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The Basic Values of Humanity in an Indonesian Language Textbook used in Junior High Schools

November 2020
KnE Social Sciences

DOI:10.18502/kss.v4i14.7864

Authors:

Miftakhul Huda

University of Brawijaya

Eko Purnomo

Muhammadiyah University of Surakarta

This study seeks to identify the basic values of humanity presented in the Indonesian language textbook used in Junior High Schools. This study used a qualitative approach, with a textbook as a case study (specifically the Indonesian language textbook for the seventh, eighth, and ninth grades). The data considered took the form of words, phrase, sentences, discourse, and pictures showing the basic values of humanity. Data was collected a questionnaire which was subsequently analyzed. First, data were firstly classified according to the taxonomy and characteristic. Then codes were assigned to the different classifications. Then referential comparison techniques were used to measure the structure of basic values of humanity in the textbooks. This was followed by the construction of a basic pattern and the validation of the data. The research identified fifteen main points, they were scientific perspective, materials concept explication, curriculum relevance, interesting, increasing motivation, stimulating students’ activities, illustrative, understandable, supporting the other subjects, respecting individual differences, stabilizing values, protecting men and women’s rights, appreciation towards achievements, supporting freedom of speech, and respecting the essence of human being. From those fifteen main points, four points need to be improved, they are: stimulating students’ activities, illustrative, protecting men and women’s rights, and supporting freedom of speech. Keywords: humanity values, textbook, Indonesian language

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 

       

 

Conference Paper

The Basic Values of Humanity in an

Indonesian Language Textbook used in Junior

High Schools

Miftakhul Huda and Eko Purnomo

           

    

Abstract

             

            

            

             

          

          

          

         

             

              

          

       

       

        

        

             

          

        

Keywords:     

1. Introduction

            

             

            

             

               

               

               

How to cite this article               

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  

  

   

   

    



   

    

  

 

           

             



               

            

            

             

           

              

             

               

          

             

           

           

      

             

           

           

                 

          

           

           

     

            

          

            

            

             

             

  

            

            

          

           

   

 

            

         

            

           

             

           

               

           

            

             

             

             

         

2. Research Method

            

               

              

              

             

            

           

            

             

        

              

            

            

            

          

            

            

             

            

             

   

 

           

            

        

3. Finding and Discussion

            

          

       

        

         

          



             

          

       

An imperative sentence in a textbook can stimulate the students’ activities

 Quotation: Read the following text and understand its content!

              

          

             

            

  

              

             

              

     read the following text and understand

its content!        

 Quotation: Answer the following questions based on your understanding of the

text!

             

            

            

           



   

 

              

             

           

 Quotation: Conclude what figurative language is! Summarize the characteristics

of the figurative sentences used in the list!

             

           

          

            

      

             

             

              

           

          

Illustrations in the form of pictures, tables, or narrations according to the age of the

students.

a. Quotation:

               

            

            

            

               

                

           

           

       custom color

a. Quotation:

           

           



 Anti anti anti anti     

 

     bi bi bi    

   

 

                 



Generic Structure Samples of development pattern

Orientation Developed from the setting description

           

              

          

         

Developed from the character's Introduction

             

            

           

               

Developed from conflict recognition

             

            

           

               

     

Complication Developed and presenting other figures

          

             

           

Developed by changing the setting

           

           

    

Developed by jumping from a different era (past or future)

           

             

    

Resolution Developed with a time leap

           

             

Developed by unique cause-effect

            

             

   

Developed through surprises

        

 

    d de de de  

   

    extra extra       

      (extra-tight),   

(extra careful).       

                

            

             

        biconvex, extralinguistic, devaluation,

dehumanization, deregulation, and anticlimax

   

 

              

              

            

         

            

               

                

           

            

     

b. Quotation:

                 

 

Generic Structure Content Characteristics Language Characteristics



  





                

           

         

          

             

          



           

             

             

             

           

             

            

            

              



   

 

The sentences in the Indonesian language textbook indicate students’ freedom to

agree on certain understandings

a. Quotation:

            

             

 (: old Malay poem),          

             

            

 (: old Malay poem)           

         (: old Malay poem)

               

  

b. Quotation:

            

               

   

 

              

          

The rights to speech between men and women are covered in the textbook

a. Quotation:

            

          

            

           

              

             

                

               

             

      

b. Quotation:

         Gajah Mada

           Gajah

Mada                

             

     Gajah Mada        

             

               

               

              

     

4. Conclusion

            

           

       

        

         

          

             

   

 

           

      

Acknowledgements

            

              

        

References

             

   J. English Acad. Purp.    

           

        Linguist. Educ.  

 

               

      Linguist. Educ.    

            

 Lingua    

           

      Int. J. Cogn. Res. Sci. Eng. Educ.    

 

             

         

 Lang. Commun.  

           

  Lang. Commun.  

          

    Lang. Commun.  

           

          J. English Acad.

Purp.    

             

       Learn. Cult. Soc.

Interact.    

   

 

           J. Exp.

Educ.    

            Gift.

Educ. Intemational    

         

   Kebahasaan, Kesusastraan, dan Budaya    

 

          

    J. Kredo      

              

   J. Acad. Librariansh

           

       Lang. Commun.  

              

    Image Commun.    

            

  Lang. Commun.    

         

        

  Learn. Cult. Soc. Interact    

            

       Lang. Commun.    

   

Bibliometric Analysis of Character Education in Senior High School Indonesian Textbooks Based on the Merdeka Curriculum

Article

Full-text available

Sep 2024

This study aims to understand the publication trend and research contribution related to character education in Indonesian high school textbooks based on the Merdeka Curriculum from 2015 to 2024. Character education is crucial for student development, and textbooks play a central role. Using bibliometric analysis, the study identified 428 publications from Google Scholar and Scopus, including journal articles, proceedings, reviews, and books. Journal articles dominated with 363 publications, followed by 30 proceedings, 32 books, and three reviews. The study focused on the number of publications and the issues underlying the keyword emergence. While 2023 had the highest number of publications (75), 2018 saw the highest citations (890) and h-index (14), indicating significant influence. The highly cited study "Strategy and Implementation of Character Education in Senior High Schools and Vocational High Schools" had 135 citations. Keyword analysis using VOSviewer revealed that "Indonesian textbook" was the most popular topic, particularly concerning gender representation and basic education. Despite increased productivity, recent publications need higher impact, achievable through improved research quality, appropriate journal selection, online dissemination, collaboration, and scientific community engagement. The focus on gender representation and basic education should be sharpened for inclusive teaching materials and to instill positive values early in Indonesian education. This study provides valuable insights and direction for future research and practice in character education within the Independent Curriculum framework.

Efforts to Strengthen Character Education for Elementary School Students by Utilizing Digital Literacy in Era 4.0

Article

Full-text available

Nov 2022

This study aims to describe the role of digital literacy in improving and strengthening the character education of elementary school students. The research method used is a descriptive-qualitative method with a literature study approach, data sources are obtained from the results of analysis and conclusions obtained from journals. The results of the analysis of this study are in strengthening the character education of elementary school students in this 4.0 era, digital literacy plays an important role as a supporting medium because the characteristics of students tend to be more interested in technology, the internet, social media and others, and are supported by learning taught in elementary schools that contain the integration of character values in each learning. The conclusion of this study is that the use of digital literacy is able to strengthen the character value of students by being balanced with supervision from parents and teachers in its use.

Implementasi Literasi Digital dalam Upaya Menguatkan Pendidikan Karakter Siswa

Article

Aug 2022

Pandemi Covid-19 ini telah mengakibatkan terutama semua sekolah mengharuskan melakukan pembelajaran dengan jarak jauh atau online. Untuk tetap tercapainya pembelajaran terutama dalam bidang literasi guru-guru menggunakan kreativitasnya dengan menggunakan literasi digital dengan kecanggihan teknologi saat ini yang dapat membuat penguatan pendidikan karakter siswa. Tujuan penelitian ini ialah untuk mengetahui tentang tingkat keberhasilan implementasi literasi digital dalam upaya menguatkan pendidikan karakter siswa. Dengan metode deskriptif kualitatif serta untuk subjek penelitian ialah siswa-siswi SD Muhammadiyah 1 Padas, objek penelitan adalah implementasi literasi digita yang ditinjau dalam penguatan pendidikan karakter siswa. Analisis data yang digunakan observasi dan wawancara. Kesimpulan penelitian yakni di SD Muhammadiyah 1 Padas yang awalnya literasi sudah berjalan dengan sebutan “Pojok Baca” karena kondisi saat pandemic guru-guru mengembangkan kreativitasnya dengan dilakukan literasi digital yang mereka sebuh “Salam Sapa” yang dilakukan pada hari Senin, Rabu, dan Jumat. Dengan berisi video, gambar yang berupa pamlet atau poster yang di bagikan dalam WhatsApp, Instagram, dan Google Classroom. Dalam adanya literasi ini terdapat penguatan pendidikan karakter dalam kemandirian, komitmen, kejujuran, dan juga tanggung jawab dalam siswa melakukan berbagai hal terkhususnya dalam melakuakn literasi digital.

Implementasi Nilai Pendidikan Karakter di Homeschooling

Article

Jul 2021

Penelitian ini bertujuan untuk mengidentifikasi (1) implementasi nilai pendidikan karakter, (2) nilai-nilai karakter yang ditanamkan, (3) faktor pendukung dan penghambat, dan (4) hasil dari implementasi pendidikan karakter di Institute President School Bekasi. Penelitian ini menggunakan pendekatan kualitatif dengan studi kasus. Subjek penelitian adalah kepala sekolah, tutor, orang tua, dan homeschooler kelas 10 dan 11 jenjang SMA. Pengumpulan data dilakukan melalui wawancara, observasi, dan dokumentasi. Keabsahan data dilakukan melalui pengamatan terus menerus dan trianggulasi. Hasil penelitian mengungkapkan bahwa: (1) Implementasi pendidikan karak- ter dilakukan secara terpadu pada mata pelajaran, manajemen sekolah, dan ekstrakurikuler (2) Nilai-nilai karakter yang ditanamkan kepada homeschooler mengacu pada finger print scan yaitu tanggung jawab, rasa hormat, keadilan, keberanian, jujur, disiplin, peduli, ketekunan, dan kemandirian. (3) Faktor pendukung yaitu pendekatan secara personal dan faktor peng- hambat yaitu latar belakang keluarga yang sering memanjakan anak. (4) Hasil dari implementasi pendidikan karakter adalah perubahan sikap dan peningkatan hasil belajar homeschooler.

HIGHER ORDER THINKING SKILLS (HOTS) DALAM MATERI DAN SOAL PADA BUKU PELAJARAN BAHASA INDONESIA SMA TERBITAN KEMENDIKBUD RI

Article

Full-text available

Dec 2021

ABSTRAK Buku teks pelajaran merupakan salah satu unsur penting dalam terlaksananya pembelajaran. Tingkat soal dan materi mempengaruhi peserta didik dalam berpikir. Tujuan penelitian ini adalah memetakan Higher Order Thinking Skills (HOTS) dalam materi dan soal yang ada di dalam buku pelajaran Bahasa Indonesia SMA yang diterbitkan oleh Kementerian Pendidikan dan Kebudayaan. Penelitian ini merupakan penelitian deskriptif kualitatif. Sumber data dalam penelitian ini adalah buku pelajaran bahasa Indonesia siswa jenjang SMA terbitan Kemendikbud. Data yang dikumpulkan dalam penelitian ini adalah materi-materi dan soal-soal yang mengandung unsur HOTS yang terdapat dalam buku pelajaran Bahasa Indonesia terbitan Kemendikbud. Pengumpulan data dalam penelitian ini menggunakan metode simak, dokumentasi dan dilanjutkan dengan teknik catat. Teknik analisis data yang digunakan dalam penelitian ini adalah analisis interaktif yang kemudian dilanjutkan dengan content analysis. Hasil kajian ini menunjukkan level HOTS yang ditemukan dalam soal dan materi buku pelajaran bahasa Indonesia SMA Kemendikbud pada level C4, C5, dan C6. Adapun materi kelas X dan XI didominasi oleh HOTS yaitu pada tingkat C4 dan kelas XII didominasi HOTS tingkat C6. Adapun soal HOTS dalam buku pelajaran bahasa Indonesia SMA adalah kelas X terdapat 42 soal HOTS, kelas XI terdapat 9 soal HOTS, dan XII terdapat 22 soal HOTS. Kelas X dan XI didominasi oleh C4 dan kelas XII didominasi oleh C6. Soal dan materi yang mengandung HOTS dapat membiasakan siswa untuk berpikir secara kritis. Berdasarkan hal tersebut buku terbitan Kemendikbud layak untuk dijadikan sebagai buku penunjang dalam pembelajaran, tetapi masih perlu ditingkatkan jumlah soal dan materi yang berorientasi HOTS.Kata kunci: buku teks pelajaran; Higher Order Thinking Skills; materi; soal; tingkat berpikir ABSTRACTTextbooks are one of the important elements in the implementation of learning. The level of questions and materials affect students in thinking. The purpose of this study was to map Higher Order Thinking Skills (HOTS) in the materials and questions contained in high school Indonesian language textbooks published by the Ministry of Education and Culture. This research is a qualitative descriptive study. The source of the data in this study is the Indonesian language textbook for high school students published by the Ministry of Education and Culture. The data collected in this study are materials and questions that contain elements of Higher Order Thinking Skills contained in Indonesian language textbooks published by the Ministry of Education and Culture. Data collection in this study used library techniques, listening techniques, and note-taking techniques. The data analysis technique used in this research is interactive analysis. Class X and XI are dominated by HOTS at level C4 and class XII is dominated by HOTS at C6 level. The HOTS questions in the Indonesian language textbooks for high school (SMA) level are that in class X there are 42 HOTS questions, in class XI there are 9 HOTS questions, and in XII there are 22 HOTS questions. Class X and XI are dominated by C4 and class XII is dominated by C6. Questions and materials containing HOTS can familiarize students to think critically. Based on this, the books published by the Ministry of Education and Culture deserve to be used as supporting books in learning, but still need to increase the number of questions and materials that are HOTS-oriented.Keywords : textbooks; Higher Order Thinking Skills; material; questions

Identification of cognitive manipulations that have the greatest impact on students in the internet

Article

Full-text available

Apr 2019

Anna Zhdanko

The study puts an emphasis on exploring cognitive manipulations contained in the Internet resources (social networks and blogs) that have the greatest impact on students. The study was conducted with 159 students of Don State Technical University. 50 samples of media texts (of various formats) containing cognitive manipulation were taken from social networks sites and blogs. Focus group method, questionnaire, method of Critical Discourse Analysis and methods of mathematical statistics (Principal Component Analysis) were used for data collection and processing. The findings allow us to identify and describe the features of such cognitive manipulation as “presence effect”, “focus on pros”, “halo effect”, “emotional resonance”, “ambiguous language”, “anonymous authority”, “primacy effect”, “exaggeration” and identify the manipulations that have the greatest impact on students. Recommendations aimed at reduction of the impact of manipulative techniques were suggested. The results of the present study may help teachers and psychologists in their work.

Blended Learning: Improvisasi dalam Pembelajaran Menulis Pengalaman (Blended Learning: Improvisation in Experience Writing Learning)

Article

Full-text available

Dec 2018

Miftakhul Huda

Pembelajaran menulis dengan menggunakan blended learning secara umum meningkatkan partisipasi mahasiswa. Blended learning membuat mahasiswa memiliki kesempatan berlatih menulis lebih banyak karena mahasiswa bisa menulis tanpa dibatasi oleh ruang kelas. Selain itu, interaksi antarmahasiswa dan dosen dapat maksimal, serta transparansi penilaian terpenuhi. 75% mahasiswa pernah membaca novel sejumlah 3-4 judul. Kriteria dibaca adalah novel tersebut harus dibaca tuntas.Genre karya sastra yang dibaca oleh mahasiswa rata-rata adalah roman percintaan. Sangat sedikit yang membaca karya sastra bergenre misteri, dan tidak ada yang membaca karya sastra terjemahan. Dengan demikian, variasi karya sastra yang dibaca oleh mahasiswa kurang heterogen. Berdasarkan data tersebut, diperlukan pemetaan bacaan sastra bagi mahasiswa dan dimasukkan ke dalam kegiatan intrakurikuler sehingga lebih terpantau. Kata kunci: blended learning, menulis pengalaman, karya sastra, Schoology ABSTRACT Writing lesson using blendedlearning in general improves students’ participation. Blended learning makes the students have more opportunities to learn to write as they can practice outside the classroom. Besides, interactions between students and the lecturer can be optimal, and assessment transparency will be possible as well. 75% of the students had read 3-4 novels. The criterion of ‘read’ is that it had been completely read. The most common genre of the works read was romance/love story. There were only a few of them who read mystery, and none of them had read translated works. Thus, the works read were not really varied. Based on the data, mapping of literary readings for the students is required, and need to be included in the intra-curricular activities to make it easier to monitor.

STRATEGI BERPIKIR INTEGRATIF DALAM PEMBELAJARAN MEMBACA LINTAS KURIKULUM DI SEKOLAH DASAR

Article

Full-text available

Apr 2018

Miftakhul Huda

Pengetahuan dan bahasa memiliki relevansi yang sangat kuat. Bahasa merupakan pintu masuk pengetahuan. Dengan demikian, penguasaan kompetensi berbahasa menjadi mutlak diperlukan dalam pengembangan pengetahuan. Bahasa juga merupakan cerminan pola pikir seseorang. Kemampuan berpikir kritis anak akan terlihat dari penggunaan bahasa. Penggunaan bahasa juga mencerminkan kekayaan skemata seseorang, semakin jaringan skemata seseorang kompleks, semakin baik penggunaan bahasa dalam menjelaskan suatu permasalahan. Strategi berpikir integratif adalah strategi yang mengkondisikan siswa pada suatu keadaan yang memungkinkan untuk mengembangkan konstruksi pengetahuan secara sistematis, sekaligus mengembangkan kemampuan berpikir kritis. Dengan demikian, dalam strategi berpikir integratif menawarkan pengembangan penalaran siswa. Strategi berpikir integratif sangat relevan digunakan dalam pembelajaran lintas kurikulum karena strategi ini mengeksplore dan mengintegrasikan pengetahuan.

Children's sign-making and construction of signifying chains in relation to texts: Book interactions as discursive processes

Article

Jun 2019
Ling Educ

Jason Ranker

A general progressive secret image sharing construction method

Article

Nov 2018
SIGNAL PROCESS-IMAGE

Classic secret image sharing (SIS) including polynomial-based SIS, visual secret sharing (VSS), linear congruence (LC)-based SIS and so on, generally has the shortcoming of “all-or-nothing”, which is mainly caused by that most of their ideas are borrowed from secret data sharing designed for data rather than image. Progressive secret image sharing (PSIS) has the feature that the more shadows the better recovered secret image quality. In this paper, we introduce a general PSIS construction method with no pixel expansion from classic “all-or-nothing” SIS. Based on our PSIS construction method, three PSIS algorithms with selective progressive thresholds are extended from classic SIS schemes, respectively. Experiments are provided to demonstrate the efficiency of our method in terms of illustrations and analyses.

The sociocultural dynamics of indigenous multilingualism in northwestern Australia

Article

May 2018
LANG COMMUN

Alan Rumsey

The indigenous languages of the Northern Kimberley region of Western Australia comprise a single genetic family (Worrorran), with three branches, and extensive multilingualism across them. Languages are understood to have been directly installed in the landscape by ancestral creator figures. On that basis language difference – especially in lexicon - figures as an important aspect of social identity. In the center of the Worrorran region there has been structural convergence due to diffusion across the three branches, but continuing lexical divergence. This indicates that both the multilingualism there and the socioculturally motivated preservation of lexical difference are of longstanding.

A small speech community with many small languages: The role of receptive multilingualism in supporting linguistic diversity at Warruwi Community (Australia)

Article

May 2018
LANG COMMUN

Ruth Singer

At Warruwi Community (pop. 400), nine very different Indigenous languages are still widely used, which is unusual in the contemporary Australian Indigenous context. Using the receptive multilingual mode, speakers frequently address one another in different languages. This mode offers speakers of small languages such as Mawng (ca. 400 speakers) an alternative to accommodating to larger languages such as Yolngu-matha (ca. 2000 speakers). Although not unique to Warruwi, receptive multilingual practices are part of a set of “mutually constituting ideologies and practices” (Nakassis, 2016) that co-construct a speech community where many small languages flourish.

Student-teacher conferencing in Swedish upper secondary school: Dimensions of dominance and relations between perspectives in institutional discourse

Article

Apr 2018

Robert Ohlsson

Student-teacher conferences are mandatory in Swedish upper secondary school. Steering documents prescribe that these conversations should be characterised by equality between the interlocutors and “dialogue” is presented as an ideal for these interactions. This is a challenging task since this institutional discourse actualises the formal roles of student and teacher, and the interlocutors’ relationship is inherently asymmetrical. This paper presents findings from an empirical study of audiotaped student-teacher conferences. By drawing on the concepts of perspectivisation and dominance the findings highlight ways that perspectives are related to each other in the conferences. The results show that the teachers’ interactional role in the conversations was characterised by interactional dominance, while forms that had been filled out in preparation were used as tools that mediated student-teacher interaction and dominated the conferences semantically. Results pertaining to dominance and perspectivisation are further presented in terms of: perspective elicitation in the conversations; validation of the student perspective; playing down of asymmetry; and the ways that verticality between perspectives is established. It is concluded that when using guidelines involving self-assessment in a routine way as an agenda, the conferences acquires an educational and formative character rather than the open exploratory character prescribed in policy documents.

Communicative Interactions in Foreign Language Education: Contact Anxiety, Appraisal and Distance

Article

Mar 2018

Framed against a backdrop of complex intergroup dynamics and the legacies created for foreign language education, the current article tests three hypotheses which explore the efficacy of direct contact encounters between Japanese university students and ‘idealized’ native-speaker English teachers. As antecedents to positive language learning outcomes, attention is given to student self-reported measures of pre-contact and post-contact anxiety, student appraisals of teacher desirability, and perceptions of distance between student and teacher. Drawn from 132 in- dividual contact encounters experienced by 22 students, the data indicates that significant dif- ferences between pre-contact and post-contact measures were only observable in relation to students' self-reported feelings of anxiety. Moreover, while more localized assessments were found to be significant in relation to teacher appraisals and perceptions of distance, these were limited to either pre-contact or post-contact measures. The outcomes are discussed in relation to the teaching of English as Foreign Language (EFL), the role of social interaction between student and teacher, and the significance of culture.

Mindful Place-Based Education: Mapping the Literature

Article

Jun 2017

Stephen Anthony Deringer

Place-based education and mindfulness are not new concepts, but the idea of combining the two bodies of work to explore what mindful place-based education might look like may provide a useful new perspective. The purpose of the literature review is to take place-based pedagogical methods and examine how mindfulness might influence the experience of educators engaged in place-based teaching. In this literature review, I examine the constructs of place-based education and sociocognitive mindfulness with special attention to literature that offers insight about possible overlap between the two constructs. I examine methodological choices and findings of foundational research describing both constructs. This literature review found that place-based education and mindfulness are closely linked, and that a mindful place-based pedagogy may help teachers and students experience place in a deeper way and think more critically about the societal norms and power structures that surround them. Outdoor educators should use mindful place-based education to help deepen student and teacher experiences of place with the intent of encouraging students to critically examine power structures and strive for deeper learning experiences.

The Basic Values of Humanity in an Indonesian Language Textbook used in Junior High Schools

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