Article Per Year (5 Year)
p-Index From 2021 - 2026
0.408
P-Index
This Author published in this journals
All Journal Journal of Professional Teacher Education
Reva Maria Valianti
Universitas PGRI Palembang, Palembang, Indonesia
Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Analysis of reading comprehension skills among elementary school students: What should professional teachers do? Maryani; Reva Maria Valianti; Liza Murniviyanti; Arizona; Saden Nunyuli Amedome; M. Khoirudin Jalil
Journal of Professional Teacher Education Vol. 4 No. 1 (2026)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/jprotect.v4i1.2198

Abstract

Reading comprehension is a fundamental skill for academic success in elementary school, yet many students continue to struggle to understand text content, particularly at the fourth-grade level. While prior studies have examined reading comprehension broadly across elementary grades, few have combined test, observation, and interview data to build a context-specific profile of a single fourth-grade cohort. This study addresses that gap by analyzing the reading comprehension skills of fourth-grade students at SDN 106 Palembang, a public elementary school in Palembang, South Sumatra, Indonesia, and identifying the factors associated with their performance. Using a qualitative descriptive design supported by a reading comprehension test, data were collected from 30 fourth-grade students through tests, classroom observations, and teacher interviews. The findings show that students' reading comprehension remains at a moderate-to-low level: many students had difficulty identifying main ideas, summarizing or drawing conclusions from text, and interpreting implied meaning, and a majority showed low engagement during reading activities. These difficulties appear to be associated with internal factors (limited reading interest, motivation, and vocabulary) and external factors (limited variety in teaching methods and learning media). The study contributes context-specific, triangulated evidence on fourth-grade reading comprehension and highlights the need for elementary teachers to implement more interactive, varied, and media-supported reading instruction to strengthen students’ comprehension skills and engagement.
Elementary students’ voices: Project-based learning via Wayang media in speaking skills Rini Sukarti; Reva Maria Valianti; Liza Murniviyanti; Arizona; Subira Kaserero; M. Khoirudin Jalil
Journal of Professional Teacher Education Vol. 4 No. 1 (2026)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/jprotect.v4i1.2199

Abstract

This study addresses the critical challenge of low speaking skills among elementary school students, particularly in articulating the intrinsic elements of a story. Traditional, teacher-centered methods and a lack of innovative cultural media leave students passive and unconfident. To bridge this gap, this study examines the implementation of the Project-Based Learning (PjBL) model integrated with traditional wayang puppets. Utilizing a descriptive qualitative approach, this research investigated 30 sixth-grade students at SDN 184 Palembang, a public elementary school in Palembang, South Sumatra, Indonesia, through purposive sampling. Data were gathered via semi-structured interviews, classroom observations, and documentation, and analyzed through the interactive qualitative framework of Miles, Huberman, and Saldaña. The qualitative results indicate that the integration of PjBL and wayang puppets significantly transforms the classroom dynamic by shifting students from passive listeners to active storytellers. Students demonstrated substantial growth in speaking fluency, narrative coherence, and structural clarity when explaining story elements like characters, plots, and moral values. Furthermore, the hands-on project creation process fostered deep emotional engagement, decreased performance anxiety, and enhanced conceptual understanding. The findings imply that integrating culturally responsive PjBL with traditional wayang puppets can provide an effective student-centered approach for strengthening elementary students’ speaking skills, narrative understanding, and confidence in primary language education.
Co-Authors Arizona Liza Murniviyanti M. Khoirudin Jalil Maryani Rini Sukarti Saden Nunyuli Amedome Subira Kaserero