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All Journal Jurnal Review Pendidikan dan Pengajaran (JRPP) Lentera Negeri
Chintia Ananda Gusti
Universitas Pendidikan Indonesia
Humanities Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Other

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EKSISTENSI PERMAINAN TRADISIONAL ENGKLEK DALAM MENDUKUNG PERKEMBANGAN BAHASA LISAN ANAK SEKOLAH DASAR Andita Pratiwi; Chairin Zahra Alkautsari; Chintia Ananda Gusti; Indah Nurmahanani
Jurnal Review Pendidikan dan Pengajaran Vol. 9 No. 2 (2026): Vol. 9 No. 2 Tahun 2026
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jrpp.v9i2.58769

Abstract

Warisan budaya permainan engklek dapat membantu perkembangan bahasa lisan siswa sekolah dasar. Dengan perkembangan teknologi digital, anak-anak semakin jarang bermain permainan tradisional. Tujuan penelitian ini adalah untuk mempelajari bagaimana permainan engklek mempengaruhi perkembangan bahasa lisan siswa sekolah dasar. Penelitian dilakukan melalui proses reduksi data, penyajian data, dan penarikan kesimpulan. Metode penelitian ini menggunakan teknik analisis konten. Hasil penelitian menunjukkan bahwa permainan engklek membantu komunikasi, interaksi sosial, kerja sama, dan penyebaran ide. Selama permainan, siswa dapat lebih aktif berbicara dan mendengarkan. Siswa juga lebih percaya diri dalam berinteraksi dengan teman sebaya karena suasana belajar yang menyenangkan.
Peningkatan multidimensional kemampuan membaca pemahaman melalui pembelajaran kooperatif berbasis gamifikasi: studi pra-eksperimen pada pendidikan dasar Chintia Ananda Gusti; Indah Nurmahanani; Nadia Tiara Antik Sari
Lentera Negeri Vol. 7 No. 1 (2026): Lentera Negeri
Publisher : Indonesian Institute For Counseling, Education and Therapy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/993430

Abstract

Low reading comprehension scores among fifth-grade students prompted this study to test a combined approach: Cooperative Integrated Reading and Composition (CIRC) paired with a digital gamified quiz. Two theoretical strands justify this pairing cooperative scaffolding within the Zone of Proximal Development, and Mayer's Cognitive Theory of Multimedia Learning. Because no comparable control class was available at the research site, a one-group pretest-posttest design was adopted instead, a choice that limits how strongly maturation and testing effects can be ruled out. Twenty-two fifth-graders, chosen through purposive sampling based on active enrollment and complete test attendance, took part. Before use, the ten-item essay instrument (built on Burns' 1984 comprehension framework) went through expert validation by three reviewers using Aiken's V, with an average value of 0.94, and a field trial with 23 students from a different but comparable school, yielding Cronbach's Alpha of 0.795. Mean scores rose from 56.6 at pretest to 82.50 at posttest, a statistically significant gain (t = −13.90, p < 0.001, d = 2.97) with a moderate N-Gain of 0.59. Without a control condition, however, this points to an association between the intervention and score improvement rather than proof of causal superiority over other methods.
Co-Authors Andita Pratiwi Chairin Zahra Alkautsari Indah Nurmahanani Nadia Tiara Antik Sari