Meningkatkan Pengetahuan dan Strategi Literasi Tahap Cakap dan Mahir (Part 1)
Summary
TLDRThe video script discusses the importance of literacy competencies in educators at the 'cakap' and 'mahir' stages. It highlights strategies such as analyzing and mapping literacy competencies, using rich literacy environments to motivate reading and writing, and employing various methods like narration and project proposals to enhance students' reading and writing skills.
Takeaways
- π The video discusses the literacy competencies of educators at the 'cakap' and 'mahir' levels, emphasizing the importance of understanding students' reading and writing abilities.
- π Educators at the 'mahir' level are not only able to analyze and map students' literacy skills but also evaluate and reflect on issues, formulating solutions based on the students' literacy profiles.
- π The literacy competencies of students are viewed from aspects such as letter awareness, phonemic awareness, reading fluency, vocabulary knowledge, and reading comprehension.
- βοΈ Writing skills are assessed based on idea organization, mechanical aspects, language use, and perspective.
- π The importance of a literacy-rich learning environment is highlighted to motivate students' interest in reading and writing.
- π οΈ Educators are encouraged to employ various strategies to continuously hone and strengthen their literacy competencies.
- π¨ An example of a strategy is the use of drawing activities by a teacher to identify students' literacy competencies, such as recognizing letters and associating them with objects or writing the names of objects.
- π The use of narrative methods is introduced to enhance students' decoding skills, comprehension, and understanding of texts.
- π Teachers can analyze students' writing skills by assigning individual project proposals, which helps in identifying their structuring, idea development, and understanding of writing conventions.
- π The role of a literacy-rich learning environment in fostering creativity in writing is emphasized, with an example of a physics teacher encouraging students to write about everyday physics concepts.
- π The core of literacy competencies lies in collecting data, processing it, and translating it into specific products, which is a skill that educators need to develop for effective teaching strategies.
Q & A
What is the main focus of the video script?
-The main focus of the video script is on the competencies of literacy education for teachers at the 'cakap' and 'mahir' levels, including the ability to analyze and interpret students' literacy skills and to develop strategies to enhance these competencies.
What are the literacy competencies expected of teachers at the 'cakap' and 'mahir' levels?
-Teachers at these levels are expected to analyze, interpret, and evaluate students' reading and writing abilities, reflect on problems, and formulate solutions based on the students' literacy profiles.
How does the script define reading ability in the context of students' literacy competencies?
-Reading ability is defined by aspects such as letter awareness, phonemic awareness, reading fluency, vocabulary knowledge, and reading comprehension as students develop.
What aspects are considered when evaluating students' writing competencies?
-Writing competencies are evaluated based on idea organization, mechanical aspects, language usage, and perspective.
Why is a literacy-rich learning environment important according to the script?
-A literacy-rich learning environment is important because it motivates students' interest in reading and writing, which is essential for achieving the desired educational outcomes.
What strategies can teachers employ to sharpen their literacy competencies?
-Teachers can employ strategies such as analysis and mapping of students' literacy competencies, solution-focused strategies, and the use of various teaching methods like narration to enhance their own and their students' literacy competencies.
How does teacher Eka identify students' literacy competencies in her class?
-Teacher Eka uses an activity where she writes a letter on the board and asks students to draw an object containing that letter, and also to write the name of the object. Through observation and recording, she maps the students' readiness for reading and writing.
What method does history teacher Pak Dwi use to identify students' reading comprehension abilities?
-Pak Dwi uses a narrative method introduced by Charlton, where students read history texts or parts of books independently and then retell what they have read or heard, with some students writing their narratives in their notes.
How does teacher Putri use project activities to improve students' writing skills?
-Teacher Putri assigns each student to create a project proposal for a duration of 2 months. Each student determines the theme and type of project based on their interests. The proposal, which includes background, description, and work plan, serves as a medium for Putri to identify and analyze the students' writing abilities.
What role does teacher Pak Catur play in encouraging students' creativity in writing?
-Pak Catur, a physics teacher, encourages students to conduct research on physics concepts found in everyday life and to create engaging writings from their research. He also provides a dedicated webpage for students to upload their writings for feedback and evaluation.
What is the core of literacy competencies as mentioned in the script?
-The core of literacy competencies is the ability to collect data, process it, and then translate it into specific products, which can be applied to develop strategies for teaching and learning.
Outlines
π Enhancing Literacy Skills in Education
This paragraph discusses the importance of literacy skills in education and the competencies required by educators at the 'cakap' and 'Mahir' levels. It explains the ability to read and write from a knowledge perspective, including awareness of phonetics, vocabulary, and reading comprehension. The paragraph also emphasizes the role of a rich literacy environment in motivating students' interest in reading and writing. Strategies for educators to improve their literacy competencies are highlighted, such as analysis, mapping, and solution strategies related to students' literacy competencies. An example of a teacher, Bu Eka, is given to illustrate how educators can identify students' literacy competencies through activities like drawing letters and associating them with objects or names.
π Implementing Literacy Strategies in Classrooms
The second paragraph delves into the implementation of literacy strategies by educators to enhance students' writing and reading skills. It describes how teachers use various methods, such as narration and project proposals, to identify and improve students' literacy competencies. The paragraph provides examples of how teachers like Pak Dwi and Putri utilize these strategies to assess students' decoding, comprehension, and writing abilities. It also discusses the significance of a literacy-rich learning environment, as illustrated by Pak Catur, a physics teacher who encourages students to write about their research findings in physics. The paragraph concludes by emphasizing the importance of educators' literacy competencies in collecting, analyzing, and translating data into specific strategies to motivate students to improve their literacy skills.
Mindmap
Keywords
π‘Literacy Competence
π‘Reading and Writing Proficiency
π‘Phonemic Awareness
π‘Decoding
π‘Comprehension
π‘Writing Skills
π‘Learning Environment
π‘Strategies
π‘Project Proposal
π‘Narrative Method
π‘Reflection
Highlights
Welcome to the video on literacy competencies for educators at the speaking and proficient levels.
Understanding the literacy profile and competencies of educators at the speaking and proficient levels.
Educators at the proficient level can analyze, interpret, and evaluate the literacy competencies of students, including formulating solutions from the results.
Reading competencies are viewed from aspects such as letter awareness, phonemic awareness, reading fluency, vocabulary knowledge, and reading comprehension.
Writing competencies are assessed based on idea organization, mechanics, language use, and perspective.
The importance of a literacy-rich learning environment is emphasized to motivate students' interest in reading and writing.
Educators need to employ various strategies to continuously hone and strengthen their literacy competencies.
Teacher Eka uses an activity of drawing letters to identify the literacy competencies of her students in class.
Teacher Eka observes and records how students hold writing tools and analyzes their readiness to read and write.
Teacher Dwi uses a narrative method to help students understand decoding and comprehension.
Teacher Putri uses individual project activities to sharpen students' writing skills.
Teacher Putri assigns students to create a project proposal, analyzing their writing competencies through the process.
Teacher Catur emphasizes the role of a literacy-rich learning environment in fostering creativity in writing.
Teacher Catur encourages students to conduct research on physics concepts found in daily life and create engaging written works.
Teacher Catur provides a dedicated web page for students to upload their writings for feedback and evaluation.
The core of literacy competencies is to collect data, process it, and translate it into specific products.
Educators need literacy competencies to collect data, analyze it, and translate it into certain strategies.
Encouraging educators to start implementing these strategies in their classrooms to enhance literacy capacity.
Transcripts
[Musik]
ibu dan bapak guru Selamat datang di
video kompetensi literasi pendidik tahap
cakap dan Mahir Bagaimana profil
kemampuan literasi pendidik di tahap
cakap dan Mahir simak penjelasan menurut
perdirjen nomor 0340 berikut ini dalam
hal mengenali kemampuan membaca dan
menulis peserta didik pendidik dengan
kompetensi literasi tahap cakap mampu
menganalisis dan menginterpretasi profil
kemampuan peserta didiknya sementara
pendidik di tahap Mahir tak sekedar
menganalisis dan memetakan namun juga
mampu mengevaluasi merefleksi
permasalahan termasuk merumuskan solusi
dari hasil profil kemampuan membaca dan
menulis peserta didik kemampuan membaca
yang dimaksud dalam hal ini dilihat dari
aspek pengetahuan huruf kesadaran
fonemik kefasihan membaca pengetahuan
kosakata serta pemahaman baca seiring
perkembangan pengetahuan peserta didik
sementara kemampuan menulis dilihat dari
aspek ide organisasi mekanik penggunaan
bahasa serta sudut pandang selain
kompetensi dalam hal mengenali kemampuan
pendidik di tahap cakap dan Mahir mampu
menjabarkan pentingnya lingkungan
belajar kaya literasi untuk memotivasi
minat membaca dan menulis peserta didik
demi dapat mewujudkan hal-hal tersebut
tentu pendidik perlu melakukan berbagai
strategi untuk terus mengasah dan
menguatkan kompetensi literasinya apa
saja yang dapat
dilakukan pertama pendidik melakukan
analisis pemetaan hingga strategi
solutif terkait kompetensi literasi
peserta
didik bu Eka seorang guru kelas 1
melakukan aktivitas menggambar huruf
untuk untuk mengenali kompetensi peserta
didik di kelasnya dalam kegiatan ini bu
Eka menuliskan satu huruf di papan lalu
peserta didik menggambar minimal satu
benda yang mengandung huruf tersebut
peserta didik juga boleh menuliskan nama
dari benda yang digambar bila sudah
bisa di pertemuan pertama bu Eka
menggambar huruf a i k m dan R secara
bergantian selama kegiatan bu Eka
mengamati dan mencatat cara peserta
didik memegang alat tulis dari hasil
gambar peserta didik bu Eka melakukan
analisis tentang kemampuan mengenali
huruf ragam wawasan terkait benda hingga
kesiapan menulis peserta didik di
kelasnya secara umum dia memetakan
kesiapan membaca dan menulis peserta
didiknya menjadi tiga kelompok besar
untuk setiap kelompok bu Eka lantas
menyiapkan strategi khusus untuk
meningkatkan kompetensi l Perta Didik
kedu pendidik menjabarkan kemampuan
kosakata peserta didik decoding dan
pemahaman baca serta pengetahuan tentang
menanggapi
bacaan pak guru Sejarah kelas 7
menjalankan strategi ini lewat metode
narasi yang diperkenalkan
charlotion setiap pelajaran
sejarah atau sebagian buku untuk peserta
didik baca secara mandiri kemudian Pak
Dwi selalu meminta t sampai EMP peserta
didiknya untuk menceritakan kembali
bacaan yang telah dibaca atau didengar
sementara peserta didik lain membuat
narasi dalam bentuk tertulis di
catatannya
masing-masing lewat kegiatan narasi ini
Pak Dwi dapat mengenali kemampuan
peserta didik dalam hal decoding
memahami bacaan hingga pengetahuan
peserta Didik terkait
teks peserta didik yang kompetensinya
rendah biasanya cenderung mengulang
kosakata dalam teks tanpa pengembangan
lebih lanjut sebaliknya peserta didik
dengan kompetensi literasi yang lebih
baik dapat mengembangkan dan mengaitkan
teks yang didengar atau dibaca dengan
pengetahuan
sebelumnya ketiga pendidik mampu
menganalisis pengetahuan struktur
gagasan serta pengetahuan tentang kaidah
penulisan lalu mampu merumuskan solusi
untuk mengembangkan kecakapan menulis
peserta
didik Putri guru kelas 9 memanfaatkan
kegiatan proek individu untuk mengasah
keterampilan menulis peserta didiknya
caranya Putri menugaskan setiap peserta
didik untuk membuat sebuah proposal
proek untuk durasi pengerjaan Selama 2
bulan setiap peserta didikh
menentukan tema dan jenis proek yang
akan dilakukan sesuai minat
masing-masing syaratnya setiap peserta
didik harus mengajukan proposal berisi
latar belakang deskripsi hingga
rancangan kerja proek tersebut proposal
ini lalu menjadi media Putri untuk
mengenali dan menganalisis kemampuan
menulis peserta didiknya ia dapat
mengenali mana peserta didik yang masih
perlu dampingan dalam hal menstrukturkan
penulisan ide dan mana peserta didik
yang masih perlu memperkuat pemahaman
tang kaidah penulisan atau tata bahasa
ejaan dan struktur kalimat proses
asistensi dan revisi proposal lalu
menjadi salah satu strategi Putri untuk
meningkatkan kecakapan menulis peserta
didik di
kelasnya keempat pendidik Memahami
pentingnya peran lingkungan belajar kaya
literasi dalam mendorong kreativitas
menulis peserta
didik Pak Catur adalah guru Fisika kelas
11 yanguk menulis di berbagai media
cetak dan daring sebagai guru fisika Pak
Catur kerap mengajak murid-muridnya
melakukan riset tentang konsep fisika
yang dapat ditemukan di kehidupan
sehari-hari Tak hanya itu Pak Catur
selalu mendorong murid-muridnya untuk
mengkreasikan hasil risetnya menjadi
tulisan yang menarik ia bahkan
menyediakan satu laman web khusus bagi
para murid untuk mengunggah hasil
tulisannya agar bisa mendapat respon dan
evaluasi dari banyak
pihak konsisten peserta didik di kelas
Pak Catur mulai terbiasa mengekspresikan
pengamatan riset dan percobaan menjadi
sebuah karya tulis yang ramah untuk
pembaca
umum inti dari kemampuan literasi adalah
mengumpulkan data memprosesnya untuk
lalu diterjemahkan menjadi produk-produk
tertentu untuk dapat melakukan keempat
strategi di atas pendidik butuh
kemampuan literasi dalam hal
mengumpulkan data menganalisisnya hingga
menerjemahkannya menjadi strategi
tertentu keempat strategi di atas
sebenarnya juga dapat mengasah
kompetensi literasi dalam diri pendidik
apalagi peserta didik akan semakin
termotivasi untuk meningkatkan
kompetensi literasinya bila melihat
langsung perwujudan nyata langsung dari
pendidiknya bagaimana ibu dan bapak akan
coba memulai dari strategi yang mana di
kelas
masing-masing Selamat mencoba dan
meningkatkan kapasitas literasi
[Musik]
diri hm
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