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All Journal JURNAL PENELITIAN ILMU PENDIDIKAN
Septia Sugiarsih
Faculty of Education, Universitas Negeri Yogyakarta
Decision Sciences, Operations Research & Management Education

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The effectiveness of the SAVI method in improving poetry reading skills of elementary students Abdul Latif; Septia Sugiarsih; Anwar Novianto
Jurnal Penelitian Ilmu Pendidikan Vol. 18 No. 2 (2025): July–December
Publisher : Fakultas Ilmu Pendidikan, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpip.v18i2.91473

Abstract

This study examines the effectiveness of the Somatic, Auditory, Visual, Intellectual (SAVI) learning method in enhancing the poetry reading skills of fifth-grade elementary school students. Employing a quantitative approach with a one-group pretest-posttest design, the research involved 36 fifth-grade students from Muhammadiyah Condongcatur Elementary School. Data were collected through structured observation sheets and analyzed using a paired sample t-test. The results indicate a statistically significant improvement in students' poetry reading skills following the intervention, with a significance value of 0.001 (< 0.05). The mean score increased by 30.72 points from pretest to posttest, demonstrating a substantial gain in performance. These findings lead to the conclusion that the SAVI method is an effective instructional strategy for significantly improving poetry reading proficiency in the target student population.
Educational comics for improving elementary students’ reading comprehension: a classroom action study Fitri Wahyuni Ningsih; Septia Sugiarsih; Dewi Puji Rahayu
Jurnal Penelitian Ilmu Pendidikan Vol. 19 No. 2 (2026): July–December
Publisher : Fakultas Ilmu Pendidikan, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpip.v19i2.101642

Abstract

Despite growing evidence that comics and other multimodal texts can support literacy learning, Indonesian research has largely emphasized media development or end-point effectiveness, leaving less evidence on how teachers iteratively refine printed comics while monitoring both classroom participation and comprehension. This study examined how a teacher-led comic intervention improved the learning process and reading comprehension of 15 fourth-grade students at a public elementary school in Central Kalimantan, Indonesia. A collaborative classroom action research design based on two Kemmis-McTaggart cycles was used. Data were obtained from reading-comprehension tests, classroom observations, and structured interviews. Individual score records were recalculated before analysis. Mean comprehension scores increased from 54.33 at pre-cycle to 72.67 in Cycle I and 92.00 in Cycle II, while mastery at the ≥70 criterion rose from 26.67% to 66.67% and 86.67%. Observed classroom activity increased from 71.33% in Cycle I to 88.00% in Cycle II. The study contributes process-oriented evidence that low-tech printed comics can become more instructionally productive when visual-verbal texts are paired with progressively demanding questions, peer-supported reading, and reflective cycle-by-cycle adjustment. Keywords: educational comics; reading comprehension; classroom action research; multimodal literacy; elementary education
Co-Authors Abdul Latif Anwar Novianto Dewi Puji Rahayu Fitri Wahyuni Ningsih