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All Journal Dawuh Guru: Jurnal Pendidikan MI/SD Alinea: Jurnal Bahasa, Sastra, dan Pengajaran Taqrib : Journal of Islamic Studies and Education
Sitti Harisah
Universitas Islam Negeri Palopo
Religion Humanities Chemical Engineering, Chemistry & Bioengineering Education Languange, Linguistic, Communication & Media Social Sciences

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Integrating Local Wisdom in Indonesian Language Learning: Effects on Engagement and Teaching Readiness of Pre-Service Elementary Teachers Sitti Harisah; Mirnawati Mirnawati
Alinea: Jurnal Bahasa, Sastra dan Pengajaran Vol. 6 No. 2 (2026): Alinea: Jurnal Bahasa, Sastra, dan Pengajaran
Publisher : Bale Literasi: Lembaga Riset, Pelatihan & Edukasi, Sosial, Publikasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/alinea.v6i2.3059

Abstract

Indonesian language learning in teacher education remains predominantly text-oriented and insufficiently connected to students' local cultural contexts. This condition results in decontextualized learning experiences that inadequately support the engagement and pedagogical readiness of pre-service elementary and madrasah ibtidaiyah teachers. This study examines the influence of integrating local wisdom into Indonesian language learning on student engagement and teaching readiness, and the mediating role of engagement in this relationship. A quantitative survey design was employed, with data collected from 223 PGMI students selected through purposive sampling. Structural Equation Modeling-Partial Least Squares (SEM-PLS) analysis using SmartPLS revealed that local wisdom integration positively and significantly affected student engagement (? = 0.742) and teaching readiness (? = 0.391). Student engagement also significantly predicted teaching readiness (? = 0.487) and partially mediated the relationship between local wisdom integration and teaching readiness (? = 0.361). These findings indicate that culturally grounded Indonesian language instruction creates more contextual, participatory, and meaningful learning experiences for pre-service teachers. The study contributes to culturally responsive teacher education by demonstrating that integrating local wisdom is an effective pedagogical strategy for strengthening both student engagement and the professional readiness of future elementary and madrasah ibtidaiyah educators. However, as data were collected through self-reported questionnaires from a single institution with 223 participants, the generalizability of the findings warrants further investigation across diverse educational contexts.
Penerapan Pembelajaran Berdiferensiasi dalam Pendidikan Agama Islam: Peluang dan Tantangan Guru Sekolah Dasar Sari Ramadhan; Sitti Harisah; Andi Arif Pamessangi
Taqrib : Journal of Islamic Studies and Education Vol. 4 No. 2 (2026): Taqrib : Journal of Islamic Studies and Education
Publisher : CV. Doki Course and Training

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61994/taqrib.v4i2.2177

Abstract

- Keragaman kemampuan, minat, dan kebutuhan belajar peserta didik menuntut penerapan pembelajaran yang adaptif, termasuk pada mata pelajaran Pendidikan Agama Islam dan Budi Pekerti. Penelitian ini bertujuan mendeskripsikan penerapan pembelajaran berdiferensiasi serta menganalisis peluang dan tantangan yang dihadapi guru di kelas III SDN 57 Pepabri Kota Palopo. Penelitian menggunakan pendekatan kualitatif dengan desain studi kasus. Data diperoleh melalui observasi, wawancara semiterstruktur, dan dokumentasi dengan melibatkan guru Pendidikan Agama Islam dan peserta didik kelas III sebagai informan. Data dianalisis menggunakan model interaktif melalui kondensasi data, penyajian data, serta penarikan dan verifikasi kesimpulan. Keabsahan data diperiksa melalui triangulasi sumber, teknik, dan waktu. Hasil penelitian menunjukkan bahwa pembelajaran berdiferensiasi telah diterapkan pada tahap perencanaan, pelaksanaan, dan evaluasi. Diferensiasi konten dilakukan melalui penggunaan media yang bervariasi dan penyederhanaan penyampaian materi, sedangkan diferensiasi proses diterapkan melalui penyesuaian cara menjelaskan dan intensitas pendampingan berdasarkan tingkat pemahaman peserta didik. Diferensiasi produk belum optimal karena tugas dan bentuk hasil belajar masih seragam. Penerapannya didukung oleh kedekatan guru dengan peserta didik, fleksibilitas penggunaan media, dan karakteristik materi yang kontekstual. Tantangannya meliputi keterbatasan sarana, keragaman kemampuan peserta didik, keterbatasan waktu, dan pemahaman diferensiasi yang belum menyeluruh. Pembelajaran berdiferensiasi memerlukan penguatan asesmen awal, variasi produk belajar, kompetensi guru, dan dukungan fasilitas sekolah.
Pengembangan Media Pembelajaran Berbantuan Augmented Reality Melalui Aplikasi Quiver Untuk Meningkatkan Kemampuan Menulis Karangan Narasi Ridwan Babur Royen; Muhammad Guntur; Sitti Harisah
Dawuh Guru: Jurnal Pendidikan MI/SD Vol 6 No 2 (2026): Agustus 2026
Publisher : Mafa Press in Collaboration with PGMI Tarbiyah Faculty IPMAFA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35878/guru.v6i2.2366

Abstract

This study aims to develop an Augmented Reality (AR)-assisted learning media through the Quiver application to improve the narrative writing skills of Phase B students at SDN 033 Tarobok, North Luwu Regency. This research employed the Research and Development (R&D) method using the ADDIE development model consisting of Analyze, Design, Development, Implementation, and Evaluation. The developed product was validated by media and language experts before being implemented in learning activities. The findings indicate that the developed learning media met the validity criteria based on expert assessments. The practicality test showed that the media was categorized as very practical by teachers and practical by students. Furthermore, the effectiveness test demonstrated an increase in students' narrative writing skills after using the developed media. Therefore, the Augmented Reality learning media through the Quiver application is feasible and effective to support Indonesian language learning, particularly in improving narrative writing skills of Phase B elementary school students.
Co-Authors Andi Arif Pamessangi Mirnawati Mirnawati Muhammad Guntur Ridwan Babur Royen Sari Ramadhan