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Mutiara Kartika Sari
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PENGUATAN LITERASI MEMBACA KRITIS SISWA SEKOLAH DASAR MELALUI PEMBELAJARAN BERBASIS CERITA KONTEKSTUAL Devinta Cahyani; Tia Ananda Putri; Keysya Josi Putri Salsabila; Zazqia Putri Anugerah; Mutiara Kartika Sari; Delia Indrawati; Muh Syauqi Malik
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.v11i02.50097

Abstract

Critical reading literacy is an essential competency for elementary school students in responding to the demands of 21st-century learning. However, reading instruction in elementary classrooms often emphasizes literal comprehension rather than encouraging analytical and reflective thinking skills. This study aims to examine the strengthening of students’ critical reading literacy through contextual story-based learning. The research employed a descriptive qualitative method involving elementary school students as research subjects. Data were collected through classroom observations, interviews with teachers and students, and documentation of learning activities. The findings indicate that contextual story-based learning increases student engagement, facilitates deeper comprehension of texts, and encourages learners to analyze, interpret, and evaluate reading materials critically. Students demonstrated improved ability to relate textual information to real-life experiences, express opinions, and draw reflective conclusions from stories presented in meaningful contexts. Furthermore, the use of contextual stories created a more interactive learning environment that supported collaborative discussion and active participation. Therefore, contextual story-based learning can be considered an effective instructional strategy for strengthening critical reading literacy among elementary school students and supporting meaningful language learning processes.
PRAKTIK DIFERENSIASI PEMBELAJARAN IPAS DENGAN DUKUNGAN MEDIA DIGITAL DAN PROYEK LINGKUNGAN DI SEKOLAH DASAR Mutiara Kartika Sari; Putri Dani Deskustya Ningrum; Salsabila Putri Nur Aini; Muhammad Imaduddin
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 2 (2026): Volume 11 No. 02, Juni 2026.
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i2.56170

Abstract

This research aims to describe the practice of science and science learning differentiation with the support of digital media and environmental projects in class V of SDN Magetan 02. This research uses descriptive qualitative methods with data collection techniques in the form of observation, interviews and documentation. The research subjects were fifth grade teachers who implemented science and science learning in the Merdeka Curriculum. The research results show that the practice of learning differentiation is carried out through the formation of heterogeneous learning groups, the application of peer tutoring, as well as providing remedial and enrichment according to students' learning needs. In supporting the learning process, teachers use digital media in the form of Digital Interactive Boards (PID) to help students understand the science material in a more visual and interactive way. Apart from that, learning is also developed through environmental projects in the form of using used goods into plant pots to foster students' creativity and environmental awareness. Thus, science and science learning differentiation practices supported by digital media and environmental projects can help create learning that is more adaptive, contextual, and in accordance with the characteristics of students in elementary schools.
Co-Authors Delia Indrawati Devinta Cahyani Keysya Josi Putri Salsabila Muh Syauqi Malik Muhammad Imaduddin Putri Dani Deskustya Ningrum Salsabila Putri Nur Aini Tia Ananda Putri Zazqia Putri Anugerah