Article Per Year (5 Year)
p-Index From 2021 - 2026
0.562
P-Index
This Author published in this journals
All Journal SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL Didaktik : Jurnal Ilmiah PGSD STKIP Subang
Ratnaningsih
Universitas Muhammadiyah Purwokerto
Education Social Sciences Other

Published : 3 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 3 Documents
Search

 1 
IMPLEMENTASI 'GORENG LUNJAR' DALAM INTERNALISASI KARAKTER GOTONG ROYONG PADA SISWA LAMBAN BELAJAR DI SEKOLAH DASAR Ratnaningsih; Wildan Nurul Fajar
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 03 (2026): Volume 12 No. 03, September 2026 Published
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i03.16306

Abstract

This study examines the design, implementation, obstacles, and impact of the GORENG LUNJAR model (Gotong Royong Ekspresif dan Ramah Siswa Lamban Belajar/Expressive and Inclusive Cooperative Learning for Slow Learners) in internalizing the value of gotong royong (mutual cooperation) among slow learner students at Grade 6B SD Negeri Patimuan 01. The model was developed in response to three identified root problems: a one-size-fits-all character education approach that excluded slow learners from meaningful participation, the absence of differentiated character activity design, and the lack of a structured peer tutoring system. This study employed a qualitative descriptive approach with a single case study design. Data were collected through direct classroom observation, peer tutor reflection journals, student emoji journals, teacher anecdotal records, and parent communication via liaison books. Data analysis followed the Miles, Huberman, and Saldaña model, comprising data reduction, data presentation, and conclusion drawing. The findings indicate that the GORENG LUNJAR model, which utilizes tiered cooperative tasks, structured peer tutoring, and emoji-based reflective journals as an inclusive communication tool, successfully shifted slow learner students from active refusal and reluctance toward repeated willingness to participate in cooperative activities. Changes also occurred in peer tutors who developed empathy and self-management skills, and in the overall classroom culture which shifted from individualistic and stigmatizing toward collaborative and inclusive. The study highlights that character internalization among slow learners requires differentiated design, effort-oriented appreciation, and structured accompaniment rather than uniform instruction.
IMPLEMENTASI 'GORENG LUNJAR' DALAM INTERNALISASI KARAKTER GOTONG ROYONG PADA SISWA LAMBAN BELAJAR DI SEKOLAH DASAR Ratnaningsih; Wildan Nurul Fajar
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 03 (2026): Volume 12 No. 03, September 2026 Published
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i03.16336

Abstract

This study examines the design, implementation, obstacles, and impact of the GORENG LUNJAR model (Gotong Royong Ekspresif dan Ramah Siswa Lamban Belajar/Expressive and Inclusive Cooperative Learning for Slow Learners) in internalizing the value of gotong royong (mutual cooperation) among slow learner students at Grade 6B SD Negeri Patimuan 01. The model was developed in response to three identified root problems: a one-size-fits-all character education approach that excluded slow learners from meaningful participation, the absence of differentiated character activity design, and the lack of a structured peer tutoring system. This study employed a qualitative descriptive approach with a single case study design. Data were collected through direct classroom observation, peer tutor reflection journals, student emoji journals, teacher anecdotal records, and parent communication via liaison books. Data analysis followed the Miles, Huberman, and Saldaña model, comprising data reduction, data presentation, and conclusion drawing. The findings indicate that the GORENG LUNJAR model, which utilizes tiered cooperative tasks, structured peer tutoring, and emoji-based reflective journals as an inclusive communication tool, successfully shifted slow learner students from active refusal and reluctance toward repeated willingness to participate in cooperative activities. Changes also occurred in peer tutors who developed empathy and self-management skills, and in the overall classroom culture which shifted from individualistic and stigmatizing toward collaborative and inclusive. The study highlights that character internalization among slow learners requires differentiated design, effort-oriented appreciation, and structured accompaniment rather than uniform instruction.
STRENGTHENING THE CHARACTER OF READING THROUGH THE USE OF READING CORNER IN ELEMENTARY SCHOOLS Ratnaningsih; Wakhudin Wakhudin; Subuh Anggoro; Ine Kusuma Aryani
SOSIOEDUKASI Vol 15 No 2 (2026): SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL
Publisher : Fakultas Keguruan Dan Ilmu Pendidikan Universaitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/sosioedukasi.v15i2.7841

Abstract

Character education in elementary schools is important but requires effective strategies to foster sustainable reading habits. This study aims to analyze the strengthening of reading habits through reading corners in elementary schools. This type of research is qualitative with a case study method. The study was conducted at SDN Patimuan 01 Cilacap with subjects of 4 teachers, 6 students in grades IV–VI, and 1 principal. Data were collected using observation, interviews, and documentary studies. Data were analyzed interactively with the stages of data condensation, data presentation, and drawing conclusions. Data were checked for validity through triangulation of sources and techniques. The results of the study indicate that the strengthening of reading habits in elementary school students developed significantly through the use of planned and contextual reading corners. Five main characters were formed, including (1) discipline through the habit of reading regularly according to schedule and consistent teacher guidance; (2) curiosity by exploring reading content; (3) critical reasoning through in-depth understanding, reflection, and creative projects; (4) independence emerged when having the initiative to choose their own books, write reviews, and recommend reading to friends; and (5) responsibility through positive attitudes towards reading, such as returning books on time, keeping the reading corner clean, and respecting friends' books. This emphasizes that the reading corner is not just a literacy facility but a strategic tool in forming a character that loves reading in a sustainable manner. Support from schools, parents, and the social environment is important for building a sustainable literacy ecosystem so that students' reading habits and literacy behavior develop consistently at school and at home.
Co-Authors Ine Kusuma Aryani Subuh Anggoro Wakhudin Wildan Nurul Fajar