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All Journal LEARNING : Jurnal Inovasi Penelitian Pendidikan dan Pembelajaran
Susanti Faipri Selegi
Program Studi Pendidikan Guru Sekolah Dasar, Fakultas Keguruan dan Ilmu Pendidikan, Universtas PGRI Palembang
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ANALISIS ASESMEN DIAGNOSTIK PADA KEMAMPUAN MEMBACA SISWA KELAS II SD NEGERI 230 PALEMBANG Khalifah Khalifah; Yasir Arafat; Susanti Faipri Selegi
LEARNING : Jurnal Inovasi Penelitian Pendidikan dan Pembelajaran Vol. 6 No. 4 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/learning.v6i4.13086

Abstract

Non-cognitive diagnostic assessment plays a crucial role in mapping students' psychological readiness and learning environment during the early literacy stage. A holistic understanding of these affective factors provides the foundation for teachers to design differentiated and adaptive reading instruction. This study aims to determine the results of a non-cognitive diagnostic assessment of the reading ability of second-grade students at SD Negeri 230 Palembang. This study employed a qualitative descriptive method involving 25 students as research subjects. Data collection techniques were conducted through structured observation, in-depth interviews, questionnaires, and documentation. Data were analyzed inductively through data reduction, data display, and conclusion drawing. The results showed that students' reading abilities varied across fluent, moderately fluent, and struggling categories. Students' reading proficiency is significantly influenced by non-cognitive factors, including reading interest, learning motivation, self-confidence, emotional stability, parental support, and preschool educational background. Based on the questionnaire analysis, the overall non-cognitive condition of the students achieved an average percentage of 61.33%, categorized as moderate to high. Thus, conducting non-cognitive diagnostic assessments is essential for detecting students' internal and external strengths and barriers to guide pedagogical interventions in elementary school reading instruction. ABSTRAK Asesmen diagnostik non-kognitif memegang peranan krusial dalam memetakan kesiapan psikologis dan lingkungan belajar siswa pada fase literasi awal membaca permulaan. Pemahaman holistik terhadap faktor afektif ini menjadi dasar utama bagi guru dalam merancang pembelajaran membaca yang terdiferensiasi dan adaptif. Penelitian ini bertujuan untuk mengetahui hasil asesmen diagnostik non-kognitif terhadap kemampuan membaca siswa kelas II SD Negeri 230 Palembang. Penelitian ini menggunakan metode deskriptif kualitatif dengan subjek penelitian sebanyak 25 siswa. Teknik pengumpulan data dilakukan melalui observasi terstruktur, wawancara mendalam, angket kuesioner, dan dokumentasi. Analisis data dilakukan secara induktif melalui tahapan reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa kemampuan membaca siswa masih bervariasi antara kategori lancar, cukup lancar, dan terbata-bata. Kemampuan membaca siswa sangat dipengaruhi oleh faktor non-kognitif, meliputi minat membaca, motivasi belajar, kepercayaan diri, kematangan emosional, dukungan orang tua, serta latar belakang pendidikan prasekolah. Berdasarkan analisis angket, kondisi non-kognitif siswa secara keseluruhan memperoleh persentase rata-rata sebesar 61,33% (kategori cukup/tinggi). Dengan demikian, pelaksanaan asesmen diagnostik non-kognitif sangat esensial untuk mendeteksi potensi dan hambatan internal-eksternal siswa sebagai landasan intervensi pembelajaran membaca di sekolah dasar.    
PENGEMBANGAN PANDUAN BELAJAR MEMBACA PERMULAAN DENGAN METODE SUKU KATA KELAS 1 SEKOLAH DASAR Kurnia Ningsih; Yasir Arafat; Susanti Faipri Selegi
LEARNING : Jurnal Inovasi Penelitian Pendidikan dan Pembelajaran Vol. 6 No. 4 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/learning.v6i4.13228

Abstract

This research is motivated by the fact that there are still first-grade students of SD Negeri 19 Betung who have difficulty recognizing letters, reading syllables, reading words, and reading simple sentences. In addition, the reading learning guides used by teachers are still limited, so teaching materials are needed that help students learn to read gradually and systematically. This research aims to develop a beginning reading learning guide using the syllable method that is valid, practical, and has a potential effect on improving students' beginning reading skills. The research uses the Research and Development (R&D) method with a 4D development model that includes the Define, Design, Development, and Disseminate stages. The research subjects were 28 first-grade students of SD Negeri 19 Betung. Data were collected through expert validation questionnaires, student response questionnaires, and beginning reading tests, then analyzed using descriptive percentage techniques. The results showed that the beginning reading learning guide using the syllable method obtained a validity level of 80.00% with a valid category. The practicality test results obtained a percentage of 87.50% on a small scale and 85.92% on a large scale with an average of 86.71%, which is included in the very practical category. Furthermore, the developed product has a potential effect on improving students' beginning reading skills. Thus, the beginning reading learning guide using the syllable method is declared valid, very practical, and suitable for use in learning beginning reading for first-grade elementary school students. ABSTRAK Penelitian ini dilatarbelakangi oleh masih adanya siswa kelas I SD Negeri 19 Betung yang mengalami kesulitan mengenal huruf, membaca suku kata, membaca kata, dan membaca kalimat sederhana. Selain itu, panduan belajar membaca yang digunakan guru masih terbatas sehingga diperlukan bahan ajar yang membantu siswa belajar membaca secara bertahap dan sistematis. Penelitian ini bertujuan mengembangkan panduan belajar membaca permulaan dengan metode suku kata yang valid, praktis, dan memiliki efek potensial terhadap peningkatan kemampuan membaca permulaan siswa. Penelitian menggunakan metode Research and Development (R&D) dengan model pengembangan 4D yang meliputi tahap Define, Design, Development, dan Disseminate. Subjek penelitian berjumlah 28 siswa kelas I SD Negeri 19 Betung. Data dikumpulkan melalui angket validasi ahli, angket respons siswa, dan tes membaca permulaan, kemudian dianalisis menggunakan teknik deskriptif persentase. Hasil penelitian menunjukkan bahwa panduan belajar membaca permulaan dengan metode suku kata memperoleh tingkat kevalidan sebesar 80,00% dengan kategori valid. Hasil uji kepraktisan memperoleh persentase sebesar 87,50% pada skala kecil dan 85,92% pada skala besar dengan rata-rata 86,71% yang termasuk kategori sangat praktis. Selain itu, produk yang dikembangkan memberikan efek potensial terhadap peningkatan kemampuan membaca permulaan siswa. Dengan demikian, panduan belajar membaca permulaan dengan metode suku kata dinyatakan valid, sangat praktis, dan layak digunakan dalam pembelajaran membaca permulaan siswa kelas I sekolah dasar.  
Co-Authors Khalifah Khalifah Kurnia Ningsih Yasir Arafat