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All Journal Jurnal Riset dan Inovasi Pembelajaran Bulletin of Pedagogical Research
Nadia Tiara Antik Sari
Universitas Pendidikan Indonesia, Indonesia
Chemistry Education Languange, Linguistic, Communication & Media Mathematics Other

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Analisis Kemampuan Menulis Permulaan Siswa dalam Aspek Grafomotorik dan Ejaan Try Rahmawati; Indah Nurmahanani; Nadia Tiara Antik Sari
Jurnal Riset dan Inovasi Pembelajaran Vol. 6 No. 2 (2026): May - August 2026
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/jrip.v6i2.5660

Abstract

Penelitian ini menganalisis kemampuan siswa kelas satu sekolah dasar saat melakukan kegiatan menulis permulaan, khususnya terkait keterampilan grafomotorik dan kemampuan mengeja. Penelitian dilakukan menggunakan pendekatan deskriptif kualitatif, dan subjeknya sebanyak 29 siswa kelas satu di sebuah sekolah dasar di Kabupaten Purwakarta. Subjek penelitian dipilih dengan menggunakan teknik sampling total, sedangkan pengumpulan data dilakukan melalui tiga teknik: observasi, wawancara, dan dokumentasi. Instrumen observasi digunakan untuk mengukur beberapa aspek, antara lain: kerapian tulisan tangan, keterbacaan, ketepatan penggunaan huruf, postur tubuh saat menulis, penggunaan huruf kapital, pembentukan huruf, dan pemahaman kata, dengan memanfaatkan skala Likert 1-4, analisis data penelitian dilakukan melalui tiga langkah: penyederhanaan data, penyajian data, dan penarikan kesimpulan. Berdasarkan hasil penelitian, dapat disimpulkan bahwa keterampilan menulis awal siswa secara umum berada dalam kategori tinggi hingga sangat tinggi. Aspek sikap menulis memperoleh persentase tertinggi sebesar 85% dan aspek susunan huruf sebesar 81% yang termasuk kategori sangat tinggi. Sementara itu, aspek kerapian tulisan tangan memperoleh persentase 67%, kejelasan tulisan 73%, ketepatan huruf 75%, penggunaan huruf kapital 76%, dan pemahaman kata 76% yang termasuk kategori tinggi. Berdasarkan hasil analisis, dapat diketahui bahwa sebagian besar siswa telah memiliki keterampilan menulis dasar yang memadai. Namun, mereka masih menghadapi tantangan dalam aspek grafomotorik dan pengejaan. Faktor yang menyebabkan kesulitan tersebut antara lain rendahnya keterampilan motorik halus., kurangnya latihan menulis, dan kesiapan siswa untuk belajar. Penelitian ini diharapkan dapat menjadi panduan bagi para guru dalam merancang metode pengajaran yang lebih efektif untuk pembelajaran menulis tingkat pemula di sekolah dasar.
An Analysis of English Pronunciation Training Applications for Elementary School Students: Google Pronouncation, Duolingo, and Cake Nadia Tiara Antik Sari; Pani Herlina; Delia Apriliani; Ica Nurlaela; Andhini Oktafrina; Resa Azahra; Gilang Rajasa; Liptia Venica
Bulletin of Pedagogical Research Vol. 5 No. 1 (2025): Bulletin of Pedagogical Research
Publisher : CV. Creative Tugu Pena

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51278/bpr.v5i1.1848

Abstract

Digital learning is rapidly evolving and is increasingly recognized as essential, as it demonstrates adaptability in an era of rapid technological advancement. One area significantly influenced by this development is English education, which has benefited from various learning software and applications targeting the four core language skills: Listening, Speaking, Reading, and Writing. Among these, mastering speaking skills is crucial in English language learning. However, many students struggle with pronunciation. Engaging and interactive learning media can boost both motivation and learning outcomes. This study is a descriptive qualitative analysis that examines existing digital tools designed to support the development of speaking skills. Using content analysis, the study explores the use of Google Pronunciation, Duolingo, and Cake in teaching English speaking skills to elementary students. These applications provide interactive features and wide accessibility, allowing students to improve their pronunciation and speaking skills independently and in an enjoyable manner. Although these tools share the common goal of supporting English language learning, each has unique strengths and limitations depending on its features and platform. The findings suggest that these technologies can streamline the learning process and significantly enhance student outcomes, making English speaking practice more effective and enjoyable. This study offers an overview of how these digital tools contribute to the improvement of speaking skills among elementary school students.  
Co-Authors Andhini Oktafrina Delia Apriliani Gilang Rajasa Ica Nurlaela Indah Nurmahanani Liptia Venica Pani Herlina Resa Azahra Try Rahmawati