The Development of Digital Textbooks 来学汉语lái xué Hànyǔ based on the 2013 Curriculum Cross-Major Courses of Mandarin for the Tenth Graders

Asmania Rizki Nurjannah Sulistyo, Maria Mintowati, Suyatno Suyatno

Abstract


Based on the observations of the use of textbooks in teach Mandarin, the identification sheet of students' needs and the results of interviews with Mandarin teachers found several problems. Among them, the majority of teachers still use imported textbooks from China, the contents of textbooks that do not reflect Indonesian culture and are not in accordance with the 2013 Curriculum, have not been sufficient to provide exercises for the practice of language skills, the order of material that has not been arranged in accordance with the rules for the preparation of textbooks, the number of textbooks available is limited, the condition of textbooks whose time has expired, and the learning process is less active and teacher-centered. This study aimed to examine the process of developing Mandarin digital textbooks in terms of the quality, effectiveness and practicality of 2013 curriculum-based digital textbooks in across-major courses of Mandarin for tenth graders. This development research uses Sugiyono's development model. This development research was carried out on the class X IPA 4 SMA Dharma Wanita Surabaya. The results of the validation of Mandarin textbook material are 89%, the results of the validation are 87%, the results of the language validation are 85%, and the results of the validation are 92%. All validation results are in the "very strong" category. The results of observations of student and teacher activities are 89% for student activities and 87% for teacher activities. The t-significance calculation uses a 95% confidence level or a 5% significance level and a t-significance result of 24, 11. This indicates that there are significant differences between the pre-test and post-test scores. It is said that Mandarin textbooks are effective for use

Keywords


Mandarin Language; Digital Textbooks; 2013 Curriculum; Sugiyono’s Development;

References


Arikunto, Suharsimi. (2010). Metodologi Penelitian. Jakarta: Rineka Cipta.

A.R., Syamsuddin dan Vismaia S. Damaianti. (2011). Metodologi Penelitian Pendidikan Bahasa. Bandung: Remaja Rosdakarya.

Aydin, N., & Yilmaz, A. (2010). The effect of constructivist approach in chemistry education on students' higher order cognitive skills. Journal of Education, Volume 39, pp. 57-68

Bagarukayo, E. (2012). The Impact of learning driven constructs on the perceived higher ordercognitive skills improvement: Multimedia vs. text. International Journal of Education and Development using Information and Communication Technology, Volume 8, pp. 120-130

BSNP. (2016). Kompetensi Inti dan Kompetensi Dasar.

Darmawan, Deni. (2016). Pengembangan E-Learning : Teori dan Desain. Bandung: Remaja Rosdakarya.

Emzir. 2012. Analisis Data: Metodologi Penelitian Kualitatif. Jakarta: Rajawali Press.

Gilligan, M.E. (2007). Traditional versus alternative assessments: which type do high school teachers perceive as most effective in the assessment of higher order thinking skills? Retrieved from ProQuest Digital Dissertations. (AAT 3324163)

Gunawan, A. W. (2003). Genius Learning Strategy: Petunjuk Praktis untuk Menerapkan Accelerated Learning. Jakarta: Gramedia Pustaka Utama.

Johnson, E. B. (2002). Contextual Teaching and Learning: What It Is and Why It Is Here to Stay. California USA: Corwin Press. Inc.

King, F.J., Goodson, L., & Rohani, F. (2013). Higher order thinking skills. Diakses tanggal 23 Maret 2018 dari http://www.cala.fsu.edu/files/higher_order_thinking_skills.Pdf.

Kurniasih,Sani. (2014). Strategi – Strategi Pembelajaran. Alfabeta: Bandung

Lewy, Z dan Nyimar. (2009). Pengembangan Soal Untuk Mengukur Kemampuan Berpikir Tingkat Tinggi Pokok Bahasan Barisan Dan Deret Bilangan 35 Di Kelas IX Akselerasi SMP XAVERIUS MARIA PALEMBANG. Jurnal Pendidikan Matematika Vol. 3 No. 2. Palembang: UNSRI.

Nasution, S. (2009). Metode Research: Penelitian Ilmiah. Jakarta: Bumi Aksara.

Permendikbud. (2017). Pusat Penelitian Pendidikan Badan Penelitian dan Pengembangan Kementrian Pendidikan dan Keduyaan.

Prastowo, Andi. (2015). Panduan Kreatif Membuat Buku teks Inovatif. Jogjakarta: Diva Press.

Riduwan. (2012). Skala Pengukuran Variabel-Variabel Penelitian. Bandung: Alfabeta.

Roesminingsih dan Lamijan Hadi Susarno. (2011). Teori dan Praktek Pendidikan. Surabaya: Lembaga Pengkajian dan Pengembangan Ilmu Pendidikan.

Rosnawati, R. (19 Nopember 2013). Enam Tahapan Aktifitas dalam Pembelajaran Matematika untuk Memberdayagunakan Berfikir Tingkat Tinggi Siswa (Makalah). Diambil tanggal 23 Maret 2018 dari http://staff.uny.ac.id

Sugiyono. (2010). Metode Penelitian Pendidikan: Pendekatan Kuantitatif, Kualitatif dan R&D. Bandung: Alfabeta.

Suharto. (1988). Metodologi Penelitian Dalam Pendidikan Bahasa: Suatu Pengantar. Jakarta: Departemen Pendidikan dan Kebudayaan.

Sukmadinata, Nana Syaodih. (2009). Metode Penelitian Pendidikan. Bandung: Remaja Rosdakarya.

Sudjana, Nana dan Ibrahim. (2007). Penelitian dan Penilaian Pendidikan. Bandung: Sinar Baru Algensindo.

Tarigan, Hendry Guntur dan Djago Tarigan. (2009). Telaah Buku Teks Bahasa Indonesia. Bandung: Angkasa

Trianto. (2007). Model Pembelajaran Terpadu dalam Teori dan Praktek. Jakarta: Prestasi Pustaka Publisher

Zohar, A., & Dori, Y.J. (2003). Higher order thinking skills and low achieving students: Are they mutually exclusive. The Journal of The Learning Sciences, Volume 12, pp. 145-181

杨寄洲, (2003), « 汉语教程第一册 (上)», 北京: 北京语音大学出版社。




DOI: https://doi.org/10.29103/ijevs.v2i6.2704

Article Metrics

 Abstract Views : 65 times

Refbacks

  • There are currently no refbacks.


Copyright (c) 2020 Asmania Rizki Nurjannah Sulistyo, Maria Mintowati, Suyatno Suyatno


International Journal for Educational and Vocational Studies (IJEVS)

E-ISSN : 2684-6950