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All Journal Jurnal Cakrawala Pendas Journal of Business, Social and Technology ETERNAL: English Teaching Journal
Eka Kurnia
Universitas Majalengka
Economics, Econometrics & Finance Education Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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NEUROSCIENCE-BASED BEGINNING READING LEARNING ON PHONOLOGICAL ABILITY AND READING COMPREHENSION Eka Kurnia; Devi Afriyuni Yonanda; Kartimi; Ryan Dwi Puspita
Jurnal Cakrawala Pendas Vol. 11 No. 1 (2025)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jcp.v11i1.11913

Abstract

This study aims to analyze the effectiveness of early reading learning based on neuroscience principles on the phonological abilities and early reading comprehension of first grade elementary school students. In the context of education, reading is a very important basic skill, especially in the early stages of child development. Good reading skills not only affect students' academic achievement but also contribute to their cognitive and social development. Therefore, it is important to explore learning methods that can improve reading skills, especially for students in grade I. The method used in this study is the Systematic Literature Review (SLR), which is a systematic approach to collecting and analyzing data from various sources. In this case, this study collects information from academic journals and current research articles that are relevant to the topic of reading learning and neuroscience. Through SLR, researchers can evaluate and synthesize findings from various studies, resulting in a more comprehensive understanding of the effectiveness of neuroscience-based approaches in reading learning. The results of the analysis show that neuroscience-based approaches not only improve students' phonological abilities but also contribute significantly to early reading comprehension. Phonological abilities, which include phoneme awareness, the ability to recognize and manipulate sounds in words, are an important foundation for reading learning. Research shows that students who engage in learning designed based on neuroscience principles show significant improvements in their phonological abilities. For example, methods involving sound games and interactive activities have been shown to be effective in helping students understand the relationship between sounds and letters.
Deep Learning-based Interactive E-module to Enhance English Learning Motivation in Elementary School Eka Nurhidayat; Afief Fakhruddin; Yummi Budiarti; Eka Kurnia
ETERNAL (English Teaching Journal) Vol. 17 No. 1 (2026): February
Publisher : Prodi Pendidikan Bahasa Inggris, FPBS, Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/eternal.v7i1.2165

Abstract

This study investigates the impact of a Deep Learning-based interactive e-module on the motivation of primary school students learning English as a foreign language. A quasi-experimental design with a pre-test and post-test control group was employed, involving 60 fifth-grade students in West Java, Indonesia. The experimental group (n=30) used the Deep Learning-based module, while the control group (n=30) received traditional instruction. Motivation levels were measured using a validated questionnaire based on Self-Determination Theory, supported by interviews and classroom observations for qualitative insight. Quantitative analysis revealed a statistically significant increase in motivation among students in the experimental group (t(29) = 10.45, p < 0.001, d = 2.17), whereas the control group showed no significant change. Thematic analysis of interviews and observations confirmed higher engagement, enjoyment, and autonomy among students using the e-module. These findings demonstrate that Deep Learning technology, when applied thoughtfully, can create personalized, responsive learning experiences that foster intrinsic motivation in young learners. This study contributes to the limited body of research on AI-powered educational interventions at the primary level and offers practical implications for digital learning design in EFL contexts. Future research is recommended to explore long-term effects and broader implementation across diverse educational settings.
Digital Media for Beginning Reading in Elementary Schools: A Bibliometric Analysis Eka Kurnia; Diding Bajuri; Devi Afriyuni Yonanda
Journal of Business, Social and Technology Vol. 7 No. 3 (2026): Journal of Business, Social and Technology
Publisher : Politeknik Siber Cerdika Internasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59261/jbt.v7i3.619

Abstract

Background: With advancements in educational technology and 21st-century literacy demands, research on digital media development for beginning reading instruction in elementary schools has increased. Objective: This bibliometric study aims to trace the trends, publications, and progress of topics in research on the use of digital media in early literacy instruction. Methods: Research data were collected from international scientific databases containing articles on reading literacy, digital media, and elementary education within a specific time frame. A total of 1,436 articles were retrieved from the Scopus database (2010–2025) using standardized search strings and PRISMA-based screening. The analysis was conducted using bibliometric methods with the assistance of scientific mapping software to identify the number of publications, most productive authors, influential journals, as well as collaboration networks and keyword occurrences. Results: The results show a substantial increase in research on reading literacy and digital media over the past decade, with a subsequent surge at its peak after application-based learning technologies, e-books, and interactive multimedia were widely introduced. The most frequently appearing keywords include digital literacy, emergent literacy, interactive reading, and educational technology. Conclusion: This demonstrates that the integration of digital media has become an important focus in supporting early reading skills in elementary school students. Furthermore, the keyword co-occurrence map indicates a strong relationship between the use of digital technology, the development of literacy skills, and innovations in learning methods.
Co-Authors Afief Fakhruddin Devi Afriyuni Yonanda Diding Bajuri Eka Nurhidayat Kartimi Ryan Dwi Puspita Yonanda, Devi Afriyuni Yummi Budiarti