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All Journal Matra Pembaruan: Jurnal Inovasi Kebijakan Pendas : Jurnah Ilmiah Pendidikan Dasar ETNOLINGUAL Acuity : Journal of English Language Pedagogy, Literature and Culture Social, Humanities, and Educational Studies (SHEs): Conference Series TEACHING : Jurnal Inovasi Keguruan dan Ilmu Pendidikan LEARNING : Jurnal Inovasi Penelitian Pendidikan dan Pembelajaran Linguistic, English Education and Art (LEEA) Journal Jurnal Muassis Pendidikan Dasar Nusantara Community Empowerment Review Karunia: Jurnal Hasil Pengabdian Masyarakat Indonesia Nusantara Educational Review
Ruri Fadhilah Kurniati
Universitas Nahdlatul Ulama Sidoarjo
Religion Agriculture, Biological Sciences & Forestry Humanities Economics, Econometrics & Finance Education Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Social Sciences Other

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PENGARUH MODEL PEMBELAJARAN PICTURE AND PICTURE TERHADAP KEMAMPUAN SISWA DALAM MENGANALISIS CERITA PADA MATA PELAJARAN BAHASA INDONESIA Dinar Mufidatus Sholiha; Ruri Fadhilah Kurniati; Mohammad Setyo Wardono
LEARNING : Jurnal Inovasi Penelitian Pendidikan dan Pembelajaran Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/learning.v6i3.14341

Abstract

The ability to analyze stories is an important skill in Indonesian language learning because it requires students to identify and interpret intrinsic elements of a narrative. However, students at the elementary school level may experience difficulties in analyzing story content when learning activities are less engaging and provide limited opportunities for active participation. This study aimed to examine the effect of the Picture and Picture learning model on third-grade students’ story analysis skills in Indonesian language learning. The study employed a quantitative approach with a pre-experimental design using a one-group pretest-posttest design. Data were collected through tests, observations, and documentation and analyzed using the Shapiro-Wilk normality test and paired-sample t-test. The findings indicate that the implementation of the Picture and Picture learning model was associated with an improvement in students’ ability to analyze stories. The statistical analysis also demonstrated a significant difference between students’ performance before and after the implementation of the learning model. These findings suggest that the Picture and Picture model can support students in understanding and analyzing intrinsic elements of stories through visual, structured, and interactive learning activities. The model may therefore serve as an alternative instructional approach for strengthening elementary students’ story analysis skills in Indonesian language learning. ABSTRAK Kemampuan menganalisis cerita merupakan salah satu keterampilan penting dalam pembelajaran Bahasa Indonesia karena berkaitan dengan kemampuan siswa memahami dan menghubungkan berbagai unsur dalam teks. Namun, kemampuan siswa dalam menganalisis unsur intrinsik cerita masih menjadi tantangan dalam pembelajaran di sekolah dasar. Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran picture and picture terhadap kemampuan menganalisis cerita pada mata pelajaran Bahasa Indonesia siswa kelas 3 SDN Pucang IV Sidoarjo. Penelitian ini menggunakan pendekatan kuantitatif dengan desain one group pretest-posttest. Sampel penelitian terdiri atas 25 siswa kelas 3-A yang dipilih menggunakan teknik purposive sampling. Data dikumpulkan melalui tes, observasi, dan dokumentasi, kemudian dianalisis menggunakan uji normalitas Shapiro-Wilk dan paired sample t-test. Hasil penelitian menunjukkan bahwa kemampuan menganalisis cerita siswa mengalami peningkatan setelah penerapan model picture and picture. Pengujian statistik juga menunjukkan adanya perbedaan yang signifikan antara kemampuan siswa sebelum dan setelah penerapan model. Pencapaian indikator menunjukkan bahwa siswa mampu mengidentifikasi berbagai unsur intrinsik cerita, meskipun tingkat penguasaan pada setiap indikator masih beragam. Temuan ini menunjukkan bahwa model picture and picture dapat menjadi alternatif pembelajaran yang membantu siswa memahami dan menganalisis cerita melalui aktivitas visual yang terstruktur.
Reading Ability of Students with Intellectual Disabilities at SLB AC Dharma Wanita Sidoarjo Novi Diksianti; Ruri Fadhilah Kurniati; Ana Christanti; Evi Mahsunah; Masyitah Noviyanti
Linguistic, English Education and Art (LEEA) Journal Vol 9 No 3 (2026): Linguistic, English Education and Art (LEEA)
Publisher : Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31539/0hbsk138

Abstract

This qualitative case study described the English reading ability of tenth-grade students with moderate and severe intellectual disability at SLB AC Dharma Wanita Sidoarjo and the strategies their English teacher uses to teach them. Seven students, four classified with moderate and three with severe intellectual disability, took part together with the English teacher responsible for their instruction. Data came from a teacher questionnaire, a structured interview, and documentation combined with a field verification visit, analysed through the interactive model of data condensation, display, and conclusion drawing. Findings showed a gap between the two categories that Frith's stage model of reading acquisition describes as a difference in strategy rather than speed: students with moderate intellectual disability were transitioning from the alphabetic stage toward the orthographic stage, producing whole words such as gud moni for good morning but consistently dropping final consonants, while students with severe intellectual disability remained at the logographic stage, with only a narrow, copy-based foothold in the alphabetic stage. To teach reading, the English teacher combined four strategies, adapted English instruction, multisensory instruction, the Visual Auditory Kinesthetic Tactile (VAKT) method, drilling and repetition, and scaffolding with visual support, adjusting the intensity of support to each category rather than applying one procedure to the whole class. The study concludes that reading instruction in special education English classes needs a level-by-level account of reading ability to calibrate support to each student's severity category. Keywords: Intellectual disability, Reading ability, Teaching strategies.
Co-Authors Adelia Trisna Putri, Adelia Trisna Afifahtur Rachmadina Aisa, Riska Dewi Alifta Nurdiana Aliyah, Siti Aimmatul Amelia Panji Sekar Pameling Amelia, Tarisa Ana Christanti Arista Cahyani Athiya Maqbulah Bima, M. Abd Rohman Said Boyas, Jeziano Rizkita Cahyanti, Qori' Nur Chyntia Farah Agustine Cristanti, Ana Damayanti, Frida Aprilia Dewi Sri Rahayu Dina Agustianingsih Dinar Mufidatus Sholiha Doa Gadis Kristina Elfi Haniatul Mafiroh Evi Mahsunah Fadhil, Ach. Fadhil, Achmad Fajar Nur Yasin Fara Aulia Bening Rahmadhanti Firdaus, Muhammad Raflyh Ilmi, Laila Ulul Irfan Ardianto Izzah, Lutfiyatul Khabib Qolbu Salim Khanifatul Khusna Lailia, Afdholul Nisfu Masyitah Noviyanti Maulana, Moch. Nizar Maulidyah, Aminah Nurhidayati Moch. Nizar Mochamad Atok Priwahyudi Mohammad Muhaimin Mohammad Setyo Wardono Muchammad Evan Ali Muhammad adani Maulidan Muhammad Alif Muhammad Andi Muhammad Faizin Muzaki, Mohammad Ali Naswa Ika Febrianty Novi Diksianti Nur Jagad Muhammad Pratama, Moch. Tegar Putri Amalia Ramadani Rachmawati Fidia Cahyani Sugistin Rahmadina, Indy Rakhis Regina Tito Rikza, Uswa Fina Rochmah, Latifatur Rouf, Sinta Syifani Rahmah Ryan Purnomo Samicha ’ Wafa Sania Ita Nurhayati Saniya, Shabrina Vira Sarah Ramdhania Sholikhah, Zakiyatush Siti Fatimah Siti Masruroh Tantri Risda Zubaidah Thoha, Mochammad Zulfikar Ali