LITERASI KOMUNIKASI DALAM PEMBELAJARAN BAHASA INDONESIA BERBASIS BUDAYA MELAYU DI HAMPARAN PERAK

Maria Ulfa Batoebara, Suhariyanti Suhariyanti
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Abstract

-Human communication literacy cannot be separated from the vast development of information science and technology. The resulting sophistication also has an effect on human understanding in mastering various cultural heritages. People who live in an area are required to understand culture and beliefs as a basis for dealing with widespread differences in understanding. The shift in people's life patterns is currently experiencing a surprising stage, because society is unconsciously being directed towards technological progress. However, the basic urgency is actually not far from the community's own awareness of an identity that has culture and beliefs. Really, an interesting story to teach to children and students. Currently, in an era that is based on technology, humans are spoiled with all kinds of sophistication, so humans tend to follow developments with the times and put aside ancestral culture. It is very sad if the ancestral culture is not preserved and maintained. Facts found from interviews at Ibnu Khaldun Middle School in Medan, in the 4.0 era which is all about technology, it was found that 90% of students did not know Malay culture or even Malay speakers in North Sumatra. Furthermore, the remaining 10% only understand the use of Malay language and culture, which belongs to Malaysians because they watch Upin and Ipin cartoons in Malay. It's a worrying phenomenon. Using development methods (developmental research) using the Thiagarajan, Semmel and Semmel development models, namely the 4-D model (define, design, develop, disseminate). The results of communication literacy research in Malay culture-based Indonesian language learning based on needs analysis state that the development of teaching materials is really needed by teachers and students in the learning process to improve the quality of learning and align learning objectives with the latest curriculum provisions by the government and increase student interest in learning.
以马来文化为基础的印尼语学习中的传播素养
-人类的传播素养离不开信息科学技术的巨大发展。由此产生的复杂性也影响着人类对各种文化遗产的理解和掌握。生活在一个地区的人们需要了解文化和信仰,以此为基础来处理普遍存在的理解差异。目前,人们生活模式的转变正在经历一个令人惊讶的阶段,因为社会正在不自觉地朝着技术进步的方向发展。然而,基本的紧迫性其实与社会自身对拥有文化和信仰的身份的认识相去不远。真的,这是一个可以教给孩子和学生的有趣故事。当前,在一个以科技为基础的时代,人类被各种先进的东西宠坏了,所以人类往往会追随时代的发展而将祖先的文化抛在一边。如果祖先的文化得不到保护和传承,那将是非常可悲的。在棉兰市伊卜努-哈勒敦中学(Ibnu Khaldun Middle School)的访谈中发现,在以科技为核心的 4.0 时代,90% 的学生不了解马来文化,甚至不知道北苏门答腊讲马来语的人。此外,剩下的 10%的学生只了解马来语和马来文化的使用,而马来语和马来文化是属于马来西亚人的,因为他们用马来语观看 Upin 和 Ipin 动画片。这是一个令人担忧的现象。利用 Thiagarajan、Semmel 和 Semmel 开发模型,即 4-D 模型(定义、设计、开发、传播)的开发方法(开发研究)。基于需求分析的基于马来文化的印尼语学习中的传播素养研究结果表明,教师和学生在学习过程中确实需要开发教材,以提高学习质量,使学习目标与政府最新的课程规定相一致,提高学生的学习兴趣。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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