Year: 2025 | Month: July | Volume: 12 | Issue: 7 | Pages: 92-106
DOI: https://doi.org/10.52403/ijrr.20250711
Characteristics of Guru Penggerak Questions in Indonesian Language Learning in Merdeka Curriculum in Junior High School
Leni Salindri1, Ida Zulaeha2, Santi Pratiwi Tri Utami3
1,2,3Indonesian Laguage Education Study Program, Faculty of Languages and Arts, Universitas Negeri Semarang, Semarang, Indonesia.
Corresponding Author: Leni Salindri
ABSTRACT
Introduction: Literacy skills are always associated with Indonesian language learning. The Program for International Student Assessment (PISA) report shows that the government needs to improve literacy. This step is taken by implementing an independent curriculum and a guru penggerak education program. The role of guru penggerak is very important in improving the quality of learning. This study was motivated by the results of observations that showed that guru penggerak had implemented several questioning skills, but further studies were needed to determine the characteristics of the questions asked by guru penggerak.
Method: This study aims to analyze the characteristics of the questions from guru penggerak in learning Indonesian language in the independent curriculum at junior high schools. The approach used in this study is a phenomenological approach. Data sources were selected through purposive sampling. Participants were Indonesian language teachers who were guru penggerak from grades 7 to 11 in Pekalongan Regency. Data collection techniques in this research involved observation, interviews/discussions, documents, and documentation/audiovisual materials. The data analysis technique involved the stages of preparing data and organising data for analysis, reducing data through coding and summarising codes, and presenting data.
Result: The characteristics of the questions spoken by the guru penggerak can move learners to open up discussion space and develop exploratory, analytical & reflective, creative, and critical thinking habits. Explorative thinking questions consist of digging, leading, and confirming questions. Analytical & reflective thinking questions consist of convergent and divergent questions. The predominant use of convergent questions serves to ensure a strong foundation of factual understanding. Divergent questions focus on analysis and reflection. Creative thinking questions consist of productive, factual and imaginative questions. Factual questions build a knowledge base; productive questions encourage deep thinking and reflection. Imaginative questions spark creativity and innovation. Critical thinking questions consist of remembering (C-1), understanding (C-2), applying (C-3), analysing (C-4), evaluating (C-5), and creating (C-6).
Conclusion: Characteristics of Guru Penggerak Questions in Indonesian Language Learning in Merdeka Curriculum in Junior High School can encourage students to engage in positive and collaborative discussions. The questions asked can motivate students to develop exploratory, analytica & reflectif, creative, and critical thinking habits.
Keywords: guru penggerak, characteristics questions, independent curriculum
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