Application of Ethno-Pragmatics Learning Strategies in Indonesian Subjects in High School: A Case Study on the Independent Curriculum

Abstract

The problem discussed in this study is adapting curriculum changes from the 2013 curriculum to an independent curriculum in Indonesian learning in high school. Facts in the field found that factors inhibiting the implementation of this independent curriculum, such as low student motivation, so that they have not been able to apply an assessment system to manage student interests and talents, independent learning-based learning style refers to the freestyle in learning so that students are less focused on receiving material in the learning. For this reason, an ethno-pragmatic learning strategy is needed to integrate with the independent curriculum in high school. This Ethno-pragmatic learning strategy can accommodate the achievements of the Indonesian learning curriculum in high schools so that character strengthening can be achieved following the independent curriculum policy that has been stipulated in the Decree of the Head of Balitbang of the Ministry of Education and Culture and Technology No. 028 / H / KU / 2021 concerning the learning outcomes of PAUD, SD, SMP, SMA, SDLB, SMPLB, and SMALB in the Mobilizer School Program. The method is used with qualitative description to understand students in the Application of the Indonesian curriculum in high school. Data were collected by non-participant observation method in the form of audiovisual recordings in the form of video. Video recordings are collected, recorded with recording techniques recorded on data cards, and then grouped by ethno-pragmatics. The analysis uses referential techniques represented and described in language that is easy to understand, following Indonesian writing rules. The results showed that 1) increasing the use of polite language through the Application of pragmatic strategies; (2) Improved text comprehension through the Application of ethnographic communication strategies.