Article Per Year (5 Year)
p-Index From 2021 - 2026
0.408
P-Index
This Author published in this journals
All Journal Primary Education Journal (PRIMADONA)
Gika Apia
Universitas Pendididkan Muhammadiyah Sorong

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
An Analysis of Early Writing Skills among Grade I Students Miriam Meder; Gika Apia; Isnaini Eddy Saputro
Primary Education Journal (PRIMADONA) Vol. 2 No. 02 (2026): Primary Education Journal (PRIMADONA)
Publisher : Universitas Pendidikan Muhammadiyah Sorong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36232/primadona.v2i02.4228

Abstract

Writing ability is one of the fundamental skills that students at the elementary education level must acquire, as it serves as an essential foundation for academic success at higher stages of education. This study aims to analyse the level of early writing skills and to identify the factors influencing early writing ability among Grade I students at SD Muhammadiyah Malawili, Sorong Regency. A descriptive qualitative research method was employed, with Grade I students and the Grade I classroom teacher as research informants. Data were collected through observation, interviews, and documentation, and analysed using the Miles and Huberman interactive model comprising data reduction, data presentation, and conclusion drawing. Data credibility was verified through source, technique, and time triangulation. The findings indicate that the early writing ability of Grade I students at SD Muhammadiyah Malawili has developed well overall. Most students were able to read and write upon entering Grade I, having already acquired foundational literacy skills at kindergarten, facilitated by additional private tutoring in some cases. Students are generally able to write letters, words, and their own names with reasonable fluency, although individual guidance is still needed to improve neatness, letter-size consistency, and writing independence. Two interacting categories of factors influence early writing development: internal factors, including fine motor readiness and learning motivation; and external factors, encompassing the teacher's role in individual guidance, parental support at home, and the availability of learning media such as letter cards and picture media. The combination and synergy of these factors is decisive in determining the optimal development of students' early writing competence.
An Analysis of Teacher Strategies in Influencing Students’ Learning Motivation in Indonesian Language Instruction in Grade IV Mita Yuliana Safitri; Muhammad Faizin; Gika Apia
Primary Education Journal (PRIMADONA) Vol. 2 No. 02 (2026): Primary Education Journal (PRIMADONA)
Publisher : Universitas Pendidikan Muhammadiyah Sorong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36232/primadona.v2i02.4252

Abstract

This study aims to analyse the strategies employed by teachers to influence the learning motivation of Grade IV students in Indonesian Language instruction at SD Inpres 54, Sorong Regency. Learning motivation is a critical dimension of the learning process at the primary school level, as it directly shapes students' academic engagement and achievement. A descriptive qualitative research method was employed, with data collected through observation and interviews with the Grade IV classroom teacher and students at SD Inpres 54, Sorong Regency, from 6 to 13 August 2024. Data analysis followed the Miles, Huberman, and Saldaña model encompassing data condensation, data display, and conclusion drawing. The findings reveal that the classroom teacher implemented a diverse set of motivational strategies, including personal student engagement approaches, cooperative and discussion-based learning, ice-breaking activities, role-play, inspirational storytelling, and reward systems comprising praise, positive feedback, and tangible recognition. Lesson planning through RPP, demonstration methods, and ongoing evaluative feedback were also applied. Constraining factors identified include limited school infrastructure, the absence of electricity during daytime hours, diverse student ability levels, insufficient parental involvement, and the remote geographic location of the school. Despite these constraints, the applied strategies proved effective in improving student attention, participation, and enthusiasm in Indonesian Language learning. This study recommends enhanced teacher training in innovative learning strategy development and greater facility support for schools in remote settings.
Co-Authors Isnaini Eddy Saputro Miriam Meder Mita Yuliana Safitri Muhammad Faizin