Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
P-Index
This Author published in this journals
All Journal Didaktik : Jurnal Ilmiah PGSD STKIP Subang Action Research Journal Indonesia (ARJI)
Indana Julfan
Universitas Muhammadiyah Mataram
Education

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Dampak Penggunaan Gadget terhadap Konsentrasi Belajar Siswa Indana Julfan; Haifaturrahmah Haifaturrahmah
Action Research Journal Indonesia (ARJI) Vol. 7 No. 4 (2025): Action Research Journal Indonesia (ARJI)
Publisher : PT. Pusmedia Group Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61227/arji.v7i4.621

Abstract

Penelitian ini bertujuan untuk mengkaji secara sistematis berbagai temuan ilmiah terkait dampak penggunaan gawai terhadap konsentrasi belajar siswa sekolah dasar. Permasalahan ini berangkat dari meningkatnya penggunaan teknologi digital dalam aktivitas belajar yang berpotensi memengaruhi fokus dan atensi siswa. Penelitian ini menggunakan pendekatan Tinjauan Pustaka Sistematis (TPS) dengan metode Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA). Sumber data dikumpulkan dari 30 artikel  ilmiah yang diterbitkan antara tahun 2015–2025 melalui database Google Scholar, ScienceDirect, ERIC, dan DOAJ dengan kata kunci gadget, digital learning, dan student concentration. Data dianalisis menggunakan teknik reduksi data, penyajian data, dan penarikan kesimpulan berdasarkan model Miles dan Huberman. Hasil telaah menunjukkan bahwa penggunaan gawai memiliki dampak positif maupun negatif terhadap konsentrasi belajar siswa; di satu sisi mendukung pembelajaran interaktif melalui gamifikasi dan media digital yang menarik, namun di sisi lain berpotensi menurunkan fokus dan menyebabkan distraksi apabila digunakan secara berlebihan. Oleh karena itu, penggunaan gawai perlu diarahkan pada aktivitas pembelajaran yang terstruktur, kontekstual, dan bermakna agar dapat meningkatkan konsentrasi belajar siswa secara optimal.  
PEMANFAATAN PAPAN KOSA KATA PEMANTIK UNTUK PENGUATAN LITERASI BACA SISWA SDIT AL-MAHMUD Qonita Aulia Haq; Wardatun Nazia; Indana Julfan; Erni Yulianti; Risma; Syafruddin Muhdar
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 02 (2026): Volume 12 No. 2, Juni 2026 Public
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i02.17329

Abstract

Reading literacy is a fundamental skill that should be developed from the elementary school level, as it serves as the foundation for students to understand information, acquire knowledge, and participate effectively in the learning process. However, many students still face difficulties in recognizing new vocabulary, understanding word meanings, and connecting information obtained from reading materials. This condition highlights the need for instructional media that can support literacy activities in an engaging manner and align with the characteristics of elementary school learners. This study aimed to describe the utilization of a trigger vocabulary board as an effort to strengthen the reading literacy of second-grade students at SDIT Al-Mahmud. The research employed a qualitative descriptive approach. The participants consisted of 20 second-grade students and one classroom teacher. Data were collected through observation, interviews, and documentation, and were analyzed using data reduction, data presentation, and conclusion drawing techniques. Data validity was ensured through source triangulation and technique triangulation. The findings revealed that the use of the trigger vocabulary board helped students recognize and understand new vocabulary more easily through activities such as reading, observing, pronouncing, and applying words in simple sentences. The media also encouraged students to participate more actively in classroom learning, increased their interest in reading, and enhanced their confidence in presenting their learning outcomes. In addition, the vocabulary board assisted teachers in creating a more interactive, engaging, and meaningful learning environment. Although several students still required more intensive guidance in reading activities, the overall implementation of the trigger vocabulary board contributed positively to the improvement of students’ reading literacy. Therefore, this media can be considered an effective alternative for supporting sustainable literacy programs in elementary schools.
Co-Authors Erni Yulianti Haifaturrahmah, Haifaturrahmah Qonita Aulia Haq Risma Syafruddin Muhdar Wardatun Nazia