of this story has advantages and disadvantages, therefore the form of the story is adjusted to the indicators to be measured. Therefore, efforts are needed to improve teacher competence, especially in writing stories, one of which is through efforts to organize workshops. Workshop is a scientific meeting in a similar field (Education) to produce real work. Based on data analysis, it can be concluded from this research that the intensification of the One School One Book Program through a Workshop in writing stories is very effective. The attitudes and abilities of the teachers at Tenggilis Mejoyo I Elementary School, Tenggilis Mejoyo Subdistrict, Surabaya City have increased after the Workshop. In addition, it can also improve the ability of teachers in writing stories professionally. This can be seen in the second cycle of activities after the intensification of the One School One Book Program through the Workshop the average score obtained was 70.3. The story is said to be feasible if at least 65% of the criteria can be met. Thus, it can be stated that in the first and second cycles 100% of teachers were able to write stories that deserved to be published through the One School One Book program.

PENINGKATAN KEMAMPUAN MENULIS CERPEN MELALUI MODEL RANCANG BANGUN PADA PESERTA DIDIK KELAS IX A SMPN I TANJUNG

The purpose of this study was to find out about increasing students' learning motivation in the application of the design model and to find out the improvement in learning outcomes of Indonesian language subjects, especially in short story writing material. In this study, two data collection techniques were used, namely the performance test technique and the observation technique. To analyze the data, the results of performance tests and observations were analyzed by comparative description, namely comparing the initial conditions, cycle I, cycle II. The procedure of classroom action research (CAR) which consists of 2 (two) cycles. In the first cycle, discussions with independent work consisting of 4-5 students are presented and responded to by other groups. In cycle II, the results of group work discussions were presented in front of the class and other groups responded. The results showed that there was an increase in the ability to write short stories from an average initial condition of 69.30, after the first cycle of actions was carried out an average of 74.30, to 88.4 at the end of cycle II. By applying the design model, the teacher in the learning process is more creative and applicable. ABSTRAKTujuan penelitian ini untuk mengetahui tentang peningkatan motivasi belajar peserta didik dalam penerapan model rancang bangun dan serta mengetahui peningkatkan hasil belajar mapel bahasa Indonesia terutama pada materi menulis cerpen. Dalam penelitian ini menggunakan dua teknik pengumpulan data yaitu dengan teknik tes unjuk kerja dan teknik observasi. Untuk menganalisis data, hasil tes unjuk kerja dan observasi dianalisis dengan deskripsi komperatif, yaitu membandingkan kondisi awal, siklus I, siklus II. Prosedur penelitian penelitian tindakan kelas (PTK) yang terdiri dari 2 (dua ) siklus.Pada siklus I diskusi dengan kerja mandiri yang terdiri dari 4-5peserta didik dipresentasikan dan ditanggapi oleh kelompok yang lain. Pada siklus II hasil diskusi kerja kelompok dipresentasikan di depan kelas dan ditanggapi oleh kelompok yang lain.Hasil penelitian dapat diketahui bahwa terjadi peningkatan kemampuan menulis cerpen dari kondisi awal rata-rata 69,30, setelah dilaksanakan tindakan siklus I rata-rata 74,30 ,menjadi 88,4 pada akhir siklus II.Penerapan model rancang bangun, guru dalam proses pembelajaran lebih kreatif dan aplikatif.

Menulis Cerita Pendek dengan Model Pembelajaran “CANTIK” Bagi Siswa SMA Negeri 1 Tawangsari Tahun Pelajaran 2019/2020

This study aims to 1) find out the technique of writing short stories with the "CANTIK" learning model, 2) improve students' skills in writing short stories. In this study, the subjects were teachers and students of class XI MIPA1 SMA N 1 Tawangsari in the even semester of the 2019/2020 school year. The object of research in general is the implementation of learning to write short stories. The data obtained by the technique of giving short story writing assignments, observation and documentation. The data were analyzed using a qualitative description method, namely data presentation and conclusion drawing/verification. The results showed that learning to write short stories in class XI MIPA1 SMA N 1 Tawangsari in the even semester of the 2019/2020 school year was carried out based on the 2013 Curriculum, the Indonesian language learning syllabus for class XI, and was carried out according to the Indonesian RPP for short story text teaching materials. The obstacles faced in learning to write short stories are 1) the implementation of the right learning model in learning to write short stories, 2) the low motivation of students in participating in short story writing lessons, 3) decreased concentration of students when learning Indonesian is scheduled in the final hours. learning. The ways to overcome these obstacles are 1) the application of learning methods to write short stories that are appropriate and interesting for students, 2) provide motivation and enlightenment to students about the benefits of having the ability to write short stories in everyday life. 4) variations in the allocation of learning schedules for writing short stories.

Kakawin Kumudawati: Analisis Intertektualitas

<p>Kakawin Kumudawati narratively contains Tantri stories. Tantri as a treasure that is very popular in Bali so it is not surprising that Tantri continues to be transformed into various forms of literary genres. Kakawin Kumudawati tells one of the part of stories in the Tantri story, namely the “<em>angsa</em>” and “<em>empas</em>”. Kakawin Kumudawati is a unique work in terms of narrative content, which is built on characters who are husband and wife. Tantri texts have been copied into various literary genres. It is very interesting to study mainly from the source of story writing, so tracking the hypogram is very necessary. Intertextual provides an illustration that the text is present through the reading of other texts both as a mosaic trail and full transformation.</p><p>Kakawin Kumudawati's primary hypogram is Tantri Carita. The matrix that is determined is manah “mind” which builds the satya model of 'loyalty' which is translated as Panca Satya. In intertextual comparison, Kakawin Kumudawati fulfills three main concepts (1) expansion, (2) conversion, and (2) expression, while (3) modification is not found in Kakawin Kumudawati.</p>