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All Journal JPLED JOSAR (Journal of Students Academic Research)
Lataniya Fie Dzikry
STKIP PGRI Trenggalek
Economics, Econometrics & Finance Education Electrical & Electronics Engineering Languange, Linguistic, Communication & Media Mathematics Other

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Pengembangan Media Quiz Card Treasure Berbasis Kearifan Lokal untuk Penguatan Kecerdasan Spasial Siswa di Sekolah Dasar Angga Setiawan; Intan Susetyo Kusumo Wardhani; Wawan Prasetyo; Diyanti Jati Pratiwi; Lataniya Fie Dzikry
Journal of Practice Learning and Educational Development Vol. 6 No. 2 (2026): Journal of Practice Learning and Educational Development (JPLED)
Publisher : Global Action and Education for Society

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58737/jpled.v6i2.1172

Abstract

This research is motivated by the low spatial intelligence of elementary school students in visualizing abstract spatial concepts within Natural and Social Sciences (IPAS) learning. The objective of this research is to develop the Quiz Card Treasure medium based on Trenggalek local wisdom that is proven valid, practical, and effective in strengthening students' spatial abilities. The method employed is Research and Development (R&D) utilizing the ADDIE development model, which comprises the Analyze, Design, Development, Implementation, and Evaluation stages. The research subjects involved 75 fourth-grade students from three elementary schools in Trenggalek Regency. Data collection techniques included expert validation sheets, response questionnaires, and performance tests. The results indicate that the developed medium met the "very valid" criteria, with feasibility percentages of 90% for material, 92% for media, and 90% for instructional design. The practicality test received a very positive response, with 92% from teachers and 93% from students. The effectiveness test demonstrated a significant improvement in learning outcomes, achieving an average N-Gain score of 0.65, classified in the medium category. It is concluded that integrating treasure hunt game mechanisms with local wisdom content effectively stimulates students' visualization and directional orientation abilities, making it a suitable innovative learning solution for elementary schools.
The Relationship between Social Media Literacy in Social Studies Learning and the Activeness of Fifth Grade Elementary School Students Putri Setyo Nuraini; Maria Ulfa Yudha Julistiyana; Lataniya Fie Dzikry
JOSAR (Journal of Students Academic Research) Vol 11 No 2 (2026): September
Publisher : Universitas Islam Balitar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35457/981yp559

Abstract

Abstract The rapid development of digital technology has made social media one of the primary sources of information for elementary school students. In Social Studies learning, social media issue literacy can help students understand social phenomena in a more contextual way while encouraging active participation during classroom learning. This study aimed to analyze students' levels of social media issue literacy, their learning activeness, and the relationship between these two variables in fifth-grade Social Studies learning. A quantitative approach with a correlational research design was employed. The sample consisted of 36 fifth-grade students from SDN 1 Gembleb and SDN 1 Kedunglurah, Pogalan District, Trenggalek Regency, selected through purposive sampling. Data were collected using validated and reliable questionnaires and analyzed through normality, linearity, and Pearson correlation tests using IBM SPSS Statistics 25. The findings indicated that the data were normally distributed and met the assumption of linearity. Pearson correlation analysis revealed a correlation coefficient of  0.820 with a significance value of  0.000 (p < 0.05), indicating a positive, significant, and very strong relationship between social media issue literacy and students' learning activeness. These findings suggest that higher levels of social media issue literacy are associated with greater student participation in Social Studies learning. The study implies that integrating social media issue literacy into Social Studies instruction can serve as an effective strategy to enhance students' active engagement while fostering critical thinking skills at the elementary school level.
Implementation of Reading Classes to Assist Students With Reading Difficulties at SDN 2 Ngetal Bachrul Ulum; Maria Ulfa Yudha Julisyana; Lataniya Fie Dzikry
JOSAR (Journal of Students Academic Research) Vol 11 No 2 (2026): September
Publisher : Universitas Islam Balitar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35457/t83y5n10

Abstract

The abstract should concisely describe the content and scope of your paper and identify the objective(s), its methodology and its findings, conclusions, and implication of study. This research aims to describe the implementation of the reading class program in helping primary students who experience reading difficulties, identify the supporting and inhibiting factors, and analyze its impact on student reading sub-skills at SDN 2 Ngetal. A qualitative research design with a descriptive case study approach was utilized. The research informants consisted of the school principal, lower-grade class teachers, and seven students facing reading challenges. Data were collected via structured non-participatory observations, semi-structured interviews, and comprehensive documentation tracking. The collected data were processed through analytical stages encompassing data reduction, explicit coding, structural data display, and conclusion verification. Data trustworthiness was ensured through source and technical triangulation combined with rigorous member checking. The findings revealed that the reading class program was systematically executed through structured stages of diagnostic mapping, individualized treatment execution, and tiered scaffolding adaptations. The targeted pedagogical assistance and scaffolding strategies significantly enhanced students' decoding accuracy, reading fluency, and comprehension. Factors driving program success included solid institutional policy commitments, continuous teacher dedication, and highly interactive physical media modifications. Conversely, temporal limitations and situational variations in target focus acted as administrative constraints. This research concludes that a structured and differentiated reading class operationalized through continuous scaffolding can serve as a potent remedial model to eradicate foundational literacy blockages in basic education settings.
Co-Authors Angga Setiawan Bachrul Ulum Intan Susetyo Kusumo Wardhani JATI PRATIWI, DIYANTI MARIA ULFA YUDHA JULISTIYANA Maria Ulfa Yudha Julisyana Putri Setyo Nuraini Wawan Prasetyo