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Wildan Farih Kurniawan
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ANALISIS IMPLEMENTASI MODEL PEMBELAJARAN COOPERATIVE INTEGRATED READING AND COMPOSITION (CIRC) MATA PELAJARAN BAHASA INDONESIA SISWA KELAS V SDN 1 TAMANREJO Hera Saski, Fadilla; Anna Mariyani; Wildan Farih Kurniawan
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 2, Juni 2026 Publish
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.49265

Abstract

This research is motivated by the low quality of students' literacy processes, which are still dominated by passive reading activities without integration with thinking and writing skills. The study aimed to analyze the implementation of the Cooperative Integrated Reading and Composition (CIRC) model in Indonesian language learning in fifth-grade elementary schools. The study used a qualitative approach with a case study design, involving one teacher and 24 students over four months. Data were collected through observation, interviews, and documentation, and then analyzed using the Miles and Huberman interactive model. The results showed that most students were actively involved in the reading, discussion, and writing processes, resulting in a collaborative literacy pattern. The main findings of this study indicate that the literacy process is formed through the interconnectedness of reading activities, group interactions, and writing reconstruction, rather than as separate activities. However, inequalities in participation were still found due to suboptimal differentiation and scaffolding in learning. Thus, this study confirms that the quality of learning implementation is a key factor in developing active and meaningful literacy.
PENINGKATAN LITERASI AWAL MELALUI FLASHCARD BERBASIS VEKTOR PADA SISWA KELAS I SD NEGERI KEDUNGJENAR Alifia Adhila; Wildan Farih Kurniawan; Ahmad Teguh Purnawanto
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 2, Juni 2026 Publish
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.50165

Abstract

Early reading and writing skills remain low, while prior studies emphasize media use without examining visual quality. This study aims to improve early literacy through vector-based flashcards designed with precise visual features to enhance letter recognition accuracy. The method employed was Classroom Action Research using the Kemmis and McTaggart model in two cycles involving 28 first-grade students. Data were collected through tests, observations, interviews, and documentation, then analyzed quantitatively and qualitatively. The results show an increase in the mean score from 69 to 85 and mastery from 68% to 93%, indicating improved recognition and representation of language symbols. These findings confirm that visual quality functions as a cognitive factor in early literacy learning effectiveness.
PENINGKATAN HASIL BELAJAR IPAS MELALUI PROJECT BASED LEARNING PADA MATERI PERUBAHAN WUJUD BENDA KELAS IV DI SEKOLAH DASAR Rizky Amalia Pujiati; Ahmad Teguh Purnawanto; Wildan Farih Kurniawan
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 2, Juni 2026 Release
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.52309

Abstract

On the subject of changes in the state of matter, the Project Based Learning model is used in this study to maximize the attainment of science. A CAR methodology was employed in the research, which included two cycles with 16 participants: a class teacher and 9 girls and 7 boys from the fourth grade of SDN 3 Tempurejo. Data collection methods include documentation, written exams, observations, and interviews. Quantitative and qualitative data are used in data analysis. This study's innovation is the holistic integration of observation projects, experiments, and posters to improve students' scientific inquiry. According to the study's findings, pre-action data only provided 37.50% of the total learning outcomes. The completeness percentage in cycle I was 62.50%, representing a 30% rise over the pre-action period. In cycle II, the increase in science learning outcomes had a completeness percentage of 87.50% and was 20% higher than in cycle I. This study suggests that the Project Based Learning model can promote the deep learning method in science education in elementary schools and foster more engaging and meaningful learning.
Co-Authors Ahmad Teguh Purnawanto Alifia Adhila Anna Mariyani Hera Saski, Fadilla Rizky Amalia Pujiati