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All Journal SJEE (Scientific Journals of Economic Education)
M. Habibi
Primary School Teacher Education Program, FIP, Universitas Negeri Padang, West Sumatra
Economics, Econometrics & Finance Education Other

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Dampak Penggunaan Metode Membaca Nyaring (Read Loud) Terhadap Kemampuan Membaca Siswa Sekolah Dasar Wina Febriani; Annisa Permata Harya; M. Habibi
SJEE (Scientific Journals of Economic Education) Vol 10, No 2 (2026): September
Publisher : Universitas Batanghari Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33087/sjee.v10i2.470

Abstract

Reading is a fundamental skill that greatly determines the academic success of elementary school students. However, reading literacy among students in Indonesia remains low compared to international standards, as reflected in the 2018 PISA results. This study aims to examine and synthesize empirical findings regarding the effect of the Read Aloud method on the reading ability of elementary school students. The approach used is a narrative literature review with a systematic search process guided by PRISMA principles. Research articles were obtained from three academic databases, namely Google Scholar, Semantic Scholar, and Scopus, covering publications from 2020 to 2026, using a combination of keywords related to Read Aloud, reading ability, and elementary school students. Out of 177 articles identified, 15 articles met the inclusion criteria and were analyzed thematically. The synthesis revealed three main themes, namely that the Read Aloud method consistently improves reading comprehension, strengthens vocabulary acquisition, and develops students' reading fluency. Furthermore, the analysis also identified several factors that influence the effectiveness of this method, including the quality of teacher-student interaction, the use of audio-visual media, the frequency of implementation, parental involvement, and the differences between online and face-to-face learning contexts. Overall, these findings confirm that Read Aloud is a cognitively and linguistically effective method in supporting the development of reading ability among elementary school students, although its effectiveness is greatly influenced by the quality of implementation and the supportive learning environment surrounding the students.
Systematic Literature Review: Pengaruh Pembelajaran Berdiferensiasi Terhadap Keterampilan Membaca Pemahaman Siswa Sekolah Dasar Alisa Budiawati; Agnes Sepriyanti An; M. Habibi
SJEE (Scientific Journals of Economic Education) Vol 10, No 2 (2026): September
Publisher : Universitas Batanghari Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33087/sjee.v10i2.429

Abstract

This study aimed to analyze the effect of differentiated instruction on elementary school students’ reading comprehension skills through the Systematic Literature Review (SLR) method. The study used a qualitative approach with secondary data in the form of scientific journal articles obtained from Google Scholar, Semantic Scholar, and DOAJ published between 2014 and 2026. Data were collected through documentation techniques using the keywords “differentiated instruction” and “reading comprehension.” The articles were selected based on inclusion and exclusion criteria, resulting in 14 relevant articles. Data analysis was conducted descriptively by comparing the findings of each study. The results showed that differentiated instruction had a positive effect on students’ reading comprehension skills. This approach helped students understand reading texts according to their learning needs, interests, abilities, and learning profiles. In addition, differentiated instruction increased students’ motivation, participation, engagement, and self-confidence during learning activities. Strategies such as Guided Reading, Cooperative Integrated Reading and Composition (CIRC), and the total reading model also supported the improvement of reading comprehension skills. However, several challenges remained, including limited facilities, instructional time, and differences in student abilities. Therefore, differentiated instruction can be used as an effective learning approach to improve elementary school students’ reading comprehension skills.
Dampak Penggunaan Media Sosial TikTok Terhadap Keterampilan Berbahasa Indonesia Siswa Sekolah Dasar M. Habibi; Annisa Annisa
SJEE (Scientific Journals of Economic Education) Vol 10, No 2 (2026): September
Publisher : Universitas Batanghari Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33087/sjee.v10i2.443

Abstract

TikTok as one of the most widely used social media platforms, has raised concerns about its impact on Indonesian language skills among elementary school students. This article examines TikTok's effects on students' Indonesian language proficiency, strategies to optimize its positive impact on language learning, and parental efforts to regulate its use. A qualitative method with a Systematic Literature Review (SLR) approach was employed, drawing from four databases Scopus, Google Scholar, Garuda, and Semantic Scholar covering publications from 2020–2026. From 445 articles, 15 were selected based on relevant criteria. Findings reveal that TikTok has both positive and negative impacts. Positive effects include increased speaking confidence, vocabulary enrichment, creative language use, and learning motivation. Negative effects include declining use of standard language, reduced politeness, and blurred boundaries between formal and informal language. Recommended strategies include utilizing TikTok content as literacy media, integrating its features into language skills, and creating dedicated learning accounts. Parents are encouraged to actively monitor usage, set time limits, and guide children toward responsible digital technology use.
Peran Strategi Think Talk Write (TTW) Terhadap Keterampilan Menulis Siswa Sekolah Dasar Melga Fransiska; Anindi Yendirest; M. Habibi
SJEE (Scientific Journals of Economic Education) Vol 10, No 2 (2026): September
Publisher : Universitas Batanghari Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33087/sjee.v10i2.445

Abstract

Writing skill is one of the most complex and challenging language skills for elementary school students. This study aims to examine the role of the Think talk write (TTW) strategy in improving elementary students' writing skills, encompassing its foundational concepts, effectiveness across various text types, and factors influencing its implementation. A qualitative method with a literature review design was employed through four stages of article screening from Scopus, Semantic Scholar, and Garuda Jurnal databases, yielding 20 articles published between 2017 and 2026. Findings consistently demonstrate that the TTW strategy effectively enhances students' writing skills across narrative, descriptive, poetry, pantun, and report texts. Its effectiveness is influenced by the accuracy of implementation steps, student motivation, instructional media, local cultural relevance, and teacher competence. These findings recommend the TTW strategy as an innovative and meaningful instructional approach for elementary school teachers.
Pemanfaatan Media Pembelajaran Game Edukasi Digital dalam Meningkatkan Keterampilan Membaca Permulaan di Sekolah Dasar: Sebuah Tinjauan Literatur Tri Refnelly; Muhammad Fajriel Ilham; M. Habibi
SJEE (Scientific Journals of Economic Education) Vol 10, No 2 (2026): September
Publisher : Universitas Batanghari Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33087/sjee.v10i2.469

Abstract

This study aims to examine the utilization of digital educational game-based learning media in improving early reading skills among elementary school students. The study employed the Systematic Literature Review (SLR) method by analyzing various scientific articles and journals obtained from Google Scholar, Garuda, and Publish or Perish published between 2017 and 2025. The research stages included formulating research questions, conducting literature searches, determining inclusion and exclusion criteria, selecting articles, analyzing data, and drawing conclusions. Based on the selection process, 11 relevant articles were analyzed. The findings revealed that digital educational game-based learning media had a positive impact on elementary students’ early reading skills. The use of digital educational games helped students recognize letters, read syllables, read simple words, and improve learning motivation, interest, and student engagement during the learning process. In addition, the implementation of digital educational games was carried out through various interactive activities such as matching letters, arranging syllables, reading simple words, and utilizing attractive audio and visual features. Therefore, digital educational game-based learning media can be an effective and innovative learning alternative to improve early reading skills among elementary school students.
Kompleksitas Penggunaan Multibahasa Pada Siswa Sekolah Dasar: Implikasinya Terhadap Keterampilan Berbicara dan Menyimak dalam Pembelajaran Bahasa Indonesia Aisyah Zahra; Amellya Fitri; M. Habibi
SJEE (Scientific Journals of Economic Education) Vol 10, No 2 (2026): September
Publisher : Universitas Batanghari Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33087/sjee.v10i2.428

Abstract

Indonesia is a country with extraordinary linguistic diversity, with more than 718 regional languages, making almost all elementary school students grow up in multilingual environments. This study aims to identify the complexity of multilingual use among elementary school students in Indonesia, examine its implications for speaking and listening skills in Indonesian language learning, and formulate appropriate and responsive learning strategies. The method employed is a Systematic Literature Review (SLR) by searching Google Scholar, Garuda, Semantic Scholar, and Publish or Perish databases using keywords for the period 2016–2026, yielding 15 selected articles after four rigorous selection stages from 150 initial sources. The findings reveal that multilingual complexity among elementary students manifests in three main forms: language interference, code-mixing, and code-switching, all of which directly affect students' speaking and listening achievement. In speaking skills, first-language interference and low self-confidence are the primary barriers, while storytelling methods, role-playing, and integrated multilingual programs have proven effective in overcoming them. In listening skills, multilingual cognitive load and monotonous teaching methods are obstacles that can be addressed through audiovisual media and locally-based cultural media. This study affirms that multilingualism is not an obstacle but a linguistic potential that must be managed through translanguaging approaches, experience-based learning, creative media utilization, and inclusive curriculum design. Teachers' competence in understanding students' linguistic diversity is the key to the success of all these strategies.
Co-Authors Agnes Sepriyanti An Aisyah Zahra Alisa Budiawati Amellya Fitri Anindi Yendirest Annisa Annisa Annisa Permata Harya Melga Fransiska Muhammad Fajriel Ilham Tri Refnelly Wina Febriani