Dr. Sultan, M. Pd.

PEMBELAJARAN
BAHASA INDONESIA
MUTAKHIR MELALUI
MEDIA SIBER BAGI
GEN Z

Disampaikan pada Seminar Nasional Nitisastra VII

yang Dilaksanakan oleh Departemen Sastra Indonesia
Fakultas Sastra Universitas Negeri Malang,
24 September 2022
Teknologi dan Ruang
Ekspresi Generasi Z

Porsi terbesar jumlah penduduk

Indonesia saat ini adalah Gen Z
yang berkarakter “digital native.”
Ada apa dengan
Gen Z?
60% kehidupan sosial mereka
dimulai secara online;

50% lebih nyaman berbicara

online denga orang lain daripada
real life;

70% lebih nyaman berbicara

online dengan teman daripada
real life.

Palley, W. (2012). Gen Z: Digital in their DNA. New York, NY: Thompson
Gen Z dan
Transformasi
Pembelajaran

60% senang berkolaborasi dan

membagi pengetahuan secara online

50% tidak dapat hidup tanpa Youtube

93% merasa yakin memahami
teknologi dengan baik
A. Turner, “Generation Z: Technology and Social Interest,” J. Individ. Psychol., vol. 71, no. 2, pp. 103–113, 2015
 Keterampilan Abad ke-21

Literasi Dasar Kompetensi

Bagaimana peserta didik Karakter
mengaplikasikan keterampilan Bagaimana siswa menghadapi Bagaimana siswa menghadapi
utama dan aktivitas sehari-hari? permasalahan kompleks? lingkungan yang berubah?

• Literasi Membaca • Berpikir • Keingintahuan

• Literasi Numerasi Kiritis/Penyelesaian • Inisiatif
• Literasi Sains Masalah • Kegigihan
• Literasi Teknologi • Kreativitas • Adaptabilitas
• Literasi Finansial • Komunikasi • Kepemimpinan
• Literasi Budaya & • Kolaborasi • Kesadaran sosial
Kewargaan dan budaya

Sumber: Fostering Social and Emotional Learning through

Technology (World Economic Forum, 2016).
Kompetensi Literasi Siswa Indonesia pada PISA 2018

Sumber: Balitbang Kemdikbud, 2019

Kompetensi Literasi Siswa Indonesia pada PISA 2018

Sumber: Balitbang Kemdikbud, 2019

10 Keterampilan Utama
yang Diperlukan di 2025
15 Keterampilan Paling Diperlukan
Dunia Kerja di Indonesia
Prediksi Masa Depan:
50 % Pekerja Membutuhkan Re-skilling
Bagaimana Arah
Pembelajaran Bahasa
Indonesia untuk
merespon kebutuhan
masa depan bagi
generasi Z?
Pembelajaran BI yang Mengasah Nalar
Kritis dan Menumbuhkan Daya Kreatif

https://www.australiancurriculum.edu.au/f-10-curriculum/general-capabilities/critical-and-creative-thinking/
Critical and Creative Thinking learning continuum
Level 1
Sub-element Typically, by the end of
Foundation Year, students:
Inquiring – identifying, exploring and organising information and ideas element
Pose questions pose factual and
exploratory questions
based on personal
interests and experiences
Identify identify and describe
and clarify familiar information and
information and ideas during a discussion
ideas or investigation
Organise gather similar information
and process or depictions from given
information sources
Imagine use imagination to view
possibilities and or create things in new
connect ideas ways and connect two
things that seem different
Consider suggest alternative
alternatives and creative ways
to approach a given
situation or task
Seek solutions predict what might
and put ideas happen in a given
into action situation and when
putting ideas into action
Level 2 Level 3 Level 4 Level 5 Level 6
Typically, by the end of Typically, by the end of Typically, by the end of Typically, by the end of Typically, by the end of
Year 2, students: Year 4, students: Year 6, students: Year 8, students: Year 10, students:
pose questions to identify pose questions to expand pose questions to clarify pose questions to pose questions to
and clarify issues, and their knowledge about and interpret information probe assumptions and critically analyse complex
compare information in the world and probe for causes and investigate complex issues and abstract ideas
their world consequences issues
identify and explore identify main ideas identify and clarify clarify information and clarify complex
information and ideas and select and clarify relevant information and ideas from texts or information and ideas
from source materials information from a range prioritise ideas images when exploring drawn from a range of
of sources challenging issues sources
organise information collect, compare and analyse, condense critically analyse critically analyse
based on similar or categorise facts and and combine relevant information and evidence independently sourced
relevant ideas from opinions found in a information from multiple according to criteria such information to determine
several sources widening range of sources as validity and relevance bias and reliability
sources
Generating ideas, possibilities and actions element
build on what they know expand on known ideas combine ideas in a variety draw parallels between create and connect
to create ideas and to create new and of ways and from a range known and new ideas complex ideas using
possibilities in ways that imaginative combinations of sources to create new to create new ways of imagery, analogies and
are new to them possibilities achieving goals symbolism
identify and compare explore situations identify situations where generate alternatives and speculate on creative
creative ideas to think using creative thinking current approaches do innovative solutions, and options to modify ideas
broadly about a given strategies to propose a not work, challenge adapt ideas, including when circumstances
situation or problem range of alternatives existing ideas and when information is change
generate alternative limited or conflicting
solutions
investigate options experiment with a range assess and test options predict possibilities, assess risks and explain
and predict possible of options when seeking to identify the most and identify and test contingencies, taking
outcomes when putting solutions and putting effective solution and to consequences when account of a range of
ideas into action ideas into action put ideas into action seeking solutions and perspectives, when
putting ideas into action seeking solutions and
putting complex ideas
into action
Critical and Creative Thinking learning continuum
Level 1 Level 2 Level 3 Level 4 Level 5 Level 6
Sub-element Typically, by the end of Typically, by the end of Typically, by the end of Typically, by the end of Typically, by the end of Typically, by the end of
Foundation Year, students: Year 2, students: Year 4, students: Year 6, students: Year 8, students: Year 10, students:
Reflecting on thinking and processes element
Think about describe what they are describe the thinking reflect on, explain and reflect on assumptions assess assumptions in give reasons to support
thinking thinking and give reasons strategies used in given check the processes made, consider their thinking and invite their thinking, and
(metacognition) why situations and tasks used to come to reasonable criticism and alternative opinions address opposing
conclusions adjust their thinking if viewpoints and possible
necessary weaknesses in their own
positions
Reflect on identify the main outline the details and identify pertinent identify and justify the evaluate and justify the balance rational and
processes elements of the steps in a sequence in a whole information in an thinking behind choices reasons behind choosing irrational components of
thinking process task and separate it into investigation and they have made a particular problem- a complex or ambiguous
workable parts separate into smaller solving strategy problem to evaluate
parts or ideas evidence
Transfer connect information from use information from a transfer and apply apply knowledge gained justify reasons for identify, plan and
knowledge into one setting to another previous experience to information in one setting from one context to decisions when justify transference
new contexts inform a new idea to enrich another another unrelated context transferring information of knowledge to new
and identify new meaning to similar and different contexts
contexts
Analysing, synthesising and evaluating reasoning and procedures element
Apply logic and identify the thinking used identify reasoning used identify and apply assess whether there identify gaps in reasoning analyse reasoning used
reasoning to solve problems in in choices or actions in appropriate reasoning is adequate reasoning and missing elements in in finding and applying
given situations specific situations and thinking strategies for and evidence to justify information solutions, and in choice
particular outcomes a claim, conclusion or of resources
outcome
Draw share their thinking about identify alternative draw on prior knowledge scrutinise ideas differentiate the use logical and abstract
conclusions and possible courses of courses of action or and use evidence when or concepts, test components of a thinking to analyse and
design a course action possible conclusions choosing a course of conclusions and modify designed course of synthesise complex
of action when presented with new action or drawing a actions when designing a action and tolerate information to inform a
information conclusion course of action ambiguities when drawing course of action
conclusions
Evaluate check whether they evaluate whether they explain and justify ideas evaluate the effectiveness explain intentions and evaluate the effectiveness
procedures and are satisfied with the have accomplished what and outcomes of ideas, products, justify ideas, methods of ideas, products and
outcomes outcome of tasks or they set out to achieve performances, methods and courses of action, performances and
actions and courses of action and account for expected implement courses of
against given criteria and unexpected action to achieve desired
outcomes against criteria outcomes against criteria
they have identified they have identified
Dimensi Berpikir Kritis
Dimensi Berpikir Kritis
Dimensi Berpikir Kreatif

OECD (2019)
Pembelajaran Bahasa Indonesia
yang Menumbuhkan Berpikir Kreatif

Teksi basis
pembelajaran untuk
menumbuhkan
kompetensi berpikir
kreatif
Memediasi
Kebutuhan Belajar
Generasi Z
Pembelajaran Berbasis
Siber bagi Gen Z

Pesatnya perkembangan dan adopsi

teknologi komunikasi telah mengubah
cara siswa menerima dan
menginterpretasikan informasi.

Perubahan cara siswa belajar

mengarahkan pada kebutuhan untuk
perubahan cara guru mengajar.
Pedagogi MIOPA

Mosca, J. et.al (2019). New Approaches to Learning for Generation Z

Pedagogi bagi Gen Z

• Collaborative virtual learning

• Resources Based Learning
• Problem Based Learning
• Constructivism
• Communities Practices
• Connectivism

Martin (2011)
Prinsip Pembelajaran bagi Gen Z
Peserta didik sebagai pusat pembelajaran
01 Peserta didik aktif dalam pembelajaran yang mandiri memantau tujuan
dan hasil belajar mereka sendiri.

Belajar adalah praktik sosial dan dilakukan bersama

02 Peserta didik makhlud sosial yang belajar dengan berinteraksi dan
berkolaborasi

Emosi adalah bagian integral dari pembelajaran

03 Siswa memahami ide dengan lebih baik ketika ada interaksi antara
emosi, motivasi dan kognisi. Tumbuhkan keyakinan

Peserta didik berbeda/beragam

04 Lingkungan belajar yang inovatif mencerminkan berbagai pengalaman
dan pengetahuan.
Prinsip Pembelajaran bagi Gen Z

Penilaian untuk pembelajaran

05 Penilaian berorientasi untuk mengefektifkan pembelajaran, kesiapan
belajar, dan pemberian umpan balik

Pembelajaran perlu terhubung lintas disiplin ilmu dan

menjangkau dunia nyata
06 Peserta didik memahami hubungan antarsubjek dan hubungan dengan
kehidupannya

Pembelajaran yang menantang

07 Belajar terbaik karena tantangan, bukan tekanan
Tips § Kuis online singkat (short online

Pembelajaran
quizzes)

• Tim/Kelompok Kecil (Teams/small

bagi Gen Z group)

• Pembelajaran aktif (active learning

activities)

• Permainan (games)

• Peduli dan umpan balik (caring and

feedback)

Miranda (2020). Generation Z: Re-thinking Teaching and Learning Strategies.

 Project Based Learning

Kegiatan Belajar

1. Siswa merancang proyek pameran hasil karya berupa Mading Digital

2. Hasil karya ditampilkan dalam pameran sekolah
3. Proyek dilaksanakan melalui tahapan perencanaan, pelaksanaan, dan
evaluasi (wawancara, publikasi/iklan, ulasan)
4. Peserta pameran diberi tugas mengulas hasil karya yang dipamerkan
Teks Berita
Teks Iklan
Teks Ulasan Kompetensi Abad 21 yang Dintegrasikan
§ Keingintahuan
§ Literasi § Berpikir Kritis
§ Inisiatif
§ Kreativitas
§ ICT Literasi § Komunikasi
§ Kegigihan
§ Finansial Literasi § § Adaptabilitas
Kolaborasi
§ Kepemimpinan
 Problem Based Learning

Kegiatan Belajar
1. Siswa merancang gagasan penyelesaian masalah dalam lingkungan sosial
melalui karya ilmiah (seperti, ketaatan social distancing)
2. Siswa melakukan riset tentang masalah dalam lingkungan sosial melalui
penelusuran di internet
3. Siswa mengusulkan alternati penyelesaian masalah melalui karya ilmiah
4. Siswa menyajikan karya ilmiah yang dihasilkan
Menulis Karya
Ilmiah
Kompetensi Abad 21 yang Dintegrasikan
§ Keingintahuan
§ Literasi § Berpikir Kritis
§ Inisiatif
§ Kreativitas
§ ICT Literasi § Komunikasi
§ Kegigihan
§ Literasi budaya § Adaptabilitas
§ Kolaborasi
§ Kesadaran sosial
 Collaborative Learning
Kegiatan Belajar
1. Siswa melakukan aktivitas belajar lintas bidang studi dengan merancang
kegiatan “Pandemi Covid-19”
2. Pkn: menanamkan rasa kepedulian dan empati kepada sesama
3. Agama: menyadarkan akan kebesaran Tuhan sebagai pengatur dan
pemilik alam semesta
Bahasa 4. Bahasa Indonesia: menyusun teks persuasi yang bisa menggugah
Indonesia partisipasi publik

PKn
Agama Kompetensi Abad 21 yang Dintegrasikan
§ Keingintahuan
§ Literasi § Berpikir Kritis § Inisiatif
§ ICT Literasi § Kreativitas § Kegigihan
§ Financial Literasi § Komunikasi § Kepemimpinan
§ Kolaborasi § Kesadaran sosial
budaya
Strategi Pembelajaran
Bahasa Berbasis Siber
Keterampilan Berbahasa Strategi Bentuk Aktivitas
Berbicara-Menyimak • Digital virtual sharing • Belajar/kuliah daring
• Video conferencing • Diskusi daring lintas
• Recorded group sekolah/institusi/wilay
discussion ah
• Cross cultural stroy • Mendongeng/bercerita
telling karya sasta lintas
• Real life language task budaya
• Digital game based • Berbicara untuk
learning pemasaran produk
(endorse)
Strategi Pembelajaran Bahasa
Berbasis Siber
Keterampilan Berbahasa Strategi Bentuk Aktivitas
Menulis-Membaca • Real life language task • Menulis sebagai
• Menulis kolaboratif jurnalis
online • Menulis antologi/buku
• Menulis berbasis bersama
blog/medsos • Menulis karya
fiksi/nonfiksi di
blog/facebook
Manfaatkan Teknologi Informasi dan Komunikasi dalam
Manfaatkan Teknologi Informasi dan Komunikasi
Pembelajaran
(TIK) dalam Pembelajaran
500

480 Guru Memanfaatkan TIK

460 Guru kurang memanfaatkan TIK
Skor membaca PISA 2018

440

420

400

380

360

340

320

300
-4.50 -4.00 -3.50 -3.00 -2.50 -2.00 -1.50 -1.00 -0.50 0.00 0.50 1.00 1.50 2.00 2.50 3.00 3.50 4.00 4.50

Indek Sosial Ekonomi Siswa

Siswa dengan latarbelakang sosial ekonomi yang sama memiliki skor membaca 40 poin lebih
tinggi ketika diajar oleh guru yang memanfaatkan TIK. Hal ini menunjukkan memiliki
infrastruktur TIK tidak cukup, gunakanlah dalam pembelajaran.

Sumber: Balitbang Kemdikbud, 2019

“Sains dan teknologi
merevolusi hidup kita,
tapi kenangan, tradisi,
dan mitos membentuk
respons kita.”

— ARTHUR SCHLESINGER
Terima kasih