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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar Tsaqofah: Jurnal Penelitian Guru Indonesia ARZUSIN: Jurnal Manajemen dan Pendidikan Dasar
Nadhifa Nur Rahmah ZD
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STRATEGI PEMBELAJARAN MEMBACA PERMULAAN PADA SISWA SEKOLAH DASAR: KAJIAN LITERATUR Tri Wulandari; Alice Felicia Azaria Hia; Tria Rohana Rahmayani; Nadhifa Nur Rahmah ZD; Ahmad Syarif; Silvina Novianti
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 Nomor 02, Juni 2026 Published
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.49370

Abstract

Beginning reading is the main foundation in developing elementary school students' literacy, determining the success of learning at subsequent levels. This article aims to examine various beginning reading instruction strategies relevant to elementary school students based on literature published within the last five years. This study employs a narrative literature review approach by analyzing sources from accredited national journals and proceedings published in the 2021–2026 period. The findings reveal that beginning reading instruction strategies can be classified into several approaches, including phonics-based strategies, whole language strategies, multisensory strategies, media and technology-based strategies, and cooperative learning strategies. Specific methods extensively reviewed include the spelling method, syllable method (syllabic method), Structural Analytic Synthetic (SAS) method, singing method, as well as the picture and picture and scramble learning models. Supporting factors for strategy implementation include the role of teachers, parental involvement, and the availability of learning media, while inhibiting factors encompass limited facilities, diversity in student abilities, and a lack of teacher training. This study concludes that the selection of beginning reading instruction strategies must be tailored to students' characteristics, the learning context, and the availability of resources to achieve optimal outcomes.
Peran Guru sebagai Fasilitator dalam Meningkatkan Kreativitas Anak Sekolah Dasar Alya Isari; Nadhifa Nur Rahmah ZD; Mia Apta Candra S; Akhmad Faisal Hidayat
TSAQOFAH Vol 5 No 4 (2025): TSAQOFAH: Jurnal Penelitian Guru Indonesia
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/tsaqofah.v5i4.6557

Abstract

This study aims to explore the role of teachers as facilitators in enhancing student creativity at the elementary school level. In the context of 21st-century learning, teachers are no longer merely transmitters of information, but rather guides and companions in the process of developing students’ potential. The method used is a literature review, analyzing various relevant sources on teacher strategies for facilitating creativity. The findings indicate that teachers who act as facilitators must be able to recognize the diverse characteristics of students, apply innovative teaching methods, and utilize appropriate media to encourage active participation and critical thinking. Constructive feedback, a supportive classroom environment, and freedom of expression are key factors in fostering creative skills and problem-solving abilities. The study concludes that the teacher’s role as a facilitator is crucial in preparing students to become independent, innovative, and adaptable individuals in facing future challenges. The implications highlight the need for teachers to continuously develop their pedagogical competence and creativity in teaching practices to create transformative learning experiences.
Unplugged Coding untuk Membaca Permulaan Siswa Kelas I SD: Kajian Studi Pustaka Nadhifa Nur Rahmah ZD; Tria Rohana Rahmayani; Resyarusyda Parandrengi
ARZUSIN Vol 6 No 4 (2026): ARZUSIN: Jurnal Manajemen dan Pendidikan Dasar
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/arzusin.v6i4.10660

Abstract

Although beginning reading and unplugged coding have received attention in various educational studies, research that specifically discusses the integration of unplugged coding to improve the beginning reading ability of first-grade elementary school students remains limited. This study aims to examine the potential application of unplugged coding in improving the beginning reading ability of first-grade elementary school students through a conceptual and empirical synthesis of relevant literature. This study uses a qualitative approach with a literature review method, involving 18 scientific articles from accredited national journals and reputable international journals selected based on specific inclusion criteria. Data were collected through a Google Scholar database search using the keywords “unplugged coding,” “membaca permulaan,” “beginning reading,” “computational thinking,” and “sekolah dasar,” and were then analyzed using thematic analysis with coding based on key concepts, namely pattern recognition, algorithms, decomposition, abstraction, debugging, and representation. The results show that the principles of unplugged coding have strong conceptual alignment with beginning reading skills, such as recognizing letters, arranging words, correcting reading errors, and understanding sound symbols. These findings contribute to the development of innovative learning strategies in elementary schools and expand understanding of the integration of 21st-century skills into basic literacy. The conclusion of this study affirms that unplugged coding has the potential to become a holistic approach that develops both basic literacy and computational thinking. The implications of this study include theoretical contributions to the development of literature on unplugged coding and beginning reading, as well as practical implications for teachers, researchers, policymakers, and curriculum developers in designing innovative and adaptive reading instruction. This study also opens opportunities for further research on the experimental effectiveness of unplugged coding on the reading fluency and comprehension of first-grade elementary school students.
Co-Authors Ahmad Syarif Akhmad Faisal Hidayat Alice Felicia Azaria Hia Alya Isari Mia Apta Candra S Resyarusyda Parandrengi Silvina Novianti TRI WULANDARI Tria Rohana Rahmayani