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All Journal Psychology, Evaluation, and Technology in Educational Research Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan
Christine Indahwati
Universitas Pendidikan Ganesha
Computer Science & IT Education Social Sciences

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Analisis Literatur Studi Korelasional Tingkat Keinteraktifan Metode Pembelajaran Bahasa Indonesia dengan Kemampuan Literasi Siswa SD Uswantun Kasanah; Fifi Sanjaya; Christine Indahwati; P. K. Ary Wimbawati; I W. Dresti Yasa; Ida Bagus Putrayasa; Uswantun Kasanah; Fifi Sanjaya; Christine Indahwati; P. K. Ary Wimbawati; I W. Dresti Yasa; Ida Bagus Putrayasa; I Nyoman Sudiana
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 5 No. 6 (2025)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065.v5.i6.2025.8

Abstract

Bahasa Indonesia sebagai pondasi kemampuan literasi, yang mencakup kemampuan membaca, menulis, menyimak, dan berbicara secara efektif, menjadi landasan penting bagi keberhasilan akademik siswa di semua mata pelajaran serta partisipasi aktif dalam kehidupan bermasyarakat. Penelitian ini bertujuan untuk menganalisis secara komprehensif literatur studi korelasional yang meneliti hubungan antara tingkat keinteraktifan metode pembelajaran Bahasa Indonesia dengan kemampuan literasi siswa Sekolah Dasar (SD). Melalui telaah sistematis terhadap berbagai penelitian terdahulu, abstrak ini mengidentifikasi pola hubungan yang muncul, faktor-faktor kontekstual yang mempengaruhi, serta kesenjangan penelitian yang masih perlu dieksplorasi. Hasil analisis diharapkan dapat memberikan wawasan mendalam bagi para pendidik, peneliti, dan pemangku kebijakan dalam merancang dan mengimplementasikan metode pembelajaran Bahasa Indonesia yang efektif untuk meningkatkan kemampuan literasi siswa SD. Implikasi dari temuan ini diharapkan dapat berkontribusi pada pengembangan praktik pembelajaran yang lebih inovatif dan responsif terhadap kebutuhan belajar siswa.
Implementation and development needs for problem-based Value Clarification Technique (VCT) Model: Boosting grade 4 student’s learning interest and critical thinking Christine Indahwati; Dewa Bagus Sanjaya; I Wayan Suastra
Psychology, Evaluation, and Technology in Educational Research Vol. 7 No. 2 (2025)
Publisher : Research and Social Study Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33292/petier.v7i2.300

Abstract

This study analyzes the implementation and development needs of a problem-based Value Clarification Technique (VCT)Model to enhance learning interest and critical thinking in Civic Education for fourth-grade elementary school students.Observations at one of Public Elementary School in Bali, Indonesia revealed conventional learning methods with limitedmedia and suboptimal implementation of problem-based issues, despite teachers' efforts to link material to local problems. Interviews confirmed teachers' limited understanding of VCT and their hopes for innovative models and media.Questionnaire results indicated low levels of student enjoyment and active engagement in Civic Education. These findings underscore the urgency of developing a problem-based VCT Model integrated with flashcards. This model iscrucial for shifting students' learning experiences toward concrete domains as per Edgar Dale's Cone of Experience, boosting learning interest, fostering critical thinking through problem-solving, and aligning with constructivist principles.This research provides a strong foundation for developing more effective and relevant Civic Education learning interventions.
Co-Authors Christine Indahwati Dewa Bagus Sanjaya Fifi Sanjaya Fifi Sanjaya I W. Dresti Yasa I W. Dresti Yasa I Wayan Suastra Ida Bagus Putrayasa M.Pd Prof. Dr. I Nyoman Sudiana . P. K. Ary Wimbawati P. K. Ary Wimbawati Uswantun Kasanah Uswantun Kasanah