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UNIVERSITAS ISLAM NEGERI MATARAM
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RPS-07-TBI0409 |
| RENCANA PEMBELAJARAN SEMESTER | ||||||
| MATA KULIAH (MK) | KODE | Rumpun MK | BOBOT (sks) | SEMESTER | Tanggal Penyusunan | |
| Critical Reading | TBI0409 | Reading comprehension skills including literal, interpretive, and critical understanding | 2 | 0 | 4 | 13 Apr 2026 |
| Pengesahan | Dosen Pengembang RPS | Koordinator RMK | Ka PRODI |
 Prof. Dr. Hj. Nurul Lailatul Khusniyah, M.Pd, |
 Dr. Afif. Ihwanul Muslimin, S.S, M.Pd |
 Dr. Ika Rama Suhandra, M.Pd. |
| Capaian Pembelajaran | CPL-PRODI yang dibebankan pada MK | |
| CPL 3 | Mampu menerapkan pemikiran logis, kritis, sistematis, kontekstual, komprehensif, dan inovatif dalam pengembangan dan penerapan ilmu pengetahuan dan teknologi di bidang Pendidikan Bahasa Inggris dengan memperhatikan nilai-nilai sosial humaniora. | |
| CPL 5 | Mampu merancang dan melaksanakan pembelajaran Bahasa Inggris yang berpusat pada peserta didik secara efektif dan kontekstual dengan mengintegrasikan nilai-nilai keislaman, sesuai etika keguruan serta perkembangan ilmu pengetahuan dan teknologi. | |
| CPL 8 | Mampu menerapkan teori pedagogi, teori psikologi perkembangan, dan teori Bahasa Inggris secara terpadu dalam praktik pembelajaran dengan mengintegrasikan dan menginternalisasikan nilai-nilai keislaman. | |
| Capaian Pembelajaran Mata Kuliah (CPMK) | ||
| CPMK 9 | Mahasiswa mampu menyusun argumen atau proposal ilmiah secara logis, kritis, inovatif, dan komprehensif mengenai implementasi teknologi atau pengembangan kurikulum bahasa Inggris yang responsif terhadap isu kontemporer (seperti literasi digital, multilingualisme, atau pendidikan berkelanjutan), dengan memperhatikan nilai humaniora yang relevan, sehingga menghasilkan gagasan atau desain yang etis, berkelanjutan, dan berdampak positif bagi pendidikan bahasa Inggris. | |
| CPMK 14 | Mahasiswa mampu melaksanakan pembelajaran bahasa Inggris berbasis pendekatan student-centered (contoh: task-based learning, project-based learning, atau cooperative learning) dengan menginternalisasi dan mengaplikasikan nilai-nilai keislaman secara bertanggung jawab dalam pengelolaan kelas, penilaian, serta umpan balik kepada peserta didik, sehingga menciptakan lingkungan belajar yang inklusif, mendukung perkembangan karakter Islami, dan sesuai dengan etika profesi guru serta perkembangan ilmu pengetahuan dan teknologi. | |
| CPMK 23 | Mahasiswa mampu mengkaji secara kritis penerapan teori psikologi perkembangan, pedagogi, dan teori Bahasa Inggris dalam berbagai model dan skenario pembelajaran, serta menjelaskan implikasinya terhadap perkembangan linguistik, emosional, dan spiritual peserta didik | |
| Kemampuan akhir tiap tahapan belajar (Sub-CPMK) | ||
| sub.cpmk.TBI0409.CPMK 14.1 | Students are able to analyze language as a tool for constructing meaning and ideology, analyze the representation of social groups and issues, and analyze lexical and syntactic choices influencing readers’ interpretation. | |
| sub.cpmk.TBI0409.CPMK 14.2 | Students are able to review and consolidate their understanding of the learning materials related to critical literacy, argument structure, bias and representation, evidence evaluation, and rhetorical strategies. | |
| sub.cpmk.TBI0409.CPMK 14.3 | Middle Test | |
| sub.cpmk.TBI0409.CPMK 14.4 | Students are able to explain common logical fallacies (e.g., ad hominem, false cause, slippery slope, and overgeneralization), identify flawed reasoning in written texts, and evaluate the effects of fallacies on argumentative validity. | |
| sub.cpmk.TBI0409.CPMK 14.5 | Students are able to evaluate the strengths and weaknesses of arguments, compare multiple texts on the same topic, and develop evidence-based critical judgments. | |
| sub.cpmk.TBI0409.CPMK 14.6 | Students are able to analyze academic, media, and policy texts, participate in guided critical discussions, and produce analytical and evidence-based critical responses. | |
| sub.cpmk.TBI0409.CPMK 23.1 | Students are able to analyze and critically evaluate digital, visual, and multimodal texts, identify persuasive techniques in digital and visual media, and detect bias, misinformation, and manipulation in online texts. | |
| sub.cpmk.TBI0409.CPMK 23.2 | Students are able to evaluate the ethical responsibilities of readers and writers, evaluate the social impact of discourse and public narratives, and explain the role of critical literacy for civic engagement and social awareness. | |
| sub.cpmk.TBI0409.CPMK 23.3 | Students are able to complete a quiz to demonstrate progress in achieving the course learning outcomes. | |
| sub.cpmk.TBI0409.CPMK 9.1 | explain the purposes of critical reading in the classroom, distinguish between literal comprehension and critical reading, and explain the role of the reader as an active and critical meaning-maker. | |
| sub.cpmk.TBI0409.CPMK 9.2 | Students are able to identify and analyze claims, reasons, and evidence, analyze thesis statements and supporting arguments, and analyze coherence and logical flow of ideas in written texts. | |
| sub.cpmk.TBI0409.CPMK 9.3 | Students are able to analyze implicit assumptions in texts, analyze social, cultural, and ideological perspectives of authors, and identify indicators of bias, partiality, and overgeneralization. | |
| sub.cpmk.TBI0409.CPMK 9.4 | Students are able to evaluate the relevance and sufficiency of evidence, evaluate the credibility and reliability of sources, and distinguish facts, opinions, and interpretations in texts. | |
| sub.cpmk.TBI0409.CPMK 9.5 | Students are able to analyze rhetorical strategies (ethos, pathos, and logos), word choice, tone, figurative language, and the use of framing, emphasis, and omission in constructing meaning and persuasion. | |
| Korelasi CPMK terhadap Sub-CPMK | ||
| CPMK 9 |
sub.cpmk.TBI0409.CPMK 9.1 sub.cpmk.TBI0409.CPMK 9.2 sub.cpmk.TBI0409.CPMK 9.3 sub.cpmk.TBI0409.CPMK 9.4 sub.cpmk.TBI0409.CPMK 9.5 |
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| CPMK 14 |
sub.cpmk.TBI0409.CPMK 14.1 sub.cpmk.TBI0409.CPMK 14.2 sub.cpmk.TBI0409.CPMK 14.3 sub.cpmk.TBI0409.CPMK 14.4 sub.cpmk.TBI0409.CPMK 14.5 sub.cpmk.TBI0409.CPMK 14.6 |
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| CPMK 23 |
sub.cpmk.TBI0409.CPMK 23.1 sub.cpmk.TBI0409.CPMK 23.2 sub.cpmk.TBI0409.CPMK 23.3 |
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| Deskripsi Singkat MK | This course equips students to critically evaluate written texts by identifying arguments, biases, and rhetorical strategies. Students will develop analytical reading skills, fulfilling critical literacy outcomes. | |
| Bahan Kajian : Materi Pembelajaran | Introduction to English Critical Reading: Foundations of Critical Literacy and Analytical Reading Argument Structure in Written Texts Authorial Assumptions, Perspectives, and Biases Evaluation of Evidence and Information Sources Rhetorical Strategies in Written Texts Language, Representation, and Power in Texts Review Material and Middle Test Preparation Logical Weaknesses and Fallacies in Arguments Critical Synthesis and Text Evaluation Applied Critical Reading Practice Multimodal and Digital Text Analysis Ethical and Social Dimensions of Critical Literacy Review Material and Final Test Preparation | |
| Pustaka | Utama | |
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| Pendukung | ||
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| Dosen Pengampu | Prof. Dr. Hj. Nurul Lailatul Khusniah, M.Pd. | |
| Mata Kuliah Syarat | Literal Reading | |
| Pertemuan Ke | Kemampuan akhir tiap tahapan belajar (Sub-CPMK) | Penilaian | Bentuk Pembelajaran; Metode Pembelajaran; Penugasan Mahasiswa; | Materi Pembelajaran | Bobot Penilaian | ||
|---|---|---|---|---|---|---|---|
| Indikator | Kriteria & Teknik | Luring | Daring | ||||
| 1 | sub.cpmk.TBI0409.CPMK 9.1-explain the purposes of critical reading in the classroom, distinguish between literal comprehension and critical reading, and explain the role of the reader as an active and critical meaning-maker. | explain the purposes of critical reading, distinguish between literal reading and critical reading, and describe the role of the reader as an active and critical meaning-maker through well-structured written or oral explanations |
Kriteria Participate Actively in Learning Teknik discussion |
Kuliah Tatap Muka,Classroom Discussion,[CD=100 Menit] |
Topik English Critical Reading: Foundations of Critical Literacy and Analytical Reading Sub Topik |
6 | |
| 2 | sub.cpmk.TBI0409.CPMK 9.2-Students are able to identify and analyze claims, reasons, and evidence, analyze thesis statements and supporting arguments, and analyze coherence and logical flow of ideas in written texts. | Students are able to identify and label claims, reasons, and evidence, and analyze thesis statements, supporting arguments, and logical coherence in a written text accurately based on an argument analysis rubric. |
Kriteria Explaining the Point Accurately Teknik Portofolio |
Kuliah Tatap Muka,Classroom Discussion,[CD=100 Menit] |
Topik Argument Structure in Written Texts Sub Topik |
6 | |
| 3 | sub.cpmk.TBI0409.CPMK 9.3-Students are able to analyze implicit assumptions in texts, analyze social, cultural, and ideological perspectives of authors, and identify indicators of bias, partiality, and overgeneralization. | Students are able to identify and explain implicit assumptions, the author’s perspectives, and indicators of bias, partiality, and overgeneralization in a text based on content analysis |
Kriteria Completion of Task/Works Teknik Portofolio |
Kuliah Tatap Muka,Classroom Discussion,[CD=100 Menit] |
Topik Authorial Assumptions, Perspectives, and Biases Sub Topik |
6 | |
| 4 | sub.cpmk.TBI0409.CPMK 9.4-Students are able to evaluate the relevance and sufficiency of evidence, evaluate the credibility and reliability of sources, and distinguish facts, opinions, and interpretations in texts. | Students are able to evaluate the relevance and sufficiency of evidence, assess the credibility of sources, and classify facts, opinions, and interpretations in a text correctly according to source evaluation criteria. |
Kriteria Performing Task Accurately Teknik Portofolio |
Kuliah Tatap Muka,Classroom Discussion,[CD=100 Menit] |
Topik Evaluation of Evidence and Information Sources Sub Topik |
6 | |
| 5 | sub.cpmk.TBI0409.CPMK 9.5-Students are able to analyze rhetorical strategies (ethos, pathos, and logos), word choice, tone, figurative language, and the use of framing, emphasis, and omission in constructing meaning and persuasion. | Students are able to identify and analyze the use of rhetorical strategies (ethos, pathos, and logos), word choice, tone, figurative language, framing, emphasis, and omission of information in a text systematically. |
Kriteria Project Submission Teknik Portofolio |
Kuliah Tatap Muka,Classroom Discussion,[CD=100 Menit] |
Topik Rhetorical Strategies in Written Texts Sub Topik |
6 | |
| 6 | sub.cpmk.TBI0409.CPMK 14.1-Students are able to analyze language as a tool for constructing meaning and ideology, analyze the representation of social groups and issues, and analyze lexical and syntactic choices influencing readers’ interpretation. | Students are able to analyze and explain how language constructs meaning, ideology, social representation, and power relations in a text by using concrete examples from the analyzed text. |
Kriteria Participate Actively in Learning Teknik Portofolio |
Kuliah Tatap Muka,Classroom Discussion,[CD=100 Menit] |
Topik Language, Representation, and Power in Texts Language, Representation, and Power in Texts Sub Topik |
6 | |
| 7 | sub.cpmk.TBI0409.CPMK 14.2-Students are able to review and consolidate their understanding of the learning materials related to critical literacy, argument structure, bias and representation, evidence evaluation, and rhetorical strategies. | Students are able to summarize and explain the key concepts of critical literacy, argument structure, bias and representation, evaluation of evidence, and rhetorical strategies as preparation for the mid-semester test. |
Kriteria Performing Task Accurately Teknik Portofolio |
Kuliah Tatap Muka,Classroom Discussion,[CD=100 Menit] |
Topik Review Material and Middle Test Preparation Sub Topik |
6 | |
| 8 | sub.cpmk.TBI0409.CPMK 14.3-Middle Test | Middle Test |
Kriteria Project Submission Teknik Middle Test |
Kuliah Tatap Muka,Classroom Discussion,[CD=100 Menit] |
Topik Middle Tes Sub Topik |
6 | |
| 9 | sub.cpmk.TBI0409.CPMK 14.4-Students are able to explain common logical fallacies (e.g., ad hominem, false cause, slippery slope, and overgeneralization), identify flawed reasoning in written texts, and evaluate the effects of fallacies on argumentative validity. | Students are able to identify types of logical fallacies, locate parts of a text containing flawed reasoning, and explain their effects on the strength of arguments accurately. |
Kriteria Participate Actively in Learning Teknik Portofolio |
Kuliah Tatap Muka,Classroom Discussion,[CD=100 Menit] |
Topik Logical Weaknesses and Fallacies in Arguments Sub Topik |
6 | |
| 10 | sub.cpmk.TBI0409.CPMK 14.5-Students are able to evaluate the strengths and weaknesses of arguments, compare multiple texts on the same topic, and develop evidence-based critical judgments. | Students are able to compare two or more texts, evaluate the strengths and weaknesses of arguments, and formulate evidence-based critical judgments on the same issue |
Kriteria Explaining the Point Accurately Teknik Portofolio |
Kuliah Tatap Muka,Classroom Discussion,[CD=100 Menit] |
Topik Applied Critical Reading Practice Sub Topik |
6 | |
| 11 | sub.cpmk.TBI0409.CPMK 14.6-Students are able to analyze academic, media, and policy texts, participate in guided critical discussions, and produce analytical and evidence-based critical responses. | Students are able to analyze digital and multimodal texts, identify persuasive techniques, and demonstrate forms of bias and misinformation in online media |
Kriteria Performing Task Accurately Teknik Portofolio |
Kuliah Tatap Muka,Classroom Discussion,[CD=100 Menit] |
Topik Multimodal and Digital Text Analysis Sub Topik |
6 | |
| 12 | sub.cpmk.TBI0409.CPMK 23.1-Students are able to analyze and critically evaluate digital, visual, and multimodal texts, identify persuasive techniques in digital and visual media, and detect bias, misinformation, and manipulation in online texts. | students are able to analyze digital and multimodal texts, identify persuasive techniques, and demonstrate forms of bias and misinformation in online media |
Kriteria Submission of Works Teknik Portofolio |
Kuliah Tatap Muka,Classroom Discussion,[CD=100 Menit] |
Topik Multimodal and Digital Text Analysis Sub Topik |
6 | |
| 13 | sub.cpmk.TBI0409.CPMK 23.2-Students are able to evaluate the ethical responsibilities of readers and writers, evaluate the social impact of discourse and public narratives, and explain the role of critical literacy for civic engagement and social awareness. | Students are able to explain and evaluate the ethical and social implications of discourse in texts and relate them to the role of critical literacy in social and civic life. |
Kriteria Completion of Task/Works Teknik Portofolio |
Kuliah Tatap Muka,Classroom Discussion,[CD=100 Menit] |
Topik Ethical and Social Dimensions of Critical Literacy Sub Topik |
6 | |
| 14 | sub.cpmk.TBI0409.CPMK 23.3-Students are able to complete a quiz to demonstrate progress in achieving the course learning outcomes. | Students are able to demonstrate their learning progress through the results of formative quizzes. |
Kriteria Project Submission Teknik Portofolio |
Kuliah Tatap Muka,Classroom Discussion,[CD=100 Menit] |
Topik Quiz Sub Topik |
6 | |
| 15 | sub.cpmk.TBI0409.CPMK 23.1-Students are able to analyze and critically evaluate digital, visual, and multimodal texts, identify persuasive techniques in digital and visual media, and detect bias, misinformation, and manipulation in online texts. | Students are able to summarize and integrate all concepts and skills of critical literacy as preparation for the final examination |
Kriteria Participate Actively in Learning Teknik Portofolio |
Kuliah Tatap Muka,Classroom Discussion,[CD=100 Menit] |
Topik Review Material and Final Test Preparation Sub Topik |
6 | |
| 16 | sub.cpmk.TBI0409.CPMK 23.2-Students are able to evaluate the ethical responsibilities of readers and writers, evaluate the social impact of discourse and public narratives, and explain the role of critical literacy for civic engagement and social awareness. | Final Test |
Kriteria Project Submission Teknik Final Test |
Kuliah Tatap Muka,Classroom Discussion,[CD=100 Menit] |
Topik Final Test Sub Topik |
6 | |
Teknik Penilaian CPMK
| CPL | MK | CPMK | Written Test | Oral Test |
|---|---|---|---|---|
| CPL 3 | Critical Reading | CPMK 9 | Y | |
| CPL 5 | Critical Reading | CPMK 14 | Y | Y |
| CPL 8 | Critical Reading | CPMK 23 | Y |
Prosedur Penilaian CPMK
1. Komponen Penilaian CPMK
| CPL | CPMK | Sub-CPMK | Detail Penugasan (Teknik Penilaian) | Bobot % | Kriteria Penilaian |
|---|---|---|---|---|---|
| CPL 3 | CPMK 9 | sub.cpmk.TBI0409.CPMK 9.1 | discussion | 6 | Participate Actively in Learning |
| CPL 3 | CPMK 9 | sub.cpmk.TBI0409.CPMK 9.2 | Portofolio | 6 | Explaining the Point Accurately |
| CPL 3 | CPMK 9 | sub.cpmk.TBI0409.CPMK 9.3 | Portofolio | 6 | Completion of Task/Works |
| CPL 3 | CPMK 9 | sub.cpmk.TBI0409.CPMK 9.4 | Portofolio | 6 | Performing Task Accurately |
| CPL 3 | CPMK 9 | sub.cpmk.TBI0409.CPMK 9.5 | Portofolio | 6 | Project Submission |
| CPL 5 | CPMK 14 | sub.cpmk.TBI0409.CPMK 14.1 | Portofolio | 6 | Participate Actively in Learning |
| CPL 5 | CPMK 14 | sub.cpmk.TBI0409.CPMK 14.2 | Portofolio | 6 | Performing Task Accurately |
| CPL 5 | CPMK 14 | sub.cpmk.TBI0409.CPMK 14.3 | Middle Test | 6 | Project Submission |
| CPL 5 | CPMK 14 | sub.cpmk.TBI0409.CPMK 14.4 | Portofolio | 6 | Participate Actively in Learning |
| CPL 5 | CPMK 14 | sub.cpmk.TBI0409.CPMK 14.5 | Portofolio | 6 | Explaining the Point Accurately |
| CPL 5 | CPMK 14 | sub.cpmk.TBI0409.CPMK 14.6 | Portofolio | 6 | Performing Task Accurately |
| CPL 8 | CPMK 23 | sub.cpmk.TBI0409.CPMK 23.1 | Portofolio | 6 | Submission of Works |
| CPL 8 | CPMK 23 | sub.cpmk.TBI0409.CPMK 23.2 | Portofolio | 6 | Completion of Task/Works |
| CPL 8 | CPMK 23 | sub.cpmk.TBI0409.CPMK 23.3 | Portofolio | 6 | Project Submission |
| CPL 8 | CPMK 23 | sub.cpmk.TBI0409.CPMK 23.1 | Portofolio | 6 | Participate Actively in Learning |
| CPL 8 | CPMK 23 | sub.cpmk.TBI0409.CPMK 23.2 | Final Test | 6 | Project Submission |
| Total | 96 | ||||
2. Penilaian CPMK
| CPL | MK | CPMK | Written Test | Oral Test | Total |
|---|---|---|---|---|---|
| CPL 3 | Critical Reading | CPMK 9 | 0% | 30% | 30% |
| CPL 5 | Critical Reading | CPMK 14 | 6% | 30% | 36% |
| CPL 8 | Critical Reading | CPMK 23 | 0% | 30% | 30% |
| 96% | |||||