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All Journal International Journal of Language and Literature Jurnal Pendidikan Multikultural Indonesia
I Made Sedana
Institut Agama Hindu Negeri Mpu Kuturan, Singaraja, Indonesia
Religion Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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Multisensory Approach-Oriented Teaching Materials to Improve Elementary School Students' Basic Reading Concepts I Wayan Eka Mahardika; Ni Nyoman Kurnia Wati; I Made Sedana
International Journal of Language and Literature Vol. 9 No. 4 (2025): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijll.v9i4.112075

Abstract

The low mastery of basic reading concepts among second-grade elementary school students remains a major problem in learning, one of which is the use of teaching materials that do not accommodate differences in student learning styles. Therefore, a study is needed to evaluate the effectiveness of multisensory teaching materials in improving basic reading concepts among second-grade elementary school students. This study aims to analyse the effectiveness of multisensory teaching materials in improving second-grade elementary school students' basic reading concepts. The research subjects were 35 students selected through total sampling. The study used a one–group pretest–posttest design, with data collected via basic reading concept tests administered before and after the implementation of the teaching materials. Analysis was carried out using descriptive statistics and Paired Sample t-Test after the data met the requirements of normality and homogeneity. The results showed that the use of multisensory teaching materials significantly improved second-grade students' basic reading concepts, as indicated by higher posttest scores in the experimental class than in the control class. In conclusion, multisensory-oriented teaching materials are effective in improving basic reading concepts among second-grade elementary school students, thereby addressing the problem of low initial reading abilities. This research implies that the use of learning media that combine visual, audio, and kinesthetic stimulation can be an alternative strategy to support more meaningful reading instruction in elementary schools.
STAD-Type Cooperative Learning Model Assisted by Articulate Storyline Interactive Media to Improve Mathematics Learning Outcomes of Grade V Elementary School Students Made Meliana; I Putu Suardipa; I Made Sedana
Jurnal Pendidikan Multikultural Indonesia Vol. 9 No. 1 (2026): April
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpmu.v9i1.114536

Abstract

Low mathematics achievement remains influenced by teachers' limited ability to create active and innovative learning. This highlights the need for learning models supported by interactive media to increase student engagement.This study aimed to examine the differences in mathematics learning outcomes between students who were taught using the Student Teams Achievement Divisions (STAD) cooperative learning model assisted by Articulate Storyline interactive media and those who received conventional instruction. This study employed a quasi-experimental method using a Nonequivalent Control Group Design involving fifth-grade elementary school students assigned to experimental and control groups. Data were collected through classroom observations, interviews, learning achievement tests, and documentation using observation guidelines, interview guidelines, achievement test instruments, and documentation sheets. The data were analyzed using descriptive and inferential statistical analyses. The findings revealed that students who learned through the STAD cooperative learning model assisted by Articulate Storyline interactive media achieved better mathematics learning outcomes than those who experienced conventional instruction. The findings indicate that integrating cooperative learning with interactive media creates more active learning and improves mathematics achievement. The STAD cooperative learning model supported by Articulate Storyline offers a promising instructional innovation for elementary mathematics education.
Co-Authors I Putu Suardipa I Wayan Eka Mahardika Made Meliana Ni Nyoman Kurnia Wati