Archipelago Educators Meeting XIII
This learning is an implementation of student-centered learning. The learning steps used are WASKITHA syntax. The main goal of WASKITHA learning is to arouse student motivation to want to, like, and feel good benefits from the learning they experience. The use of IT in learning is realized by using the Canva application. The role of students in learning activities based on interests, namely making a cover design, story illustration, and story writer.
This special experience started from learning Javanese in class 7, with the material of writing fairy tales. The students in my class lack confidence in terms of writing competence or what they say is composing.
The results of the diagnostic assessment show, that: (1) Not all students receive Javanese language learning at elementary school level, (2) The cultural backgrounds of students are diverse (Madura, Using, Java, outside Java). The prerequisite abilities are not yet possessed by the majority of students. This is the challenge for me.
The learning approach I chose is “WASKITHA.” One approach to learning Javanese was formulated by Mr Supono, S.Pd (Javanese Language MGMP Advisor, Kab. Banyuwangi). The main goal of WASKITHA learning is to arouse student motivation to want to, like, and feel good benefits from the learning they experience.
First, I invite students to form groups independently, consisting of five or six people. I gave each group a Canva link to collaborate on writing fairy tales. For example, one link consists of five screens (group consisting of five students). First page for the fairy tale cover (design cover). Second page, third, fourth for the content of the fairy tale, fifth for the fairy tale mandate (writer). The names of group members can be written on the cover page, or add one last page. Each member chooses one screen according to their interests. As the agreed deadline approaches, are there any of them who insist on limiting themselves to their duties?, do not want to know about their own group assignments that have not been completed, or they invite their group friends, take the role of solving together.
Reflection on the implementation of Javanese language learning : (1) said he was very happy 11%, (2) expressed happiness 52%, (3) said it was normal 33%, (4) expressed displeasure 4%.
This learning is an implementation of student-centered learning. The learning steps used are WASKITHA syntax. The main goal of WASKITHA learning is to arouse student motivation to want to, like, and feel good benefits from the learning they experience. The use of IT in learning is realized by using the Canva application. The role of students in learning activities based on interests, namely making a cover design, story illustration, and story writer.
This special experience started from learning Javanese in class 7, with the material of writing fairy tales. The students in my class lack confidence in terms of writing competence or what they say is composing.
The results of the diagnostic assessment show, that: (1) Not all students receive Javanese language learning at elementary school level, (2) The cultural backgrounds of students are diverse (Madura, Using, Java, outside Java). The prerequisite abilities are not yet possessed by the majority of students. This is the challenge for me.
The learning approach I chose is “WASKITHA.” One approach to learning Javanese was formulated by Mr Supono, S.Pd (Javanese Language MGMP Advisor, Kab. Banyuwangi). The main goal of WASKITHA learning is to arouse student motivation to want to, like, and feel good benefits from the learning they experience.
First, I invite students to form groups independently, consisting of five or six people. I gave each group a Canva link to collaborate on writing fairy tales. For example, one link consists of five screens (group consisting of five students). First page for the fairy tale cover (design cover). Second page, third, fourth for the content of the fairy tale, fifth for the fairy tale mandate (writer). The names of group members can be written on the cover page, or add one last page. Each member chooses one screen according to their interests. As the agreed deadline approaches, are there any of them who insist on limiting themselves to their duties?, do not want to know about their own group assignments that have not been completed, or they invite their group friends, take the role of solving together.
Reflection on the implementation of Javanese language learning : (1) said he was very happy 11%, (2) expressed happiness 52%, (3) said it was normal 33%, (4) expressed displeasure 4%.
Good practice before revised
Good practice elaboration
This special experience started from learning Javanese in class 7, with the material of writing fairy tales. The students in my class lack confidence in terms of writing competence or what they say is composing.
The results of the diagnostic assessment show, that: (1) Not all students receive Javanese language learning at elementary school level, (2) The cultural backgrounds of students are diverse (Madura, Using, Java, outside Java). The prerequisite abilities are not yet possessed by the majority of students. This is the challenge for me.
The learning approach I chose is “WASKITHA.” One approach to learning Javanese was formulated by Mr Supono, S.Pd (Javanese Language MGMP Advisor, Kab. Banyuwangi). The main goal of WASKITHA learning is to arouse student motivation to want to, like, and feel good benefits from the learning they experience.
First, I invite students to form groups independently, consisting of five or six people. I gave each group a Canva link to collaborate on writing fairy tales. For example, one link consists of five screens (group consisting of five students). First page for the fairy tale cover (design cover). Second page, third, fourth for the content of the fairy tale, fifth for the fairy tale mandate (writer). The names of group members can be written on the cover page, or add one last page. Each member chooses one screen according to their interests. As the agreed deadline approaches, are there any of them who insist on limiting themselves to their duties?, do not want to know about their own group assignments that have not been completed, or they invite their group friends, take the role of solving together.
Reflection on the implementation of Javanese language learning : (1) said he was very happy 11%, (2) expressed happiness 52%, (3) said it was normal 33%, (4) expressed displeasure 4%.
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