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PENINGKATAN KOMPETENSI MENULIS CERITA PENDEK MELALUI TEKNIK TRANSFORMASI TEKS PUISI DAN CO-CREATIVE WRITING Hartono Hartono; Suroso Suroso; Dwi Budiyanto
LITERA Vol 20, No 1: LITERA MARET 2021
Publisher : Faculty of Languages and Arts, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/ltr.v20i1.35224

Menulis kreatif merupakan keterampilan yang dapat berkontribusi bagi pengembangan kemampuan berbahasa. Penelitian ini bertujuan untuk meningkatkan kompetensi mahasiswa dalam menulis cerita pendek melalui teknik transformasi teks puisi dan co-creative writing. Penelitian ini melibatkan 18 orang mahasiswa Jurusan Pendidikan Bahasa dan Sastra Indonesia Fakultas Bahasa dan Seni Universitas Negeri Yogyakarta sebagai subjek penelitian dan seorang dosen pengampu mata kuliah Menulis Sastra sebagai kolaborator peneliti. Jenis penelitian ini merupakan penelitian tindakan kelas dengan menerapkan dua siklus dengan lima kali pertemuan selama pengambilan data penelitian. Pengumpulan data dilakukan melalui teknik observasi, wawancara, dan penyebaran kuisioner untuk kemudian dilakukan kondensasi data, penyajian data, dan penarikan kesimpulan dari data kualitatif yang diperoleh. Kemampuan mahasiswa dalam menulis cerita pendek diperoleh melalui tes menulis cerita pendek yang kemudian dianalisis secara deskriptif kuantitatif. Berdasarkan analisis, diperoleh kesimpulan sebagai berikut. Pertama, penerapan teknik transformasi teks puisi dan co-creative writing dapat meningkatkan efikasi diri mahasiswa, mengembangkan kesadaran kolaborasi dalam menulis cerita pendek, dan membangun suasana perkuliahan menulis sastra yang aktif dan dinamis. Kedua, peningkatan skor rerata setiap aspek kompetensi menulis cerita pendek dari siklus ke siklus memperlihatkan bahwa penerapan teknik transformasi teks puisi dan co-creative writing dapat meningkatkan kompetensi menulis cerita pendek di kalangan mahasiswa. Teknik ini terutama sangat membantu dalam mengembangkan kemampuan untuk menggali ide dan imajinasi penulisan cerita pendek. Mahasiswa menjadi terlatih untuk melakukan ekspansi cerita, modifikasi dan variasi, atau konversi cerita.Kata kunci: menulis kreatif, transformasi teks puisi, efikasi diri, menulis kolaboratifINCREASING COMPETENCE OF SHORT STORIES WRITING THROUGH POETRY TEXT TRANSFORMATION AND CO-CREATIVE WRITING TECHNIQUESAbstract Creative writing is a skill that is expected to contribute to the development of language skills. This study aimed to improve students' competence in writing short stories through poetry texts transformation and co-creative writing techniques. The study involved 18 students of the Department of Language and Literature Education, Faculty of Language and Arts, Yogyakarta State University as research subjects and a lecturer who teaches Literature as a research collaborator. The study was a classroom action research by applying two cycles with five meetings during the research data collection. Data collection was carried out through observation, interviews, and filling out questionnaires followed by data condensation, data display, and drawing conclusions from the qualitative data obtained. Students' ability in writing short stories was obtained through a short story writing test which was then analyzed using descriptive quantitative analysis. The following research results were obtained. First, the application of poetry texts transformation and co-creative writing techniques increased student self-efficacy, developed collaborative awareness in writing short stories, and built an active and dynamic literary writing lecture atmosphere. Second, the increase in the mean score of each aspect of competency in writing short stories from cycle to cycle showed that the application of the poetry texts transformation and co-creative writing techniques improved the competence of writing short stories among students. This technique was especially helpful in developing the ability to explore ideas and imagination in writing short stories. Students became trained to do story expansion, modification, and variation, or story conversion.Keywords: creative writing, poetry texts transformation, self-efficacy, collaborative writing

Keefektifan Model PBL dan PjBL Ditinjau dari Prestasi, Kemampuan Berpikir Kritis, dan Motivasi Belajar Matematika Siswa SMP Esti Rahayu; Hartono Hartono
PYTHAGORAS Jurnal Pendidikan Matematika Vol 11, No 1: June 2016
Publisher : Department of Mathematics Education, Faculty of Mathematics and Natural Sciences, UNY

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/pg.v11i1.9629

Penelitian ini bertujuan untuk mendeskripsikan dan membandingkan keefektifan antara model PBL setting GI dan PjBL setting GI ditinjau dari prestasi belajar, kemampuan berpikir kritis, dan motivasi belajar matematika siswa SMP. Penelitian ini merupakan penelitian eksperimen semu dengan pretest-posttest nonequivalent group design. Populasi penelitian ini adalah seluruh siswa kelas VIII SMPN 3 Pengadegan Kabupaten Purbalingga, sedangkan sampel yang diperoleh melalui pemilihan secara acak yaitu siswa kelas VIII C dan VIII B. Instrumen yang digunakan adalah tes prestasi belajar, tes kemampuan berpikir kritis, dan angket motivasi belajar matematika. Data dianalisis secara univariat dengan statistik uji one sample t-test untuk mengetahui keefektifan model pembelajaran, sedangkan data dianalisis secara multivariat dengan statistik uji two group MANOVA untuk membandingkan keefektifan model pembelajaran. Setiap analisis menggunakan taraf signifikansi 5%. Hasil penelitian menunjukan bahwa model PBL setting GI dan PjBL setting GI efektif dan tidak ada perbedaan keefektifan antara kedua model pembelajaran ditinjau dari prestasi belajar, kemampuan berpikir kritis, dan motivasi belajar matematika.Kata Kunci: model PBL setting GI, model PjBL setting GI, prestasi belajar, kemampuan berpikir kritis, dan motivasi belajar. The Effectiveness of PBL and PjBL Models in Term of Achievement, Critical Thinking Skills, and Motivation in Mathematics Learning of SMP Students AbstractThis study aimed to describe and to compare the effectiveness of PBL model in the setting of GI and PjBL model in the setting of GI in term of learning achievement, critical thinking skills, and motivation in mathematics learning of SMP students. This study was a quasi-experimental research employing the pretest-posttest nonequivalent group design. The research population comprised all students in grade VIII of SMPN 3 Pengadegan Purbalingga. The Samples were students of class VIII C and D were selected randomly from the population.. The data collecting instruments were a test of learning achievement, a test of critical thinking skills, and a questionnaire of motivation in mathematics learning. The data were analyzed using the univariatetechnique with the one sample t-test to determine the effectiveness of learning models, while to compare the effectiveness of learning models, the data were analyzed using the multivariate technique with the two groups MANOVA. Each analysis was done at the significance level of 5%. The results of the study show that the PBL and PjBL models in the setting of GI is effective and there is no difference the effectiveness of the two models in term of learning achievement, critical thinking skills, and motivation in mathematics learning.Keywords: PBL model in the setting of GI, PjBL model in the setting of GI, learning achievement, critical thinking skills, and learning motivation.

Keefektifan Metode Pembelajaran Kooperatif Model STAD Ditinjau dari Prestasi dan Motivasi Belajar Siswa di Kelas VIII SMP Badrun Badrun; Hartono Hartono
PYTHAGORAS Jurnal Pendidikan Matematika Vol 8, No 2: December 2013
Publisher : Department of Mathematics Education, Faculty of Mathematics and Natural Sciences, UNY

Penelitian ini bertujuan untuk mengungkapkan (1) keefektifan pembelajaran kooperatif model STAD (2) keefektifan pembelajaran konvensional ditinjau dari prestasi dan motivasi belajar siswa, serta (3) perbandingan keefektifan pembelajaran kooperatif model STAD dengan pembelajaran konvensional ditinjau dari peningkatan prestasi dan motivasi belajar siswa. Penelitian ini dilaksanakan di SMP Negeri 4 Gamping, Sleman, Yogyakarta. Populasi penelitian ini adalah 215 siswa kelas VIII semester genap tahun pelajaran 2012/2013. Sampel penelitian ini adalah 36 siswa kelas VIII E sebagai kelompok eksperimen dan 35 siswa kelas VIII C sebagai kelompok kontrol. Data dianalisis dengan uji manova, one sample t-test, dan independent sample t-test. Hasil penelitian menunjukkan bahwa: (1) pembelajaran kooperatif model STAD efektif ditinjau dari prestasi dan motivasi belajar siswa,(2) pembelajaran konvensional tidak efektif ditinjau dari prestasi tetapi efektif ditinjau dari motivasi belajar siswa, dan (3) pembelajaran kooperatif model STAD lebih efektif dibandingkan pembelajaran konvensional ditinjau dari peningkatan prestasi belajar siswa tetapi tidak lebih efektif ditinjau dari peningkatan motivasi belajar.Kata Kunci: STAD, prestasi, motivasi belajar. The Effectiveness of the STAD Type Cooperative Learning Method and Motivation Viewed from Students’ Achievement in Class VIII SMP AbstractThis study aims to describe (1) the effectiveness of cooperative learning model of STAD, (2) the effectiveness of conventional teaching model, and (3) describe the comparison between the effective-ness of cooperative learning model of STAD and the conventional teaching model seen from the performance improvementin terms of students’ achievement and learning motivation. This research was conducted at SMP Negeri 4 Gamping, Sleman, Yogyakarta. The population is 215 year-eight students in their second semester in 2012/2013. A sample of 36 students of class VIII E as an experimental group and 35 students of class VIII C as control group. Data were analyzed using the manova test, one sample t-test, and independent sample t-test. The results show that: (1) the STAD type cooperative learning model effective in terms of students’ achievement and learning motivation, (2) the conventional teaching is not effective in terms of students’ achievement but is effektif in terms of students’ learning motivation, and (3) the STAD type cooperative learning model is more effective than the conventional teaching in terms of improved students’ learning and achievement but it is not more effective in terms of increasing the motivation.Keywords: STAD, achievement, learning motivation.

Pengembangan perangkat pembelajaran matematika dengan pendekatan PBL berorientasi pada kemampuan berpikir kreatif dan self-efficacy Lisda Fitriana Masitoh; Hatono Hartono
Pythagoras: Jurnal Matematika dan Pendidikan Matematika Vol 12, No 2: December 2017
Publisher : Department of Mathematics Education, Faculty of Mathematics and Natural Sciences, UNY

Penelitian ini bertujuan untuk menghasilkan perangkat pembelajaran matematika dengan pendekatan Problem Based Learning (PBL) berorientasi pada kemampuan berpikir kreatif dan self-efficacy matematika siswa SMP yang layak. Penelitian ini termasuk dalam jenis penelitian dan pengembangan. Model pengembangan diadaptasi dari model pengembangan Borg Gall. Subjek penelitian adalah 32 siswa kelas VII-3 SMP N 5 Yogyakarta. Instrumen penelitian yang digunakan adalah lembar validasi, angket penilaian guru, angket penilaian siswa, lembar observasi keterlaksanaan pembelajaran, tes prestasi belajar materi transformasi, tes prestasi belajar materi statistika dan peluang, tes berpikir kreatif materi transformasi, tes berpikir kreatif materi statistika dan peluang serta angket self-efficacy matematika. Penelitian ini menghasilkan perangkat pembelajaran matematika yang terdiri dari 7 RPP dan 25 LKS untuk siswa SMP kelas VII semester genap. Hasil penelitian menunjukkan bahwa perangkat pembelajaran layak digunakan karena memenuhi kriteria valid, praktis dan efektif ditinjau dari kemampuan berpikir kreatif dan self-efficacy matematika siswa. Developing Mathematics Instructional Materials Using Pbl Approach Oriented to Creative Thinking Ability and Self-Efficacy AbstractThis study aimed to produce the mathematics instructional materials using Problem Based Learning (PBL) approach oriented to creative thinking ability and mathematics self-efficacy of Junior High School students which is proper to use. This study is categorized as research and development. Development model of instructional materials in this study was adapted from Borg Gall development model. The subjects of this research were 32 students of class VII-3 SMP N 5 Yogyakarta. The research instruments were validation sheets, questionnaire assessment for teachers, questionnaire assessment for students, learning implemented observation sheets, achievement test of material transformation, achievement test of material statistics and probabilty, creative thinking test of material transformation, creative thinking test of material statistics and probabilty and mathematics self-efficacy questionnaire. This research resulted in mathematics instructional materials that consist of 7 lesson plans and 25 student worksheets for Junior High School students of class VII even semester. The result shows that the instructional materials proper to use because the instructional materials are valid, practical and effective in terms of student’s creative thinking ability and mathematics self-efficacy.

Analisis kemampuan menyelesaikan soal HOTS model TIMSS dan kepercayaan diri siswa sekolah menengah pertama Gity Wulang Mandini; Hartono Hartono
Pythagoras: Jurnal Matematika dan Pendidikan Matematika Vol 13, No 2: December 2018
Publisher : Department of Mathematics Education, Faculty of Mathematics and Natural Sciences, UNY

Penelitian ini bertujuan menganalisis kemampuan siswa SMP di Kabupaten Wonosobo dalam menyelesaikan soal HOTS model TIMSS dan mendeskripsikan kepercayaan diri siswa SMP di Kabupaten Wonosobo. Penelitian ini termasuk penelitian survei. Populasi penelitian adalah seluruh siswa kelas VIII SMP di Kabupaten Wonosobo pada tahun pelajaran 2016/2017. Pengambilan sampel menggunakan metode stratified proportional random sampling dan diperoleh 99 siswa sebagai sampel yang terbagi dalam 4 sekolah, yaitu 1 sekolah kategori tinggi, 2 sekolah kategori sedang, dan 1 sekolah kategori rendah. Hasil penelitian menunjukkan kemampuan menyelesaikan soal HOTS model TIMSS siswa SMP Kabupaten Wonosobo dalam kategori sedang (85,9%). Selanjutnya dilihat untuk masing-masing indikator dari soal HOTS model TIMSS, indikator memadukan/ mensintesis, menganalisis, memberikan alasan, dan menyelesaikan masalah non-rutin berada pada kategori sedang, hanya terdapat 1 indikator yang berada pada kategori rendah yaitu menggeneralisasi. Sedangkan untuk kepercayaan diri siswa SMP di Kabupaten Wonosobo berada pada kategori sedang (56,6%). Bila dilihat untuk masing-masing aspek, bahwa aspek keyakinan akan kemampuan diri, optimis, objektif, dan bertanggung jawab berada pada kategori sedang, untuk aspek rasional dan realistis berada pada kategori rendah An analysis of junior high school students’ability in solving HOTS model TIMSS and self-confidence AbstractThe purpose of this study were to analyze the ability of junior high school students in Wonosobo to solve the HOTS model TIMSS problem and to describe the self-confidence of junior high school students in Wonosobo. This study was a survey. The population was all 8th grade of Wonosobo Junior High School in the academic year 2016/2017. Sampling used was stratified proportional random sampling method. The samples consisted of 99 students from 4 representative schools, namely 1 school for high category, 2 schools for medium cateogry, and 1school for low category. The results showed that the ability to solve the HOTS model TIMSS problem of junior high school students in Wonosobo was in the medium category (85.9%). Furthermore, for each indicator of HOTS model TIMSS problem, found that indicators integrate/ synthesize, analyze, justify, and solve non-routine problems were in medium category, there was only 1 indicator that in low category that is generalization. As for self-confidence of junior high school students in Wonosobo was in medium category (56.6%). When viewed from each aspects, aspect of belief in self-ability, optimist, objective, and responsible were in medium category, aspect of rational and realisticis was in low category.

Pengembangan pembelajaran penemuan terbimbing untuk meningkatkan berpikir kritis dan motivasi belajar geometri di SMP Siti Nuriyatin; Hartono Hartono
Pythagoras: Jurnal Matematika dan Pendidikan Matematika Vol 11, No 2: December 2016
Publisher : Department of Mathematics Education, Faculty of Mathematics and Natural Sciences, UNY

Penelitian ini bertujuan untuk mengembangkan perangkat pembelajaran berbasis penemuan terbimbing untuk meningkatkan kemampuan berpikir kritis dan motivasi belajar matematika pada bangun ruang di SMP. Perangkat yang dikembangkan meliputi silabus, 3 RPP, 8 handout, 8 LKS, 1 perangkat tes ketercapain pada bangun ruang sisi datar; serta silabus, 3 RPP, 2 handout, 4 LKS, 1 perangkat tes ketercapaian kompetensi pada bangun ruang sisi lengkung. Penelitian ini adalah penelitian pengembangan (research development) dengan menggunakan model pengembangan 4D yaitu define, design, development, dan disseminate. Kevalidan perangkat ditinjau dari penilaian para ahli, kepraktisan ditinjau dari penilaian guru, penilaian peserta didik, dan observasi keterlaksanaan pembelajaran. Keefektifan ditinjau dari tes ketercapaian kompetensi, tes kemampuan berpikir kritis, dan motivasi belajar matematika peserta didik. Hasil penelitian menunjukkan bahwa perangkat pembelajaran yang dikembangkan valid, praktis, dan efektif.Kata kunci: pengembangan, perangkat pembelajaran, penemuan terbimbing, berpikir kritis, motivasi belajar matematika Developing of guided inquiry-based learning to increase critical thinking and motivation to learn on geometry in junior high school AbstractThis research is aimed to describe the development phase of guided inquiry-based learning package to increase critical thinking ablity and motivation to learn mathematics on solid figures and describe the quality of the developed product. The learning package consist of syllabus, 3 lesson plans, 8 handouts, 8 student work sheets, a competency achievement test on plane solid figure; and syllabus, 3 lesson plans, 2 handouts, 4 student work sheets, a competency achievement test on curve solid figure. This research is a developmental research study. The model of the instructional package in this research was adapted from 4-D development model. It consisted of five phases: define, design, develop, dan disseminate. The result of validation by expert jugdement shows that the kit that is developed is of valid category for each learning kit that has been developed. The aspects of practicality was of very practice category as seen from the evaluation by the teachers, evaluation by the students, and implementation of the learning. The aspect of effectiveness could be reached from the competency achievement test results, critical thinking ability test results, and the results of questionnaires of student’s motivation to learn mathematics. The result of this research is an instructional package component on solid figures is valid, practical, and effective.Keywords: development, instructional package, guided inquiry, critical thinking, motivation to learn mathematics

Keefektifan Model STAD dan Direct Learning Berdasarkan Prestasi dan Minat Belajar Matematika Materi Kesebangunan Bangun Datar Ismanto Ismanto; Hartono Hartono
PYTHAGORAS Jurnal Pendidikan Matematika Vol 9, No 2: December 2014
Publisher : Department of Mathematics Education, Faculty of Mathematics and Natural Sciences, UNY

Penelitian ini bertujuan untuk: (1) mendeskripsikan keefektifan pembelajaran kooperatif model Student Teams Achievement Division (STAD) dengan pembelajaran langsung (direct learning) pada materi kesebangunan bangun datar ditinjau dari prestasi dan minat belajar, (2) membandingkan keefektifan antara pembelajaran kooperatif model STAD dan direct learning. Penelitian ini merupakan penelitian eksperimen semu. Populasi penelitian terdiri dari empat kelas, sedangkan sampel terdiri dari dua kelas yang dipilih secara acak dengan siswa sebanyak 64 siswa. Instrumen penelitian adalah instrumen tes prestasi dan angket minat belajar. Analisis data (statistik inferensial) meliputi: (1) uji t one sample, (2) analisis multivariat dengan Hotelling’s Trace, dan (3) uji lanjut dengan Equal Variances assumed dengan taraf signifikansi 5%. Hasil penelitian menunjukkan bahwa: (1) pembelajaran model STAD dan direct learning efektif ditinjau dari prestasi dan minat belajar matematika siswa dan (2) pembelajaran model STAD lebih efektif daripada direct learning ditinjau dari minat belajar matematika siswa, tetapi tidak lebih efektif bila ditinjau dari prestasi belajar matematika siswa.Kata kunci: Student Teams Achievement Division (STAD), pembelajaran langsung (direct learning), prestasi, dan minat belajar matematika siswa. The Effectiveness of the STAD and Direct Learning Models in Terms of Learning Achievement and Interest in Mathematics for Topic of Plane Figure Similarity AbstractThe aims of this research were to describe the effectiveness of the Student Teams Achievement Division (STAD) cooperative learning model and direct learning in mathematics learning for topic of plane figure similarity in terms of learning achievement and interest in mathematics and compare both of them. This was a quasi-experimental study. The research population comprised four classes. The research sample consisted of two classes, which were randomly selected. The research instruments were an achievement test and a learning interest questionnaire. The data analysis included: (1) one sample t-test, (2) multivariate analysis using Hotelling’s Trace, and (3) a post hoc test using Equal Variances Assumed with significance level of 5%. The results of the study showed that: (1) the STAD and direct learning models were effective in terms of the students’ mathematics learning achievement and interest and (2) the STAD learning model is more effective than direct learning model in terms of the students’ mathematics learning interest, but it wasn’t as effective based on the students’ mathematics learning achievement. Keywords: STAD learning model, direct learning, students’ mathematics learning achievement and interest

Nilai Perjuangan dalam Novel Arus Balik Karya Pramoedya Ananta Toer Sabjan Badio; Burhan Nurgiyantoro; Hartono Hartono
Indonesian Language Education and Literature Vol 5, No 1 (2019)
Publisher : Jurusan Tadris Bahasa Indonesia

This study aims to describe the struggle of the character in the novel Arus Balik. The method used is the content analysis method. Data is obtained by reading and recording techniques. Data were analyzed with qualitative descriptive analysis techniques through data comparison, categorization, data presentation, and inference. The results showed that the struggle of the character in the Arus Balik novel by Pramoedya Ananta Toer consisted of heroism (28%), nationalism (33%), never giving up (25%), kinship (9%), and selflessness (5%). The value of the struggle for heroism consists of being wary of the enemy, defending the people, defending the truth, selflessness, daring to die, being responsible, and commanding authority. The value of nationalism consists of love for the flag itself, loyal to the leader, thinking about the safety of the country, supporting the struggle to defend the country, and participating in defending the country. The value of the unyielding struggle consists of fighting to the death and believing in your abilities. Meanwhile, the value of selfless struggle consists in overcoming not expecting respect and not expecting office.Penelitian ini bertujuan mendeskripsikan perjuangan tokoh dalam novel Arus Balik dengan metode analisis isi. Data diperoleh dengan teknik membaca dan mencatat. Data dianalisis dengan teknik analisis deskriptif kualitatif melalui perbandingan antardata, kategorisasi, penyajian data, dan inferensi. Hasil penelitian menunjukkan perjuangan tokoh dalam novel Arus Balik karya Pramoedya Ananta Toer terdiri atas heroisme (28%), nasionalisme (33%), pantang menyerah (25%), kekeluargaan (9%), dan tanpa pamrih (5%). Nilai perjuangan heroisme terdiri atas waspada terhadap musuh, membela rakyat, membela kebenaran, tidak mementingkan diri sendiri, berani mati, bertanggung jawab, serta berwibawa memimpin pasukan. Nilai nasionalisme terdiri atas cinta pada bendera sendiri, setia pada pemimpin, memikirkan keselamatan negara, mendukung perjuangan bela negara, serta ikut serta membela negara. Nilai perjuangan pantang menyerah terdiri atas melawan sampai mati dan percaya kepada kemampuan sendiri. Sementara itu, nilai perjuangan tanpa pamrih terdiri atas tidak mengharapkan penghormatan dan tidak mengharapkan jabatan.

KEEFEKTIFAN MODEL PEMBELAJARAN ISK DAN DI DITINJAU DARI MOTIVASI, SIKAP, DAN KEMAMPUAN KOMUNIKASI MATEMATIS Djuwita Amin Mahmud; Hartono Hartono
Jurnal Riset Pendidikan Matematika Vol 1, No 2: November 2014
Publisher : Program Studi Pendidikan Matematika Program Pascasarjan Universitas Negeri Yogyakarta

Penelitian ini bertujuan untuk mendeskripsikan keefektifan dan perbedaan keefektifan model pembelajaran interaktif setting kooperatif dengan direct instruction ditinjau dari motivasi belajar, sikap, dan kemampuan komunikasi matematis. Populasi penelitian ini adalah siswa kelas X SMA Negeri 3 Ternate yang terdiri dari 5 kelas. Dari populasi yang ada diambil secara acak dua kelas yaitu kelas X-1 dan X-3 sebagai sampel penelitian. Kelas X-1 diberi treatment dengan model pembelajaran interaktif setting kooperatif, sedangkan kelas X-3 dengan model direct instruction. Data penelitian dianalisis dengan statistik uji one sampel t-test, uji MANOVA dengan T2 Hotelling’s pada taraf signifikan 0,05 dan uji univariat untuk menentukan model mana yang lebih efektif. Hasil penelitian menunjukkan bahwa: (1) pembelajaran matematika dengan model pembelajaran interaktif setting kooperatif efektif ditinjau dari motivasi belajar, sikap, dan komunikasi matematis sedangkan pada model pembelajaran direct instruction efektif ditinjau dari motivasi belajar dan sikap belajar siswa tetapi tidak efektif ditinjau dari komunikasi matematis; (2) terdapat perbedaan keefektifan antara model pembelajaran interaktif setting kooperatif dengan direct instruction. Model pembelajaran interaktif setting kooperatif lebih efektif daripada model direct instruction ditinjau dari motivasi belajar, sikap, dan kemampuan komunikasi matematis siswa kelas X SMA Negeri 3 Ternate. Kata Kunci: Model pembelajaran interaktif setting kooperatif, direct instruction, motivasi belajar, sikap, dan kemampuan komunikasi matematis.

Bentuk dan karakteristik Fiksimini di platform sosial media Twitter dan Instagram Dwi Budiyanto; Hartono Hartono; Suroso Suroso
LITERA Vol 21, No 2: LITERA (JULY 2022)
Publisher : Faculty of Languages, Arts, and Culture Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/ltr.v21i2.43349

Fiksimini merupakan genre yang sedang marak dan berkembang di platform sosial media. Kehadirannya diminati anak-anak muda pengguna sosial media sekaligus mulai dimanfaatkan dalam pengajaran bahasa berbasis sastra. Penelitian ini bertujuan untuk mendeskripsikan bentuk-bentuk fiksimini di platform linimasa Twitter dan Instagram. Data penelitian diperoleh dari akun Twitter @fiksimini (79 buah) dan akun Instagram @instafiksi (40 buah) yang terbit sepanjang Februari-Desember 2019. Data selanjutnya dianalisis secara kualitatif. Hasil penelitian sebagai berikut. Pertama, bentuk fiksimini sangat ditentukan oleh platform linimasa yang digunakan sebagai ruang berkarya. Karakteristik khas tersebut adalah daya tampung teks dan dominasi aspek visual media. Kedua, secara spesifik karakteristik fiksimini adalah (1) Fiksimini mengalami penyingkatan isi (condensation), bahkan hiperkondensasi pada fiksimini di Twitter; (2) Fiksimini mengalami pemadatan (compression) pada unsur-unsur pembangun ceritanya, bahkan fiksimini di Twitter cenderung mengalami hiper-kompresi (hyper-compression); (3) Fiksimini diawali dengan kalimat aktif yang pendek, konflik yang tersamar (implisit), dan menampilkan alur cerita yang dipelintir (plot twist) untuk menciptakan efek kejut dalam diri pembaca; (4) Fiksimini, terutama di Instagram, sangat mengedepankan aspek visual; dan (5) Tema fiksimini sangat beragam, terbuka, dan luas. Keragaman topik fiksimini di Instagram memperlihatkan kecenderungan pengarang untuk menyesuaikan diri dengan target pembaca (target readers).Kata kunci: fiksimini, instafiksi, flashfiction, sastra siberThe forms and characteristics of mini fictions on Twitter and InstagramAbstractFlash fiction is a genre that is increasingly prevalent on social media platforms. These mini fiction have attracted the interest of young people who use social media, as well as being used in literature-based language teaching. This study aims to describe flash fiction forms on the Twitter and Instagram timeline platforms. The research data was obtained from the Twitter account @fiksimini (79 pieces) and Instagram account @instafiksi (40 pieces) which were published during February-December 2019. The data were then analyzed qualitatively. Based on the data analysis, the following results were obtained. First, the form of flash fiction is largely determined by the timeline platform that is used as a workspace. The distinctive characteristics of this flash fiction’s form are the capacity of the text and the dominance of the visual aspects of the media. Second, flash fiction has specific characteristics as follows (1) Flash fiction experiences condensation, and especially on Twitter, this condensation is even stronger (hyper-condensation); (2) Flash fiction experiences compaction (compression) of the building blocks of its story, and on Twitter, flash fiction tends to experience hyper-compression; (3) flash fiction begins with a short active sentence, disguised or implicit conflict, and presents a twisted storyline to create a shocking effect for the reader;(4) Flash fiction, especially on Instagram, puts great emphasis on the visual aspect; and (5) The themes of flash fiction are divergent, open and broad. The variety of flash fiction's topics on Instagram shows the author's tendency to adjust to the target audience.Keywords: fiksimini, instafiction, flash fiction, cyber literature

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