International Journal of Media and Information Literacy, 2020, 5(1)

How Worksheet Help Student to Create Pantun

Based on Cultural Literacy in Indonesia

Yudhi Bagastian
a Universitas Negeri Jakarta, Indonesia

E-mail addresses: yudhibagastian_9918821019@mhs.unj.ac.id (Yudhi Bagastian)

Abstract
Indonesia has many languages and cultures, which are spread throughout its territory. But
gradually, with the globalization of foreign cultures, it is easy to enter and more popular. Hance,
local cultures are forgotten. Previous studies focused on developing big book as media literacy to
improve reading skills. This study offers a conceptual model worksheet development as media
education in elementary school. This study aims to help elementary student to create pantun
based on cultural literacy in Indonesia trough contextual and whole language approach. This
media was developed to facilitate students to be able to make good guidance based on Indonesian
cultural literacy.
Keywords: worksheet, media education, media literacy, pantun , cultural literacy,
Indonesia, conceptual model.

1. Introduction
Indonesian primary school has bahasa Indonesia as subject matter. One of basic competence
of this subject matter is create pantun as literature in Indonesian culture. But, there is no teaching
and learning material that can help students to create pantun while also improving Indonesian
cultural literacy. The pantun’s literary arts include competence and abstract understanding of
elementary school students. While the elementary school student’s cognitive abilities are still at a
concrete operating stage (Huitt, W and Hummel, 2006). Based on the theory, it is understandable
that elementary school age students need tools or media to make it easier and help abstract concepts
became concrete, so elaborate students are easier. Media education through forming media literacy
and its components: media knowledge, media abilities and media attitudes can be realized in
teaching any language (Khlyzova, 2019).
Worksheet adalah salah satu alat yang dapat digunakan untuk mempermudah proes dan
tujuan pembelajaran. Dengan adanya worksheet diharapkan siswa dapat melaksanakan kegiatan
pembelajaran dan menuangkan ide-ide kreatifnya baik secara perorangan maupun kelompok,
mampu berpikir kritis dan menjalin kerjasama yang baik dengan anggota kelompok (jowita, v.,
2017).
Salah satu cara untuk dapat membantu siswa dalam memahami hingga mampu menciptakan
pantun dengan baik adalah melalui pendekatan kontekstual, teknik make a macth dan selecting
reading berbasis pada literasi budaya. Literasi budaya adalah cara memandang isu-isu sosial dan
budaya terutama isu-isu perubahan dan mobilitas (Segal, 2015). Melalui media yang berbasis pada
literasi budaya ini dapat menambah pengetahuan, pemahaman, serta penghayatan siswa untuk
dapat membuat pantun dengan baik.
Membuat pantun termasuk kemampuan menulis dalam berbahasa Indonesia. Pantun juga
telah menjadi bagian dari budaya Indonesia. Seni sastra ini mengandung nilai budaya dan khazanah
bangsa. Oleh karena itu, belajar menulis pantun akan lebih menarik jika berbasis pada literasi
budaya. Terkait dengan kemampuan literasi, Indonesia memiliki capaian literasi yang masih rendah
(Khotimah et al., 2018). Tingkat literasi Indonesia hanya berada pada rangking 64 dari 65 negara
yang disurvei. Literasi budaya merupakan kemampuan dalam memahami dan bersikap terhadap
kebudayaan Indonesia sebagai identitas bangsa (Hadiansyah et al., 2017). Berdasarkan pengertian
tersebut, literasi budaya sangat penting ditanamkan dan dipupuk warga Indonnesia, terlebih lagi
karena Indonesia adalah negara yang sangat majemuk dengan kekayaan dan keragaman budaya
yang sangat luar biasa.
Dari hasil pengamatan dan wawancara yang dilakukan peneliti di SDN Rawamangun 05 dan
 International Journal of Media and Information Literacy, 2020, 5(1)

SDS Laboratorium PGSD FIP UNJ ditemukan bahwa siswa-siswa sudah memahami apa itu pantun,
tetapi belum mampu membuat atau menulis pantun dengan baik. Setelah dilakukannya wawancara
dengan guru kelas, ternyata belum ada media atau bahan ajar yang digunakan untuk memfasilitasi
siswa guna dapat membuat pantun dengan baik. Selain itu, setelah dilakukannya observasi dan test
kepada siswa, ternyata literasi budaya pada siswa juga masih rendah.
Dalam membimbing siswa membuat pantun dibutuhkan proses keaktifan siswa, sehingga
kegiatan harus student center. Kesulitan yang dialami siswa dalam membuat pantun adalah pada
saat menentukan isi dan menentukan diksi untuk membentuk rima. Oleh karena itu, media yang
dibutuhkan untuk dapat memfasilitasi dan membantu kesulitan siswa adalah media yang multi
pendekatan, yaitu menggunakan pendekatan kontekstual dan whole language untuk mempermudah
menentukan tema dan isi pantun. Lalu juga menggunakan metode selecting reading dan make a
match untuk dapat memilih dan menentukan baris sampiran, isi, dan diksi yang menentukan rima.
Terdapat penelitian relevan yang sebelumnya menjelaskan langkah pembelajaran dilakukan
dengan menggabungkan dan menyisipkan nilai-nilai kearifan lokal sebagai sarana literasi budaya
dengan cara: (1) Apresiasi; (2) Menirukan lagu; (3) mengekspresikan lagu; (4) Mengidentifikasi dan
memahami makna nilai-nilai kearifan lokal; dan (5) Mengimplementasikan nilai-nilai kearifan local
(Desyandri, 2018). Selain itu ada juga penelitian yang menjelaskan bahwa LKPD dapat digunakan
sebagai bahan ajar untuk meningkatkan kualitas proses dan hasil pembelajaran menulis (Dini
Rahma Diani, Nurhayati, 2019).
Bahan ajar dan pendekatan pembelajaran yang digunakan di sekolah dasar saat ini belum
dikembangkan dengan maksimal, serta belum terintegrasi dan bebasis dengan literasi budaya. Studi
ini untuk mengisi gap permasalahan dalam memfasilitasi siswa di sekolah dasar untuk membuat
atau menulis pantun berbasis literasi budaya Indonesia. Maka, berdasarkan latar belakang tersebut,
penelitian ini akan mengembangkan model konseptual worksheet based on cultural literacy. The
novelty form of scientific works in this writing with other scientific works is in the development of
the media so that is not only direct and guiding students to create pantun, but it is also
implementing 21st century learning, there are pictures and many context about Indonesian culture ,
it also able to improve cultural literacy ‘s student. Based on description of the background above,
the basis for the formulation of the problem in this study is how the conceptual model of worksheet
help student to create pantun based on cultural literacy.
 International Journal of Media and Information Literacy, 2020, 5(1)

2. Materials and methods

Literature review is used as a material of this study, the theoretical, methodological and
practical of this media to write pantun in worksheet based on cultural literacy in Indonesia. In
the course of the study, to be able to collate and developing design conceptual models, descriptive-
analytical and design by research methods were used along with theoretical analysis and synthesis.
Untuk membangun usulan model, penelitian ini menggunakan tiga langkah utama yang
ditunjukkan pada Gambar

Langkah 1 : Eksplorasi

Langkah 2 : Analisis

Langkah 3 : Penyusunan Model

Gambar Langkah-Langkah Penyusunan Model Konseptual

Langkah pertama yang dilakukan adalah eksplorasi. Kegitan ini melakukan pencarian
literatur mengenai kajian dan penelitian yang sudah dilakukan lebih dahulu oleh para ahli dan
peneliti-peneliti sebelumnya mengenai pengembangan media, pantun, dan literasi budaya.
Pencarian literatur dari jurnal baik nasional maupun internasional.
Langkah yang kedua adalah melakukan analisis. Langkah ini bertujuan untuk menganalisis
model-model, strategi, metode, dan pendekatan yang relevan dengan penelitian ini. Selain itu,
analisis juga dibutuhkan untuk dapat menemukan gap pada penelitian-penelitian sebelumnya.
Selanjutnya yang dilakukan di langkah ketiga adalah menyusun model. Penyusunan model
ini bertujuan untuk mengisi gap yang ditemukan pada penelitian-penelitian sebelumnya.
Penelitian ini difokuskan pada pengembangan media LKPD membuat pantun berbasis literasi
budaya dengan menggunakan pendekatan saintifik dan pembelajaran abad 21.

3. Discussion
The present-day education in Indonesia is based on the scientific approach after the national
curriculum is changed being curriculum 2013. The process in the learning must be engaging
activity in observing, questioning, experimenting, associating, and communicating.
The issue in this era, twenty first century learning being one of new concept to implement in
learning. In twenty first century learning student need to has foundational literacies, such as :
writing and reading literacy, numeracy, scientific literacy, information communication and
technology Literacy, financial literacy, and cultural and civic literacy (Desyandri, 2018). Beside
that, student has to understand about 21st century living skills, especially in ICT (Information
Communication and Technology) to struggling in this globalization era. But, in the other hand
student must be filtering another foreign cultures that aren’t compatible with local culture. The
media is very copable of influencing our lives. There’s research that concludes that YouTube has
become a new culture in Indonesia and has created an Islamic cultural industry as the content is
presenting a series of images, practices, and religious values which is marketed especially to
Muslim women (Rosida & Azwar, 2021). It mean, youtube is a media platform capable of cultural
influence, even able to bloat, cultivate, and disseminate cultures.
Faktanya, lambat laun sampai saat ini budaya Indonesia mulai meredup. Sangat disayangkan
jika nantinya bangsa Indonesia kehilangan jati dirinya karena telah hilang nilai budayanya sendiri
di kehidupan berbangsa dan bernegara masyarakatnya. Padahal untuk membentuk karakter
manusia paling tepat menggunakan pendekatan budaya (Kementerian Pendidikan dan
Kebudayaan, 2016). Berdasarkan pernyataan kementerian pendidikan dan kebudayaan Indonesia
tersebut, menguatkan bahwasanya literasi budaya sangat penting untuk mencapai tujuan
pendidikan sebagaimana hakikat dari tujuan pendidikan itu sendiri, yaitu memanusiakan manusia.
Salah satu upaya pelibatan nilai budaya dalam kompetensi membuat pantun adalah dengan media
berbasis literasi budaya. Through a worksheet based on cultural literacy there are so many aspects
that can be involved to achieving the education goals. --------
 International Journal of Media and Information Literacy, 2020, 5(1)

4. Results

5. Conclusion
 International Journal of Media and Information Literacy, 2020, 5(1)

References

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 International Journal of Media and Information Literacy, 2020, 5(1)

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How Worksheet Can Help Student Create Pantun (Verse)
Based on Cultural Literacy
 
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Abstract. 200 words

Keywords: 10 words worksheet, media education, media literacy, pantun (verse), cultural literacy,
Indonesia.

 
1. Introduction  
Media competency is the result, as anticipated, of the convergence of the audio-visual concepts,
communication media competency, digital competency, informational competency, and audiovisual
competency, among others all (Buckingham, 2007: 43-45). The term Media and Information Literacy was…
 
2. Materials and methods  
The main sources for writing this article became the materials of the journal publications and archives.  The
study used the basic methods of cognition: the problem-chronological, historical and situational, systemic and
the comparative method. Author's arguments are based on problem-chronological approach. The use of
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education. Comparative method  defines the difference in views on actual international media literacy situation.
A systematic method does achieve a variety of disciplines accessible and comparable, as present is
determined by the past and the future - by the present and the past.
 
3. Discussion
The Digital Competence Framework for Citizens, known also as DigComp (Kluzer, Rissola, 2015: 2-4), was
published in 2013 by the European Commission as ...
 
4. Results
 
5. Conclusion
 
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