Mindset : Jurnal Pemikiran Pendidikan dan Pembelajaran

Rhetorical Strategies In Prabowo Subianto’s 2024 Presidential Debate: Implications For Language and Civic Education at The Tertiary Level

2025-07-08T14:52:48+00:00

In the 2024 Presidential Debate, Prabowo Subianto (PS) attracted public attention not only due to his political profile and electability, but also because of his rhetorical delivery in presenting his national vision and mission. This study analyzes the persuasive power of rhetorical elements in a five-minute speech segment delivered by PS during the vision and mission session. Grounded in Aristotle’s classical rhetorical theory, the research adopts a descriptive qualitative approach supported by critical discourse analysis. The findings reveal that PS employed the three rhetorical appeals: logos, ethos, and pathos, in a balanced and strategic manner. This suggests a mature rhetorical style and an effective adaptation to the communicative demands of electoral democracy. Furthermore, this study contributes to Southeast Asian rhetorical and political discourse studies by highlighting how classical rhetorical strategies remain relevant and impactful in contemporary political communication. In addition, the findings hold pedagogical significance for higher education, particularly in the teaching of language, communication, and civic education. The rhetorical strategies observed in PS’s speech can serve as authentic learning materials for developing students’ rhetorical awareness, critical thinking, and public speaking skills, especially within the framework of democratic engagement and media literacy.

The Effectiveness of the Talking Stick Method in Analyzing Report Text Information

2025-07-01T10:57:08+00:00

The ability to analyze information in report texts is an essential skill in strengthening students’ literacy in line with the Independent Curriculum. This Classroom Action Research (CAR) aims to examine the effectiveness of the Talking Stick method assisted by the Magic Bag learning media in improving the ability to analyze report texts in 29 students of class XI-F at SMP Negeri 10 Malang. This study is based on Vygotsky's Zone of Proximal Development (ZPD) theory and the principle of Culturally Responsive Teaching (CRT), which emphasizes the role of cultural context in learning. The research was conducted using the Kemmis & McTaggart model in two cycles. Local cultural content such as the Kasada Ceremony, Malang Tempo Doeloe, and Larung Sesaji Ceremony was integrated into collaborative learning activities. Data were collected through tests, observations, and questionnaires. The results showed a significant improvement in students' ability to analyze report texts, with the average score increasing from 62.5 in Cycle I to 78.2 in Cycle II, and the completeness percentage rising from 34.5% to 79.3% against the Minimum Completeness Criteria (KKM). Improvements were also seen in aspects such as identifying key information, understanding text structure, and drawing conclusions. This study demonstrates that the Talking Stick method combined with Magic Bag media and local cultural content effectively enhances students' literacy skills, encourages active participation, and strengthens contextual learning. It is recommended as an innovative cooperative strategy in teaching report texts at the junior high school level.

Application of the Problem Based Learning Model with Pancasila Behavior Pocket Media to Improve Student Learning Outcomes

2025-07-01T11:01:02+00:00

This research is motivated by the low student learning outcomes observed during preliminary activities in the classroom. Several factors contribute to this issue, including the use of less effective learning models and media, which result in limited student participation and overall low achievement. The purpose of this study is to improve student learning outcomes in Pancasila Education for grade III students by applying the Problem Based Learning (PBL) model supported by Pancasila Behavior Pocket media. This study employed Classroom Action Research (CAR) conducted in two cycles, each consisting of two meetings and involving four stages: planning, implementation, observation, and reflection. Data collection techniques included observation, documentation, and learning outcome tests. The research findings in Cycle I showed that students' mastery of the material increased from 57% in the pre-test to 71% in the post-test. In Cycle II, the pre-test score rose to 71%, and the post-test score reached 81%. This steady improvement indicates that the implementation of the PBL model combined with contextual media can effectively enhance student learning outcomes. The integration of the Pancasila Behavior Pocket media provided engaging, relevant, and practical learning experiences, increasing student participation and understanding. These findings suggest that Problem Based Learning supported by appropriate media can serve as an effective strategy to improve learning outcomes in Pancasila Education at the elementary school level.

Application of Collaborative Cultural Maps to Improve Critical Thinking Skills

2025-07-01T11:00:22+00:00

Critical and collaborative thinking skills are essential 21st-century competencies for learners in facing global challenges. Unfortunately, the learning of Natural and Social Sciences (IPAS) in elementary schools is still dominated by the rote approach, without encouraging understanding of the meaning of local cultural values. This research aims to apply the Collaborative Cultural Map model to improve the critical and collaborative thinking skills of grade IV students. The research uses the Kemmis and McTaggart model Class Action Research (PTK) approach which was carried out in two cycles at SD Negeri X Malang in the even semester of 2024/2025, with 27 students. Data was collected through observation, pre-post tests, interviews, and documentation, then analyzed descriptively, quantitatively, and qualitatively. The results showed an increase in students' learning completeness from 74.07% in the pre-cycle to 88.89% in the first cycle, and reached 100% in the second cycle, with an average final score of 93.33. In addition to academic improvement, this model encourages active participation, effective communication, and better social interaction in the classroom. These findings prove that collaborative learning based on local culture effectively strengthens 21st century skills and makes an innovative contribution to the development of more contextual science learning models in primary schools.