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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar
Maitris Yulida
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PENGARUH STRATEGI STORYTELLING DAN DISKUSI KELOMPOK BERBASIS PROGRESIVISME TERHADAP PERKEMBANGAN BAHASA SISWA SEKOLAH DASAR Safitri, Sanseni; Maitris Yulida; Yeni Karneli; Zelhendri Zen
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 Nomor 02, Juni 2026 Public
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.50669

Abstract

This study aims to examine the differential effectiveness of storytelling and group discussion learning strategies, grounded in progressivism philosophy (Dewey, 1938), on the language development of fourth-grade elementary school students at SDN 21 Makalo, Sikakap District, Mentawai Islands Regency. The low literacy level of students in bilingual contexts motivated this research. A quasi-experimental pretest-posttest control group design was employed, involving 60 students divided into three groups: storytelling (n=20), group discussion (n=20), and conventional control (n=20). A validated 36-item language ability test covering phonological, morphological, syntactic, and pragmatic dimensions was used as the instrument (Cronbach's Alpha r=0.87). Interventions were conducted over eight weeks with 16 sessions per group. One-way ANOVA on gain scores revealed a significant inter-group difference (F(2,57)=18.43; p<0.001; η²=0.39, large effect). The storytelling group achieved the highest gain (M=24.5; SD=4.2; d=2.89), followed by group discussion (M=19.8; SD=3.7; d=2.34), and control (M=8.3; SD=3.1). Tukey HSD post-hoc tests confirmed significant pairwise differences across all groups (p<0.05). Storytelling most effectively enhanced syntactic competence (M=6.4), while group discussion produced lower pragmatic gains (M=4.6) due to code-switching tendencies in bilingual peer interactions. These findings affirm progressivism philosophy as a relevant theoretical foundation for language instruction and support the integration of structured storytelling alongside explicit language scaffolding in bilingual elementary school contexts.
PENGEMBANGAN MEDIA PEMBELAJARAN INTERAKTIF BERBASIS AUGMENTED REALITY UNTUK CIPTA SENI DAN GERAK BAGI SISWA SEKOLAH DASAR Maitris Yulida; Rika Irawati; Silviana Evi Vitriani Taileleu; Fransiska Eka Tri Lestari; Ardipal; Desyandri
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.v11i02.53974

Abstract

The use of conventional learning media in elementary schools, particularly for Arts and Movement (Seni dan Gerak) subjects, remains limited to textbooks and blackboards, resulting in low student engagement and difficulty visualizing dance movement concepts. This study aims to develop Augmented Reality (AR)-based interactive learning media for Arts and Movement Creation (Cipta Seni dan Gerak) for elementary school students to meet the criteria of validity, practicality, and effectiveness. The research employed the ADDIE development model (Analysis, Design, Development, Implementation, Evaluation). Data were collected through expert validation questionnaires, teacher and student practicality questionnaires, as well as pretest-posttest instruments. The study was conducted at three elementary schools in Sikakap District: SDN 21 Makalo, SDN 35 Matobe, and SDN 15 Sikakap, involving 24 fifth-grade students. Results showed that expert validation reached 90.5% (very valid); practicality assessment from teachers and students achieved 89.5% (very practical); and the N-Gain score was 0.61, classified as moderate-high effectiveness. Comparisons with conventional media confirmed that AR media significantly improved active student involvement from below 40% to 87.5% task completion. This study concludes that AR-based Cipta Seni dan Gerak learning media is valid, practical, and effective for use in elementary schools in remote areas.
Co-Authors Ardipal Ardipal Desyandri Desyandri Fransiska Eka Tri Lestari Rika Irawati Safitri, Sanseni Silviana Evi Vitriani Taileleu Yeni Karneli Zen, Zelhendri