Video summary

PDD-UKTPT Bidang Pengajaran | Serdos 2025 | Decenni Amelia - Universitas Bhayangkara Jakarta Raya

Main summary

Key takeaways

Educational

Main ideas, concepts, and lessons

  • The lecture is an introduction and teaching overview of the course Children’s Literature Studies for PGSD (Elementary School Teacher Education) students.
  • The focus of the 4th meeting is children’s literature appreciation, continuing from prior material about:
    • Genres of children’s literature
    • Elements of children’s literature (intrinsic and extrinsic)
  • Children’s literature appreciation is framed as both:
    • an internal process (absorbing, understanding, feeling), and
    • an active process (responding meaningfully—intellectually and emotionally).
  • The lecture emphasizes that appreciation supports children’s development:
    • Psychological
    • Character
    • Moral
    • Social
  • Children’s responses to literature are organized into stages and types of responses. Students are trained to apply techniques in class, including:
    • reading aloud
    • storytelling
    • use of props
    • digital media

Course structure and learning outcomes (overall course overview)

Course description (as stated in the opening)

  • Course: Children’s Literature Studies for elementary school age
  • Audience: 5th semester PGSD students
  • Course code: PGSD 3124
  • Credit weight: 3 credits
  • Format: 16 face-to-face meetings:
    • 14 material meetings
    • 2 meetings for mid-semester and final-semester exams (each as described)

Topics include:

  • Basic concepts of literature for elementary children
  • Genres of children’s literature
  • Structure and elements of children’s literature
  • Techniques for appreciating children’s literature
  • Role of children’s literature in character, psychological, moral, and social development
  • Techniques for creating children’s literature; compiled into an anthology for judging and publication

Learning outcomes (CPL/CPMK as described)

  • CPL: CPL4, CPL5, CPL6 (validated in RPS and by program leadership/quality control)

Expected learning outcomes (CPMK):

  • CPMK1: Understand basic concepts of literary studies and children’s literature genres
  • CPMK2: Analyze structure and appreciation techniques; explain how children’s literature influences development
  • CPMK3: Design/create children’s literary works for elementary school age

Teaching and assessment methodology (overall course teaching approach)

Learning process components

  • Delivery: Lecturer provides materials and RPS via e-learning; face-to-face interactive presentations
  • Interaction: Two-way communication through discussions, Q&A, collaboration, and joint reflection
  • Assessment: Formative + summative as per RPS

Media used

  • Videos
  • Digital literature
  • Interactive quizzes
  • Tools/Media such as Word and Canva (mentioned)

Assessment system

  • Formative assessment (process assessment):
    • quizzes
    • individual and group project assignments
    • attitude and skill assessments (per RPS)
  • Summative assessment (final assessment):
    • UTS (mid-semester test)
    • UAS (final semester test)

Learning model and methods

  • Learning model:
    • Experiential learning
    • Project-based learning
  • Methods used:
    • interactive presentations
    • demonstrations
    • practice
    • group collaboration
    • creative responses

4th meeting: Children’s Literature Appreciation (detailed)

A) Learning objectives of the 4th meeting

  1. Explain the basic concept of children’s literature appreciation
  2. Learn read-aloud and storytelling techniques to read children’s stories
  3. Analyze types of responses to children’s literature appreciation
  4. Design a form of response for appreciation activities

B) Definition of children’s literature appreciation

Children’s literature appreciation is a process where children (guided or independently) learn to:

  • understand
  • enjoy
  • appreciate the values embedded in children’s literary works intended for them.

C) Goals of children’s literature appreciation

  • Foster love of reading and enjoyment of the story world
  • Develop empathy, imagination, and positive values
  • Train skills and critical thinking
  • Broader role of literature: supports psychological, character, moral, and social development
  • Teaching implication: stories must be adjusted to children’s developmental stage:
    • Lower grades: Grade 1–3
    • Upper grades: Grade 4–6
    • Example: story structure/word count differs (upper grades can handle longer stories)

D) Stages of children’s literature appreciation (4 stages)

  1. Receptive

    • Children listen to or read stories.
    • The teacher provides the text/story; students read/listen.

  2. Interpretive

    • Children understand the story’s meaning and message.
    • They explore implied meaning after reading.

  3. Creative and expressive

    • Children respond through creative outputs such as:
      • pictures
      • drama
      • poetry
      • rewriting
      • (and other creative forms)
    • Example activities mentioned:
      • make poems based on stories (e.g., mouse deer and crocodile)
      • create mini drama and assign roles

  4. Evaluative

    • Children evaluate stories and relate them to real life.
    • They discuss values/messages connected to daily experiences.

E) Techniques for appreciating literature (instructional list)

1) Read-aloud (read load / read aloud)

Key techniques emphasized:

  • intonation
  • expression
  • face
  • eye contact
  • gestures
  • body movements
  • pauses
  • interactive delivery

Difference explained:

  • Reading aloud: read the children’s story text loud and expressively
  • More “text-based” compared to storytelling

Example moral from a read-aloud story:

“Don’t judge things too quickly; make sure everything is clear first.”

Media option:

  • Read-aloud can use:
    • printed books, or
    • video/text digital format so the teacher/child reads from the media.

2) Storytelling (storytelling vs read-aloud)

How it differs:

  • Delivered orally without reading the text
  • Freer and more expressive
  • Storyteller can improvise using imagination; spontaneity can be effective for skilled storytellers
  • Props may be used

Props / aids mentioned:

  • Mini stage / stage-like set with animal figures
  • Hand puppets:
    • made from paper (paper hand puppets)
    • finger puppets
  • Paper doll made from used materials

Instructional idea:

  • Involve children to create props/puppets according to characters.

3) Digital children’s literature activity (web-based application)

  • A digital literature platform is demonstrated.
  • Platform structure:
    • Teacher menu: modules, RPS, and collection of children’s stories
    • Student menu: only a story collection
  • Example story content includes music and a storyteller component (sound can be turned on/off).
  • Students are instructed to:
    • read a story (through the platform) for about 10 minutes
    • then complete a quiz based on the story

F) Types of responses in children’s literature appreciation (with examples)

The instructor connects each response type to classroom practices:

  1. Productive response

    • Response that starts with re-understanding the story
    • Examples:
      • quizzes based on story content
      • interactive questions

  2. Affective response

    • Response connected to emotions
    • Examples:
      • write a journal of feelings after reading
      • write letters/messages to characters (e.g., from stories like Malin Kundang; “garlic and shallots” mentioned)

  3. Creative response

    • Response where students create a new work based on the story
    • Examples:
      • write a poem based on story characters
      • create puppet drama based on story characters

  4. Evaluative and reflective responses

    • Students provide personal assessment of the story
    • Examples:
      • write a review text containing comments, criticism, and suggestions
      • state the story’s message and comment on what the story is like
      • connect story themes to students’ daily lives

G) Individual assignment mentioned (end of the 4th meeting)

Next steps for students:

  • Randomly choose one response type (e.g., productive, etc.)
  • Create:
    • guidelines, and
    • an activity plan for Grade 4 elementary students
  • The referenced response types include numbers 2, 3, and 4 in the assignment prompt.

Submission:

  • Collected H+3 after the meeting through Ubara Jaya e-learning

Longer-term course outcome (restated):

  • Later meetings will culminate in creating a children’s literary work (a story) and compiling it into an anthology for judging and publication.

Speakers / sources featured (as explicitly identified)

  • Dr. Decenni Amelia, M.Pd. (lecturer; presenter)
  • Bayangkara University, Greater Jakarta
  • PGSD (Elementary School Teacher Education Study Program)

Referenced materials/examples:

  • Children’s stories/characters: “mouse deer and crocodile” and “Malin Kundang”
  • Also mentioned: “garlic and shallots”

Original video