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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar Tsaqofah: Jurnal Penelitian Guru Indonesia ARZUSIN: Jurnal Manajemen dan Pendidikan Dasar
Tria Rohana Rahmayani
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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.
Efektivitas Penggunaan Teknologi Pendidikan dalam Meningkatkan Prestasi Belajar Siswa Sekolah Dasar Alice Felicia Azaria Hia; Tri Wulandari; Tria Rohana Rahmayani
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.v5i4.6409

Abstract

The integration of digital technology into primary school learning has become a central focus in contemporary education, responding to the rapid advancement of information technology. Technology functions not only as a supporting tool but also as a catalyst for pedagogical innovation, driving a shift from traditional teaching methods to more interactive and collaborative approaches. This study aims to examine the role of digital technology integration in enhancing the quality of primary education, particularly in terms of student motivation and academic achievement. Using a descriptive qualitative approach based on literature review, the article explores relevant studies on the integration of educational technology at the primary school level. The findings indicate that the use of multimedia resources, such as e-books, instructional videos, and online learning platforms—enriches students’ learning experiences and expands access to instructional content. Despite challenges such as limited infrastructure and inadequate teacher training, the implementation of digital technology has generally contributed positively to increasing student motivation and academic performance. Therefore, the integration of digital technology in primary education should be supported through teacher capacity building, infrastructure development, and adaptive and sustainable education policies.
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 Alice Felicia Azaria Hia Nadhifa Nur Rahmah ZD Resyarusyda Parandrengi Silvina Novianti TRI WULANDARI