IMPLEMENTATION OF DIAGNOSTIC ASSESSMENT IN GRADE VI TEACHING AT THE RIGHT LEVEL APPROACH IN INDONESIAN LANGUAGE LESSONS IN ELEMENTARY SCHOOL

wisdom in Indonesian language lessons in class III elementary school and to see the feasibility of snake ladder learning media products based on local wisdom in the eyes of Indonesian language lessons in class III elementary school that is being developed worthy of expert. This study was conducted in Karang Tumaritis Elementary School with research subjects in class III with 20 students in limited trials. The type of research used in the development research (Research and Development) of Borg and Gall which issued from Sugiyono consisted of 6 stages. The instrument used was a questionnaire for expert validation and student response. The result of the shielding test by experts on the quality of the media that can be used in very large calculations is 88%. The results of the limited trial on students towards the media really correspond to the percentage of 93.33%. The results of the study can be concluded that the media developed are very effective in the process of learning Indonesian. Keywords : snake ladder media, local wisdom, Indonesian

To train students' creativity, in the elementary school education unit the independent curriculum still contains various subjects, especially Indonesian language lessons. In learning Indonesian, the facts in this lesson are that most students think that learning Indonesian is difficult. Sometimes children are only taught to make sentences and read. Sometimes teachers are also confused about choosing learning materials or media because it is difficult to get them, so teachers only focus on teaching their students to read and write sentences. In high grade elementary school children (IV, V and VI), confirmation of language theories, especially writing skills, is needed. To achieve the goals of Indonesian language education, especially essay writing skills for elementary school children, especially high school students, teachers need to pay attention to the relationship between environmental learning models and student creativity and the characteristics of the students' environment around the school. The natural environment learning model is a learning model that utilizes sources from the natural environment in teaching and learning activities, which is interesting because in the natural environment students are more involved in composing the surrounding environment. with concrete objects. Elementary school age children in high class is the time when children begin to think from the concrete to the abstract. Through guidance from the teacher, children are introduced and guided to work on an essay using a natural learning model. Thus, there is a very close relationship between the environmental learning model and student creativity in Indonesian language lessons, especially in composing material for high class elementary school students (classes IV, V, and VI), starting from the teacher selecting, determining, and determining the learning model. suitable for students, to achieve learning objectives.

Formal IQ tests are an important part of the diagnostic and needs-based assessment process for children with neurodevelopmental disorders. However, resources for such assessments are not always available. It has been suggested that parental estimates of their child's developmental age could serve as a proxy IQ when formal measures are unavailable. Parental estimates of their child's developmental age were converted to a developmental quotient (DQ) in 197 children with Autism Spectrum Disorder (ASD) aged 4-9 years, and 108 children with ADHD and intellectual disability (ADHD + ID) aged 7-15 years. Formal IQ assessments were then conducted. Parents completed the Social Communication Questionnaire ((SCQ), a measure of autism symptomatology) and a demographic questionnaire. In the ASD sample, 58% of parent estimates were within 15 points (i.e. one standard deviation) of the child's measured IQ score. Lower measured IQ and lower SCQ total score predicted higher parental accuracy. In the ADHD + ID sample, 74% of parental estimates were within 15 points of measured IQ. In this group, higher child IQ predicted greater parental accuracy. Parents in the ADHD + ID group were more likely to overestimate children's ability level than parents in the ASD group. In this study, the majority of parents of children with ADHD and ID were able to estimate their child's intellectual ability level with some accuracy. Parents of children with ASD were less accurate, but this may be because these parents were focussing more on children's level of adaptive functioning, which is known to be typically lower than cognitive ability in ASD.

The research that has been carried out is entitled "The Effectiveness of MIKiR Active Learning in Class V Indonesian Language Lessons at MIS Mutiara Sei Mencirim". This research aims to determine the implementation of MIKiR active learning in class V Indonesian language lessons at MIS Mutiara Sei Mencirim, the effectiveness of MIKiR active learning applied in class V Indonesian language lessons at MIS Mutiara Sei Mencirim, and factors that support and hinder the implementation of MIKiR active learning in lessons. Indonesian language class V MIS Mutiara Sei Mencirim. This research is a qualitative research with a case study type of research. The subjects of this study were teachers and fifth grade students. Data collection was taken through interviews, observation, documentation and questionnaires. The author takes the role of a direct interviewer to dig up more complete data for teachers and students. The results of this research show that the implementation of MIKiR active learning in Indonesian language lessons can be proven from the learning outcomes which consist of Experiencing, Interaction, Communication and Reflection. In the "Experiencing" activity the teacher involves the students' five senses to understand the concepts of the material presented so that it is easier to understand, "Interaction" the teacher encourages students to be able to express ideas and reflect on themselves so that it also supports good understanding of the concept, "Communication" the teacher motivates the participants students to be brave and fluent in conveying ideas, and teacher "Reflection" creates an attitude in students to be willing to accept criticism and improve themselves, both ideas, work results and attitudes. MIKiR's active learning is very effectively applied to Indonesian language lessons for class V MIS Mutiara Sei Mencirim, as evidenced by the fact that during the learning process students always feel excited and happy, initially students still feel shy in asking questions or expressing their opinions, but often MIKiR's active learning this is applied at MIS Mutiara Sei Mencirim they don't feel boredom, in this case active learning MIKiR is very effectively used in Indonesian language lessons for class V MIS Mutiara Sei Mencirim. supporting factors in the application of MIKiR active learning, namely the teacher's role in this learning activity is very important because teacher creativity determines the learning process using MIKiR active learning and students will become the main character or role in each lesson, the teacher only needs to direct students in the learning process and students will show their respective creativity, and the inhibiting factor in the application of active learning MIKiR is the allocation of learning time that is not in accordance with the material because during the discussion process students who do not understand will tend to ask a lot of questions in order to be able to complete their group assignments.

Research on illocutionary speech acts in the Sapa Kalbar program on Kompas TV Pontianak was conducted on aspects of assertive speech acts, directive speech acts, commission speech acts, expressive speech acts, and declarative speech acts. The purpose of this study was to describe the illocutionary speech acts in the Sapa Kalbar program on Kompas TV Pontianak and the implementation of Indonesian language learning in schools. This research is in the form of qualitative with descriptive method. The data in this study were sourced from the Sapa Kalbar program. The data collection technique used is the documentary technique. The tools used are laptops and gadgets. The results showed that the illocutionary speech acts in the Sapa Kalbar program on Kompas TV Pontianak were 77 utterances consisting of 59 assertive speech acts, 9 directive speech acts, 1 commissive speech act, 5 expressive speech acts, and 3 declarative speech acts. speech. Then, this research has a relationship with Indonesian language lessons in class VIII odd semesters with news text material that refers to Basic Competencies 3.1 and 4.1.Keywords: Speech Acts, Illocutionary, Event Program

This study aims to: (1) to improve student learning outcomes in Indonesian language lesson using cooperative model model of TPS (Think Pair Share) class V SD Negeri 104273 Cilawan Kecamatan Pantai Cermin T.P 2017-2018. To find out how the implementation of learning by using cooperative cooperative learning model of TPS type (Think Pair Share) on Indonesian lesson in class V SD Negeri 104273 Cilawan T.P 2017-2018. Subjects in carrying out the action in this study are researchers who work together with the homeroom as an observer, while the object in this study is the students of grade V SD Negeri 104273 Cilawan which amounted to 33 students consisting of 15 men and 18 women. Data collection techniques through observation of the results of learning tests and student learning activities. The results of this study showed an increase in student learning outcomes on the subjects of Bahasa Indonesia class V conversational materials SD Negeri 104273 Cilawan. This is evident from the results of research conducted on the pretest of students who got the complete value of 7 students or 21.21% while the students who did not complete as many as 26 people or 78.79. Then continued the research on the first cycle of students who got the complete value of 14 students or 42.42% while students who do not complete as many as 19 students or 57.58%, then there is an increase in the cycle I compared to the pretest. However, it has not met the completeness category that has been specified. Then proceeded on the second cycle of students who received a complete score of 28 students or 84, 85% while students who are not complete as many as 5 students or 15.15%, then there is an increase in cycle II compared to cycle I and has fulfilled the mastery already specified. Furthermore, teacher activity in observation cycle I obtained an average of 60% and in cycle II increased to 84%. While the student activity on the learning process memeproleh average of 64% and on the second cycle has increased 88%. Thus, it is concluded that by using cooperative learning model of TPS type (Think Pair Share) on Indonesian Language conversation material in class V SD Negeri 104273 Cilawan can improve student learning outcomes. Therefore it is suggested for the next learning to use cooperative model of TPS type (Think Pair Share) so that student learning result can be increased.

This study aims to: (1) to improve student learning outcomes in Indonesian language lesson using cooperative model model of TPS (Think Pair Share) class V SD Negeri 104273 Cilawan Kecamatan Pantai Cermin T.P 2017-2018. To find out how the implementation of learning by using cooperative cooperative learning model of TPS type (Think Pair Share) on Indonesian lesson in class V SD Negeri 104273 Cilawan T.P 2017-2018. Subjects in carrying out the action in this study are researchers who work together with the homeroom as an observer, while the object in this study is the students of grade V SD Negeri 104273 Cilawan which amounted to 33 students consisting of 15 men and 18 women. Data collection techniques through observation of the results of learning tests and student learning activities. The results of this study showed an increase in student learning outcomes on the subjects of Bahasa Indonesia class V conversational materials SD Negeri 104273 Cilawan. This is evident from the results of research conducted on the pretest of students who got the complete value of 7 students or 21.21% while the students who did not complete as many as 26 people or 78.79. Then continued the research on the first cycle of students who got the complete value of 14 students or 42.42% while students who do not complete as many as 19 students or 57.58%, then there is an increase in the cycle I compared to the pretest. However, it has not met the completeness category that has been specified. Then proceeded on the second cycle of students who received a complete score of 28 students or 84, 85% while students who are not complete as many as 5 students or 15.15%, then there is an increase in cycle II compared to cycle I and has fulfilled the mastery already specified. Furthermore, teacher activity in observation cycle I obtained an average of 60% and in cycle II increased to 84%. While the student activity on the learning process memeproleh average of 64% and on the second cycle has increased 88%. Thus, it is concluded that by using cooperative learning model of TPS type (Think Pair Share) on Indonesian Language conversation material in class V SD Negeri 104273 Cilawan can improve student learning outcomes. Therefore it is suggested for the next learning to use cooperative model of TPS type (Think Pair Share) so that student learning result can be increased.

Syntax material has been introduced when we enter elementary school, in Indonesian language lessons, especially at the lower grade elementary school level, they have learned grammar based on their level of understanding and ability. This is seen in their textbooks that have been analyzed. The purpose of this study is to describe Indonesian language materials related to syntax in lower grade elementary school textbooks. The method used in this research is descriptive qualitative approach, with data collection technique in the form of simak catat. The data source in this research is a lower grade elementary school textbook published by Kemendikbudristek. The results showed that in grade 1 students began to recognize material about words and sentences, in grade 2 students had material about sentence functions, active and passive sentences. Then in grade 3 there is material on prohibition sentences, suggestion sentences and question words.

This research begins with the results of an initial survey of researchers who observed during the teaching and learning process, the lecture method is still dominantly used by teachers, this method especially in Indonesian language lessons can make students in the learning process become less active and less optimal in student understanding. This can be seen from the results of learning and student test scores that are still below the Minimum Completion Criteria and sometimes students always ask the teacher for drama so that the lesson is more understanding. The purpose of the study was to determine the effectiveness of role playing models in improving student learning outcomes in Indonesian language lessons in class IV SDIT Insan Karim Samarinda Seberang. This research is a quantitative descriptive research with one group pretest posttest design research, data analysis using Wilcoxon test. The results obtained from this study are the mean pre-test of 81.8 (there are 3 out of 10 children who have not been completed), the mean post-test of 94.4 (all completed). Hypothesis test results have a significant value of 0.018 <0.05. Findings in the field that role playing learning models make students able to understand and remember the material being taught. Students deliver sentences that are easily understood by their friends, then students become active while the question and answer process takes place. The obstacle is that some groups that have not yet performed their drama, are not focused on watching the appearance of their friends who are performing.

Indonesian subjects have different levels of difficulty so there needs to be variations in learning, so students do not get bored. To implement the objectives of the Indonesian language subject, Indonesian language learning in the 2013 curriculum is presented using a text-based approach. In addition, the use of instructional media in the learning process will reduce student dependence on teachers. The implementation of learning media aims to (1) how is the application of learning media macromedia flash in improving student learning creativity in Indonesian language lessons; (2) how is the application of macromedia flash learning media in improving student learning outcomes in Indonesian language lessons; and (3) how is the effectiveness of macromedia flash learning media in increasing creativity and student learning outcomes in Indonesian language lessons. The subjects of this study were students of class XII at SMK Negeri 1 Kaliorang. This type of research is included in the Classroom Action Research (CAR) whose steps are as follows (1) planning, (2) implementation; (3) observation, and (4) reflection. Retrieval of research data through observation, written tests, and questionnaires with research instruments in the form of (1) observation sheets, (2) test questions, and (3) questionnaire sheet. After conducting research Application of audio-visual learning media can improve student learning outcomes in class XII SMK Negeri 1 Kaliorang, the learning outcomes are evidenced by an increase in test results at the end of each cycle. Improved learning outcomes seen from mastery learning in the first cycle that is 53.33% and 83.33% in the second cycle.

This study discusses the implementation of the method of discovery learning in critical reading learning in Indonesian language lessons in elementary schools. This study aims to determine the improvement of critical reading skills of fifth-grade students of elementary school through discovery learning methods and to find out the implementation of discovery learning methods in improving critical reading skills of fifth-grade students in elementary school. The method used in this study is the Elliott model action research method. The action research was carried out on 32 fifth graders at one of the Islamic private elementary schools in Palembang, Indonesia. Based on the results of the study, it can be concluded that the use of discovery learning methods in critical reading learning can improve students’ skills in critical reading. Thus the results of this study can be recommended to elementary school educators to use this discovery learning method in critical reading learning in Indonesian language lessons in elementary school. In addition, the discovery learning guide can also be used to facilitate the learning process.

This research aims to improve students' speaking skills. This research is research and development, using the Four D development model, which consists of the define, design, develop, disseminate stages. This research has reached the development stage. The research was carried out at MIN 3 Langsa. The subjects in the research were 25 class III students consisting of 13 female students and 12 male students. The object in the research ismodule based on a communicative approach to Indonesian language lessons. The collection techniques used are observation, tests and questionnaires. Based on the results of validation by experts carried out on modules based on communicative approaches in Indonesian language lessons, the results of validation by language experts are in percentages 94.10% is categorized as very feasible, material expert validation with a percentage of 80.00% is categorized as feasible, and media expert validation results with a percentage 90.70% categorized as very feasible, and validated by media experts with percentages 93.45% categorized as very feasible. Based on this description, it is concluded thata module based on a communicative approach to Indonesian language lessons is suitable for use at MIN 3 Langsa. The results of the pretest were 4 students who completed and 21 students who did not complete with a percentage of 46%. Meanwhile, 23 students completed the posttest and 2 students did not complete the test with a percentage of 70%. Based on this explanation, it was concluded that using a communicative approach based module in Indonesian language lessons was said to be effective for class III students at MIN 3 Langsa. Based on the results and discussion in this research, it is known that the communicative approach based module in Indonesian language lessons is said to be very feasible and effective for use with class III students at MIN 3 Langsa.

Nowadays, there are still many teachers who use theoretical and rote learning techniques. So that learning activities tend to be rigid, monotonous, and boring. Especially in Indonesian language lessons, the material presented is in fact still not able to attach to students as something rational, cognitive, and effective. The assumption so far that learning Indonesian language and literature is easy has actually caused the failure of several students who took the National Examination (UN). As a result, sometimes students are not enthusiastic about studying Indonesian language and literature. In essence, learning Indonesian language and literature in schools is shown to raise the awareness of students, teachers, administration and school principals towards the existence of Indonesian language and literature as a means of communication and as a unifying tool for this nation. Innovative Indonesian language lessons pay close attention to the competencies and rights of students, so it can be said that innovative Indonesian language learning is humanist language learning. In connection with that, the goal that is owned and achieved is that Indonesian language teachers must be able to realize innovative learning models so that Indonesian language learning becomes a fun and easy lesson to follow. The results of the study have broad implications for Indonesian language teachers in schools to realize innovative Indonesian language learning to always provide variety in learning by utilizing the competencies possessed by students.

Indonesian Language Lessons are lessons that must be given in the world of education ranging from basic education to higher education. The problem that is currently emerging is that Indonesian language lessons are less attractive and less attractive to students in elementary schools. The purpose of this research is to develop an application of Indonesian language learning games for elementary school students with the Android Game-based prototyping method as a medium for learning Indonesian lessons in elementary schools to make it more interesting, and to help make it easier for students to understand Indonesian lessons well in the hope of making an educational atmosphere. interesting, fun, comfortable and can increase the value of students. The prototyping method is a software development method, in the form of a physical working model of the system and functions as an early version of the system. With this prototyping method, a system prototype will be produced as an intermediary for developers and users so that they can interact in the process of information system development activities. In order for the prototype making process to be successful, it is by defining the rules at an early stage, that is, the developer and the user must have an understanding that the prototype is built to define initial requirements. The prototype will be removed or added to its part so that it is in accordance with the planning and analysis carried out by the developer until the trial is carried out simultaneously along with the development process..

The government succeeded in designing the curriculum but the obstacles in literacy, mathematics, and science were constrained in implementation so that further performance was held. This study aims to analyse the independent curriculum's implementation on literacy in Indonesian language skills in grade 4 elementary school. This type of research is qualitative. The approach used is a qualitative research approach. Participants in this study were students in grade 4 (four) elementary schools, teachers, and principals. Data collection techniques were carried out through data triangulation (combined). The instrument used in collecting data is a questionnaire. The data analysis technique consists of data collection, data reduction, presentation of data, and concluding/verification. The study results prove that the pattern of applying the independent curriculum to literacy in Indonesian language lessons in grade 4 can be used with 4 (four) applications. First, there is literacy training both in class and outside the classroom. Second, parenting students. Third, collaboration between class teachers and school principals regarding school programs implemented in class. Fourth is the habit of reading. With these four applications, it is hoped that students' literacy skills can be evenly distributed throughout Indonesia so that the generation of the Indonesian nation can become the younger generation by producing the best achievements.