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Ulya, Manzilatul
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PROFIL KEMAMPUAN DECODING MEMBACA PERMULAAN BERDASARKAN TES EARLY GRADE READING ASSESSMENT (EGRA) PESERTA DIDIK KELAS I SDN 6 SELONG Ulya, Manzilatul; Rahman Hakim, Arif; Nadiatul Soleha, Ria; Parsyillah Minallah, Ninda
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 3 (2026): Volume 11 No. 3, September 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.v11i3.57543

Abstract

This study aims to describe the early reading decoding ability of Grade I students at SD Negeri 6 Selong in the academic year 2025/2026 across six aspects: letter recognition, letter sounds, syllable reading, word reading, reading accuracy, and reading fluency. The study employed a quantitative descriptive approach with all 23 Grade I students (14 male and 9 female) as subjects through total sampling technique. The instrument used was the Decoding Ability Assessment Sheet based on the Early Grade Reading Assessment (EGRA) with a maximum total score of 24. Raw scores for each aspect were converted to a 0–4 scale and categorized as: very good (19-24), good (13-18), fair (7-12), and poor (0-6). the results show that the average total decoding score was 15.21/24, classified as good. by aspect, letter recognition achieved the highest average (3.04/4.00-good), followed by letter sounds (2.92-good), syllable reading (2.64-good), reading accuracy (2.36-fair), word reading (2.35-fair), and reading fluency as the lowest (2.09-fair). category distribution revealed 7 students (30.43%) very good, 9 students (39.13%) good, 4 students (17.39%) fair, and 3 students (13.04%) poor. students in the Poor and Fair categories need systematic phonics-based remedial programs, while those in the Good and Very Good categories can be further developed through repeated reading programs to enhance fluency.
IMPLEMENTASI PEMBELAJARAN BERDIFERENSIASI DALAM MENGEMBANGKAN KEMAMPUAN LITERASI SISWA KELAS V DI SD NEGERI 6 SELONG Nadiatul Soleha, Ria; Rahman Hakim, Arif; Ulya, Manzilatul; Parsyllah Minallah, Ninda
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 Nomor 03, September 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.v11i03.58046

Abstract

This study aims to describe the implementation of differentiated instruction in developing the literacy skills of fifth-grade students at SD Negeri 6 Selong. This research employed a descriptive qualitative approach. The study was conducted during the second semester of the 2025/2026 academic year, involving 20 fifth-grade students as the research participants. Data were collected through observations, interviews, and documentation, and analyzed using the Miles and Huberman interactive model, which consists of data reduction, data display, and conclusion drawing. The findings indicate that the implementation of differentiated instruction was carried out through three stages: planning, implementation, and evaluation. During the planning stage, students’ learning readiness, literacy skills, and learning interests were identified as the basis for designing learning objectives, instructional materials, learning media, and assessments. During the implementation stage, differentiation was applied to content, learning processes, and learning products according to students’ characteristics. The implementation of differentiated instruction increased students’ engagement in reading activities, group discussions, and reading comprehension according to their learning abilities. Supporting factors included the availability of instructional materials, diverse learning media, and active student participation. Meanwhile, obstacles such as differences in students’ literacy abilities, limited instructional time, and limited reading materials were addressed through individual guidance, collaborative learning, and the use of various learning media. Therefore, differentiated instruction can accommodate students’ diverse learning needs and support the development of literacy skills in elementary schools.
PROGRAM LINGKAR BACA CERIA SEBAGAI UPAYA PENINGKATAN KEMAMPUAN MEMBACA AWAL SISWA SEKOLAH DASAR Parsyllah Minallah, Ninda; Rahman Hakim, Arif; Habibuddin; Nadiatul Soleha, Ria; Ulya, Manzilatul
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 Nomor 03, September 2026 Posted
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.62323

Abstract

Early reading difficulty among lower-grade elementary school students, such as letter recognition and reading fluency, remains a pivotal challenge in primary education. This study aims to describe the efforts to develop students' early reading skills at SD Negeri 6 Selong through the "Lingkar Baca Ceria" program. Using a descriptive qualitative method, data were gathered through structured observations and in-depth interviews with PPG pre-service teachers, lower-grade students, and the school principal. Data analysis was conducted through data reduction, data display, and drawing conclusions. The results indicate that the "Lingkar Baca Ceria" program effectively improves early reading skills by incorporating small-group reading strategies based on the Teaching at the Right Level (TaRL) approach. Students demonstrated significant progress in recognizing alphabets, blending syllables, and verbal fluency. Key supporting factors include the systematic utilization of concrete media (letter cards and illustrated storybooks) and the strategic role of pre-service teachers as adaptive learning facilitators. While field implementation faced challenges such as time constraints and a lack of reading material variations, the program successfully fostered students' reading confidence and collaborative learning. This study concludes that the "Lingkar Baca Ceria" program serves as an interactive and highly scalable alternative strategy for basic literacy enforcement in lower grades of elementary schools.
Co-Authors Arif Rahman Hakim Habibuddin Nadiatul Soleha, Ria Parsyillah Minallah, Ninda Parsyllah Minallah, Ninda