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All Journal International Journal of Elementary Education
Intan Budi komara
Department of Primary Education, Universitas Pendidikan Indonesia, Bandung, Indonesia
Health Professions Mathematics Public Health Social Sciences Other

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Bridging Expository Literacy: The Effectiveness of the SQ4R Method Based on Local Wisdom SDGs in Overcoming Deficits in Understanding among Elementary School Students Mita Sukma Nurjanah; Rina Heryani; Intan Budi komara
International Journal of Elementary Education Vol 10 No 1 (2026): February
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijee.v10i1.111559

Abstract

This study is motivated by the low level of literacy skills among elementary school students in expository texts, as reflected in their weak reading comprehension abilities. This issue indicates a gap that needs to be addressed to support the achievement of the Sustainable Development Goals (SDGs), particularly Goal 4 on quality education. This study aims to analyze and examine the effectiveness of the SQ4R (Survey, Question, Read, Recite, Reflect, Review) method integrated with SDGs-based local wisdom values in improving students’ reading comprehension and expository writing skills. This study employed a quantitative approach using a quasi-experimental design with a nonequivalent control group design. The subjects of the study were fifth-grade elementary school students divided into an experimental group and a control group. Data were collected through reading comprehension and expository writing tests using test instruments and were analyzed using descriptive and inferential statistics through a t-test. The results show a significant improvement in the experimental group compared to the control group. The integration of local wisdom values within the SQ4R stages enhances the relevance of learning and helps students better understand and reflect on information. Therefore, the SQ4R method based on SDGs-oriented local wisdom is effective as an innovative instructional strategy to improve students’ literacy and support meaningful and sustainable learning in elementary education, and can be utilized as an alternative instructional model for teachers to enhance the quality of literacy instruction.  
The Role of Feedback in Learning Differentiated Learning to Support Read-Write Literacy Learners in Elementary School Intan Budi Komara; Rina Heryani; Mubarok Somantri; Faisal Sadam Murron
International Journal of Elementary Education Vol 9 No 3 (2025): August
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijee.v9i3.96474

Abstract

The low literacy skills of elementary school students in Indonesia, as indicated by national and international assessments, remain a persistent challenge in the education system. This study aims to analyze the role of feedback in differentiated learning to support and enhance students' reading and writing literacy. A descriptive qualitative approach was used, involving observation, interviews, and document review with purposively selected grade 6 students and a teacher from an elementary school implementing differentiated learning. The research found that the implementation of feedback, both oral and written, significantly improved students' engagement, comprehension, and confidence in literacy learning. Teachers used formative assessments to identify individual difficulties and tailor instructional strategies accordingly. The use of digital tools, such as Google Docs and Quizizz, facilitated timely, interactive, and accessible feedback, enabling students to revise their work more effectively and independently. Students expressed comfort and enthusiasm when receiving feedback that aligned with their learning preferences, whether visual, auditory, or textual. The findings also indicated that feedback strategies supported metacognitive development and fostered learner autonomy in the writing process. In conclusion, this study confirms that the integration of feedback, formative assessment, and technology within a differentiated learning framework can effectively strengthen elementary students’ literacy skills and engagement in the learning process.
Co-Authors Faisal Sadam Murron Mita Sukma Nurjanah Mubarok Somantri Rina Heryani