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All Journal Jurnal Bidang Pendidikan Dasar Literasi: Jurnal Pendidikan Guru Indonesia
Utomo
Nusa Putra University
Education Other

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The role of teachers in the development of verbal communication in elementary school students Muhammad Rayyan Arief Syah; Dyah Lyesmaya; Utomo; Annisa Dzahira Shofa
Jurnal Bidang Pendidikan Dasar Vol 10 No 2 (2026): June
Publisher : Universitas Kanjuruhan Malang

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This study evaluates students' verbal communication skills, identifying the efforts and roles of teachers at SDN Cijambe Tengah. Using a qualitative case study, data were collected through observation, semi-structured interviews, and documentation involving 6 teachers and 36 students selected purposively. Data were analyzed using the Interactive Analysis Model. Findings indicate that students' verbal communication skills vary widely, reflecting diverse family socioeconomic backgrounds. Teachers stimulate these skills through emotional approaches, storytelling, small group discussions, and equitable support to eliminate the dominance of active students. In conclusion, findings indicate that teachers fulfill important roles as facilitators, motivators, counselors, and humanistic role models. Their efforts demonstrate the potential to transform communication anxiety into self-confidence, while aligning language development with the formation of students' moral character both at school and at home.
Analysis of the mutual cooperation habituation program at SDN Nagrak in developing environmental awareness Dicky Cep Taufiq; Utomo; Annisa Dzahira Shofa
Jurnal Bidang Pendidikan Dasar Vol 10 No 2 (2026): June
Publisher : Universitas Kanjuruhan Malang

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Modernization of basic education is crucial for environmental character building, yet significant gaps remain about students' environmental apathy in the real world. This qualitative case study analyzes how a structured mutual cooperation (gotong royong) program at SDN Nagrak fosters students' environmental awareness and identifies supporting and inhibiting . Data were collected through observation, documentation, and semistructured interviews with the principal, teachers, and 30 students, with data reliability ensured through triangulation. Results indicate that the program, implemented in stages across daily, weekly, monthly, and incidental dimensions, appears to transform indifferent behavior into sustainable pro-environmental actions across cognitive, affective, and psychomotor domains. Key supports include strict regulations and committee support, while barriers include learner fatigue and differences in home culture. The study concludes that structured mutual cooperation is considered supportive of fostering collective environmental awareness, although long-term optimization requires consistent, ongoing reinforcement and alignment with the home environment.
Using IFP To Improve Reading And Writing Skills In Lower Grades Muhammad Fikri Nurzaman; Dyah Lyesmaya; Utomo
Literasi: Jurnal Pendidikan Guru Indonesia Vol. 5 No. 2 (2026): Juni
Publisher : Lembaga Bale Literasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/literasi.v5i2.3420

Abstract

This study aims to evaluate the effectiveness of integrating an Interactive Flat Panel (IFP) with Wordwall interactive media to improve early reading and writing skills in lower elementary grades. Employing a quantitative approach with a quasi-experimental one-group pretest-posttest design, this research examined a total population of 22 first-grade students using exhaustive sampling. Data were gathered through structured cognitive written tests and observation sheets tracking student-multimedia interactions. Due to non-normally distributed data verified via the Shapiro-Wilk test, the quantitative data were analyzed using descriptive statistics, Normalized Gain (N-Gain), and the non-parametric Wilcoxon signed-rank test via SPSS software. The results showed a significant increase in literacy performance, where the mean score rose from 75.91 at pretest to 88.18 at posttest 1, supported by a Wilcoxon p-value of 0.000 and a moderate N-Gain score of 0.5455. Furthermore, a delayed posttest 2 revealed strong retention effect consistency, with scores stably increasing to 90.91 after a time interval. In conclusion, the structured integration of IFP and Wordwall effectively accelerates and sustains long-term foundational literacy skills among lower-grade students.
Co-Authors Annisa Dzahira Shofa Dicky Cep Taufiq Dyah Lyesmaya Muhammad Fikri Nurzaman Muhammad Rayyan Arief Syah