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All Journal Jurnal Pendidikan dan Kebudayaan Nusantara Greenation Education and Culture Review (GECR)
Sani Aryanto
Universitas Bhayangkara Jakarta Raya, Jakarta, Indonesia
Arts Humanities Education Social Sciences

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Teacher Performance in Literacy Learning at Elementary School Sani Aryanto; Sri Wulandari; Decenni Amelia; Ade Putri Puspitasari
Greenation Education and Culture Review Vol. 2 No. 2 (2026): Greenation Education and Culture Review (April - September 2026)
Publisher : Greenation Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38035/gecr.v2i2.672

Abstract

Teacher performance is widely regarded as one of the strongest school based determinants of literacy learning outcomes among elementary school students, yet evidence on which dimensions matter most remains scattered across disciplines. This study used a systematic literature review guided by the PRISMA 2020 protocol to synthesize 50 empirical and review articles from reputable Scopus indexed international journals (SJR quartile Q1 or Q2, SJR ≥ 0.025, active/non discontinued) published between 2015 and 2026. Following a structured search of Scopus, Web of Science, ScienceDirect, Wiley, SAGE, Taylor & Francis, Springer, and MDPI, studies were screened against explicit criteria and analyzed thematically. Findings show that teacher performance in literacy learning is a multidimensional construct comprising pedagogical and content knowledge, sustained professional development and coaching, self efficacy beliefs, classroom management and instructional practice, formative assessment literacy, and digital and culturally responsive pedagogy. These dimensions interact synergistically, and their combined presence is consistently associated with stronger student reading and writing outcomes. The review proposes an integrated conceptual framework linking the six dimensions to literacy achievement and offers implications for teacher preparation, in service coaching, and policy in elementary education, including the Indonesian Merdeka Belajar and Minimum Competency Assessment (AKM) context
Minat Baca Sastra Anak Siswa Kelas IV Sekolah Dasar di Kota Bekasi Decenni Amelia; Sani Aryanto; Husna Farhana; Risma Nuriyanti; Sheila Fitriana
Jurnal Pendidikan dan Kebudayaan Nusantara Vol. 3 No. 4 (2025): Jurnal Pendidikan dan Kebudayaan Nusantara (Oktober - Desember 2025)
Publisher : Dinasti Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38035/jpkn.v3i4.2578

Abstract

Penelitian ini dilakukan di SDN Jakasampurna IV dan SDN Bahagia 06 Kota Bekasi dengan tujuan mendeskripsikan kondisi minat baca sastra anak pada siswa kelas IV. Metode yang digunakan adalah survei dengan teknik pengumpulan data berupa wawancara dan angket skala Guttman. Subjek penelitian berjumlah 60 siswa kelas IV dari kedua sekolah tersebut. Hasil penelitian menunjukkan bahwa minat baca sastra anak masih tergolong rendah, dengan 56,7% berada pada kategori rendah, 20% sedang, dan hanya 23,3% tinggi. Temuan ini menunjukkan bahwa sebagian besar siswa belum menjadikan membaca sastra anak sebagai aktivitas yang menyenangkan, melainkan masih dipandang sebagai kewajiban akademik. Oleh karena itu, diperlukan upaya peningkatan minat baca melalui penyediaan bahan bacaan sastra anak yang lebih inovatif, menarik, serta mudah diakses, termasuk pemanfaatan media digital berbasis aplikasi.
Co-Authors Ade Putri Puspitasari Decenni Amelia Husna Farhana Risma Nuriyanti Sheila Fitriana Sri Wulandari