Research Article
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Cognitive Level of Characters in the Indonesian Novel As a Source of Learning

Year 2019, Volume: 7 Issue: 4, 931 - 952, 15.12.2019
https://doi.org/10.17478/jegys.623308

Abstract

This qualitative study aims at finding the level of
cognitive of the characters in the Indonesian novel. The data in this study
were collected through intensive reading based on Maryamah Karpov. The content
is the characterizations belongs to the level of cognitive including memorizing,
understanding, applying, analyzing, assessing, and creating. The process of
data analysis is categorized into three stages, namely data reduction, data
presentation, and conclusion. The result shows that the characterization of novel
is identified as the level of cognitive of understanding, applying, analyzing,
evaluating, and creating. In fact, the characterization also fills each
indicator of cognitive level. Novel Maryamah Karpov is at a level of judging
(C5) and creating (C6). The novel is classified into a high level of cognitive
and is suitable as a source of learning in high schools. The drawing of recommendation
based on this study is that teachers need to study the level of cognitive of any
novel as a learning resource because the harmony between the level of cognitive
and the level of intelligence of the students will have a significant effect.

References

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  • Beauvais, C. (2015). The Mighty Child: Time and Power in Children’s Literature. John Benjamins Publishing Company (4th ed., Vol. 5). Amsterdam.
  • Cartwright, K. B., Coppage, E. A., Lane, A. B., Singleton, T., Marshall, T. R., & Bentivegna, C. (2017). Cognitive flexibility deficits in children with specific reading comprehension difficulties. Contemporary Educational Psychology, 50, 33–44. https://doi.org/10.1016/j.cedpsych.2016.01.003
  • Crane, N., Zusho, A., Ding, Y., & Cancelli, A. (2017). Domain-specific metacognitive calibration in children with learning disabilities. Contemporary Educational Psychology, 50, 72–79. https://doi.org/10.1016/j.cedpsych.2016.09.006
  • Dore, R. A., Hassinger-Das, B., Brezack, N., Valladares, T. L., Paller, A., Vu, L., … Hirsh-Pasek, K. (2018). The parent advantage in fostering children’s e-book comprehension. Early Childhood Research Quarterly, 44, 24–33. https://doi.org/10.1016/j.ecresq.2018.02.002
  • Eanes, R. (1997). Content area literacy: teaching for today and tomorrow. Texas: Delmar Publishers.
  • Hansen, N., Jordan, N. C., & Rodrigues, J. (2017). Identifying learning difficulties with fractions: A longitudinal study of student growth from third through sixth grade. Contemporary Educational Psychology, 50, 45–59. https://doi.org/10.1016/j.cedpsych.2015.11.002
  • Krathwohl, L. W. A. D. (2001). A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational of Objectives. New York: Longman.
  • Marni, S., Suyono, Roekhan, & Harsiati, T. (2019). Critical Thinking Patterns of First-Year Students in Argumentative Essay. Journal for the Education of Gifted Young Scientists, 7(September), 683–697.
  • Marzano, R. J. (1992). A Different Kind of Classroom: Teaching with Dimensions of Learning. Alexandria, Virginia, USA: Association for Supervision and Curriculum Development (ASCD).
  • Miles, B. M., Huberman, M. (1992) Analisis Data Kualitatif Buku Sumber tentang Metode-metode Baru. Jakarta: UIP. Riemer, N. (2019). Cognitive Linguistics and the Public Mind : Idealist Doctrines, Materialist Histories. Language & Communication, 64, 38–52. https://doi.org/10.1016/j.langcom.2018.09.002
  • Shamionov, R. M., & Grigoryev, A. V. (2019). The Image of Socially Active Individual in the Representations of Student Youth.” International Journal of Cognitive Research in Science, Engineering and Education, 7(1), 15-20. DOI: https://doi.org/10.5937/ijcrsee1901015S
  • Smith, B. (2002). Breaking through: college reading. New York: Longman.
  • Vandenbroucke, L., Verschueren, K., Desoete, A., Aunio, P., Ghesquière, P., & Baeyens, D. (2018). Crossing the bridge to elementary school: The development of children’s working memory components in relation to teacher-student relationships and academic achievement. Early Childhood Research Quarterly, 42(August 2017), 1–10. https://doi.org/10.1016/j.ecresq.2017.08.004
  • Vieluf, S., & Kerstin, G. (2019). Making Intercultural Learning in EFL Lessons Interesting The Role of Teaching Processes and Individual Learning Prerequisites and Their Interactions. Teaching and Teacher Education Journal, 79, 1–16. https://doi.org/10.1016/j.tate.2018.11.019
  • Wollman-Bonilla, J.E. & Werchadlo, B. (1995). Literature Response Journals in a First - Grade Classroom. Language Arts, 72(8), 562-570.
  • Zhdanko, A. (2019). Identification of Cognitive Manipulations that Have The Greatest Impact on Students in The Internet. International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE), 7(1), 35–42. https://doi.org/10.5937/ijcrsee1901035Z
Year 2019, Volume: 7 Issue: 4, 931 - 952, 15.12.2019
https://doi.org/10.17478/jegys.623308

Abstract

References

  • Barter, N. (2016). Strategy Textbooks and the Environment Construct. Organization & Environment, 29(3), 332.
  • Beauvais, C. (2015). The Mighty Child: Time and Power in Children’s Literature. John Benjamins Publishing Company (4th ed., Vol. 5). Amsterdam.
  • Cartwright, K. B., Coppage, E. A., Lane, A. B., Singleton, T., Marshall, T. R., & Bentivegna, C. (2017). Cognitive flexibility deficits in children with specific reading comprehension difficulties. Contemporary Educational Psychology, 50, 33–44. https://doi.org/10.1016/j.cedpsych.2016.01.003
  • Crane, N., Zusho, A., Ding, Y., & Cancelli, A. (2017). Domain-specific metacognitive calibration in children with learning disabilities. Contemporary Educational Psychology, 50, 72–79. https://doi.org/10.1016/j.cedpsych.2016.09.006
  • Dore, R. A., Hassinger-Das, B., Brezack, N., Valladares, T. L., Paller, A., Vu, L., … Hirsh-Pasek, K. (2018). The parent advantage in fostering children’s e-book comprehension. Early Childhood Research Quarterly, 44, 24–33. https://doi.org/10.1016/j.ecresq.2018.02.002
  • Eanes, R. (1997). Content area literacy: teaching for today and tomorrow. Texas: Delmar Publishers.
  • Hansen, N., Jordan, N. C., & Rodrigues, J. (2017). Identifying learning difficulties with fractions: A longitudinal study of student growth from third through sixth grade. Contemporary Educational Psychology, 50, 45–59. https://doi.org/10.1016/j.cedpsych.2015.11.002
  • Krathwohl, L. W. A. D. (2001). A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational of Objectives. New York: Longman.
  • Marni, S., Suyono, Roekhan, & Harsiati, T. (2019). Critical Thinking Patterns of First-Year Students in Argumentative Essay. Journal for the Education of Gifted Young Scientists, 7(September), 683–697.
  • Marzano, R. J. (1992). A Different Kind of Classroom: Teaching with Dimensions of Learning. Alexandria, Virginia, USA: Association for Supervision and Curriculum Development (ASCD).
  • Miles, B. M., Huberman, M. (1992) Analisis Data Kualitatif Buku Sumber tentang Metode-metode Baru. Jakarta: UIP. Riemer, N. (2019). Cognitive Linguistics and the Public Mind : Idealist Doctrines, Materialist Histories. Language & Communication, 64, 38–52. https://doi.org/10.1016/j.langcom.2018.09.002
  • Shamionov, R. M., & Grigoryev, A. V. (2019). The Image of Socially Active Individual in the Representations of Student Youth.” International Journal of Cognitive Research in Science, Engineering and Education, 7(1), 15-20. DOI: https://doi.org/10.5937/ijcrsee1901015S
  • Smith, B. (2002). Breaking through: college reading. New York: Longman.
  • Vandenbroucke, L., Verschueren, K., Desoete, A., Aunio, P., Ghesquière, P., & Baeyens, D. (2018). Crossing the bridge to elementary school: The development of children’s working memory components in relation to teacher-student relationships and academic achievement. Early Childhood Research Quarterly, 42(August 2017), 1–10. https://doi.org/10.1016/j.ecresq.2017.08.004
  • Vieluf, S., & Kerstin, G. (2019). Making Intercultural Learning in EFL Lessons Interesting The Role of Teaching Processes and Individual Learning Prerequisites and Their Interactions. Teaching and Teacher Education Journal, 79, 1–16. https://doi.org/10.1016/j.tate.2018.11.019
  • Wollman-Bonilla, J.E. & Werchadlo, B. (1995). Literature Response Journals in a First - Grade Classroom. Language Arts, 72(8), 562-570.
  • Zhdanko, A. (2019). Identification of Cognitive Manipulations that Have The Greatest Impact on Students in The Internet. International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE), 7(1), 35–42. https://doi.org/10.5937/ijcrsee1901035Z
There are 17 citations in total.

Details

Primary Language English
Subjects Other Fields of Education, Studies on Education
Journal Section Differentiated Instruction
Authors

Miftakhul Huda Huda 0000-0001-7241-4681

Abdul Syukur Ghazali This is me

Wahyudi Siswanto This is me

Muakibatul Hasanah This is me

Publication Date December 15, 2019
Published in Issue Year 2019 Volume: 7 Issue: 4

Cite

APA Huda, M. H., Ghazali, A. S., Siswanto, W., Hasanah, M. (2019). Cognitive Level of Characters in the Indonesian Novel As a Source of Learning. Journal for the Education of Gifted Young Scientists, 7(4), 931-952. https://doi.org/10.17478/jegys.623308
AMA Huda MH, Ghazali AS, Siswanto W, Hasanah M. Cognitive Level of Characters in the Indonesian Novel As a Source of Learning. JEGYS. December 2019;7(4):931-952. doi:10.17478/jegys.623308
Chicago Huda, Miftakhul Huda, Abdul Syukur Ghazali, Wahyudi Siswanto, and Muakibatul Hasanah. “Cognitive Level of Characters in the Indonesian Novel As a Source of Learning”. Journal for the Education of Gifted Young Scientists 7, no. 4 (December 2019): 931-52. https://doi.org/10.17478/jegys.623308.
EndNote Huda MH, Ghazali AS, Siswanto W, Hasanah M (December 1, 2019) Cognitive Level of Characters in the Indonesian Novel As a Source of Learning. Journal for the Education of Gifted Young Scientists 7 4 931–952.
IEEE M. H. Huda, A. S. Ghazali, W. Siswanto, and M. Hasanah, “Cognitive Level of Characters in the Indonesian Novel As a Source of Learning”, JEGYS, vol. 7, no. 4, pp. 931–952, 2019, doi: 10.17478/jegys.623308.
ISNAD Huda, Miftakhul Huda et al. “Cognitive Level of Characters in the Indonesian Novel As a Source of Learning”. Journal for the Education of Gifted Young Scientists 7/4 (December 2019), 931-952. https://doi.org/10.17478/jegys.623308.
JAMA Huda MH, Ghazali AS, Siswanto W, Hasanah M. Cognitive Level of Characters in the Indonesian Novel As a Source of Learning. JEGYS. 2019;7:931–952.
MLA Huda, Miftakhul Huda et al. “Cognitive Level of Characters in the Indonesian Novel As a Source of Learning”. Journal for the Education of Gifted Young Scientists, vol. 7, no. 4, 2019, pp. 931-52, doi:10.17478/jegys.623308.
Vancouver Huda MH, Ghazali AS, Siswanto W, Hasanah M. Cognitive Level of Characters in the Indonesian Novel As a Source of Learning. JEGYS. 2019;7(4):931-52.
By introducing the concept of the "Gifted Young Scientist," JEGYS has initiated a new research trend at the intersection of science-field education and gifted education.