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All Journal Santhet: (Jurnal Sejarah, Pendidikan Dan Humaniora)
Fina Faiqotul Ulya
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Humanities Environmental Science Other

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IMPLEMENTATION OF THE GREAT CHILD (AHE) METHOD IN READING LEARNING AT AHE KARANG WOTAN: IMPLEMENTASI METODE ANAK HEBAT (AHE) DALAM PEMBELAJARAN MEMBACA DI AHE KARANG WOTAN Wasis Wijayanto Ningsih; Shoimatul Magfiroh; Fina Faiqotul Ulya
Santhet: (Jurnal Sejarah, Pendidikan Dan Humaniora) Vol 10 No 3 (2026): SANTHET: (JURNAL SEJARAH, PENDIDIKAN DAN HUMANIORA) 
Publisher : Proram studi pendidikan Sejarah Fakultas Keguruan Dan Ilmu Pendidikan Universaitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/santhet.v10i3.7260

Abstract

This study aims to describe the development of AHE Karang Wotan, the community’s response to its presence, and the implementation of the Anak Hebat (AHE) Method in early reading instruction, including its challenges and solutions. This research employs a qualitative case study design with founders, tutors, students, and parents as subjects. Data were collected through observation, interviews, and documentation, then analyzed using the Miles & Huberman interactive model. Initial problems identified include students’ low reading ability, difficulty recognizing letters and syllables, and low motivation, worsened by limited facilities and minimal parental support. The findings show that the implementation of the AHE method through six stages brain exercise, remediation, module reading, enrichment, writing, and games effectively improves students’ early reading skills. AHE Karang Wotan has also grown significantly since its establishment in 2020, marked by increased student enrollment and strong community support. Challenges were addressed through tutor training, simple media utilization, and strengthened communication with parents.
ANALYSIS OF CAUSAL FACTORS AND TEACHER EFFORTS IN OVERCOMING BEGINNING READING DIFFICULTIES OF GRADE 1 ELEMENTARY SCHOOL STUDENTS: Analisis Faktor Penyebab dan Upaya Guru Dalam Mengatasi Kesulitan Membaca Permulaan Siswa Kelas 1 Sekolah Dasar Fina Faiqotul Ulya; Ika Ari Pratiwi; Rani Setiawaty
Santhet: (Jurnal Sejarah, Pendidikan Dan Humaniora) Vol 10 No 4 (2026): Santhet (Jurnal Sejarah Pendidikan Dan Humaniora)
Publisher : Proram studi pendidikan Sejarah Fakultas Keguruan Dan Ilmu Pendidikan Universaitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/santhet.v10i4.7592

Abstract

This research was motivated by the condition of first-grade students at SDN Ngepungrojo 01 who still experience difficulties in early reading skills, particularly in recognizing letters, spelling words, and blending letter sounds. This study aims to analyze the factors causing early reading difficulties and to describe the teacher’s efforts in overcoming these difficulties among first-grade elementary school students. This study employed a qualitative research method with a case study approach. The participants consisted of one first-grade teacher and six students who experienced reading difficulties out of a total of 26 students in the class. Data were collected through observation, interviews, and documentation. The data were analyzed through the stages of data reduction, data display, and conclusion drawing, while data validity was ensured through source and technique triangulation. The results showed that early reading difficulties were influenced by three main factors: intellectual, environmental, and psychological factors. Intellectual factors were related to students’ ability to recognize letters and blend sounds into syllables. Environmental factors were associated with limited learning support and reading habits at home. Psychological factors included low interest, motivation, and concentration in reading activities. The teacher’s efforts to address these difficulties included the use of singing methods, letter card media, drill methods, additional guidance, and communication with parents. The findings of this study provide practical implications for teachers in designing more appropriate instructional strategies to help students overcome early reading difficulties.
Co-Authors Pratiwi , Ika Ari Rani Setiawaty Shoimatul Magfiroh Wasis Wijayanto Ningsih