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All Journal Elementary: Islamic Teacher Journal Fon: Jurnal Pendidikan Bahasa dan Sastra Indonesia Profesi Pendidikan Dasar REFLEKSI EDUKATIKA MODELING: Jurnal Program Studi PGMI Jurnal Moral Kemasyarakatan Edukasi : Jurnal Penelitian dan Artikel Pendidikan Mitra PGMI: Jurnal Kependidikan MI Community Empowerment Jurnal Abdimas Komunikasi dan Bahasa Borobudur Islamic Education Review Journal of Educational Management and Strategy
Purnanto, Arif Wiyat
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Religion Arts Humanities Education Engineering Languange, Linguistic, Communication & Media Mathematics Public Health Social Sciences Other

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Journal : Journal of Educational Management and Strategy

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Evaluating the Watching-Based Learning Model for Elementary School Students: A Case Study in Muhammadiyah Bandongan Wahyuningsih, Yuli; Abdul Majid, Ikhwanuddin; Efendi, Faisal; Purnanto, Arif Wiyat
Journal of Educational Management and Strategy Vol. 4 No. 1 (2025): January-June 2025
Publisher : Yayasan Lembaga Studi Makwa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57255/jemast.v4i1.1466

Abstract

The purpose of this study is to evaluate the implementation of the Watching-Based Learning Model as a multimodal learning approach in Grade IV at SD IT Muhammadiyah Bandongan. This research employed a qualitative design using naturalistic observation supported by interviews and field notes collected over one month. The findings indicate that the multimodal learning model has been implemented at a level of 40%. Within this framework, visual representation accounts for 80% and audiovisual representation for 20%. In terms of multimodal literacy, visual literacy contributes 60% while critical multimodal literacy constitutes 40%. The visual literacy phase is identified as the initial stage, where students demonstrate comprehension of simple and familiar multimodal texts with predictable structures. In contrast, the critical multimodal literacy phase is positioned at the exploratory stage, where students begin to integrate strategies to interpret the content, purpose, and form of multimodal texts. The model is supported by three dominant media: textbooks (61%), PowerPoint (31%), and wall crafts (8%). This study highlights the relevance of multimodal learning in enhancing elementary students’ literacy development by integrating diverse media and literacy phases. The implications suggest that a balanced incorporation of visual and critical multimodal literacy can strengthen students’ comprehension and interpretation skills, offering valuable insights for curriculum development and classroom practice in primary education.
Co-Authors Abd. Rasyid Syamsuri Abdul Majid, Ikhwanuddin Afriyanti Afriyanti, Afriyanti Agustina, Vinda Devi Albana, Quwaysy Ali Mustadi Andaeni, Rizka Veny Andini, Puput Azizah, Lina Nur Dewi, Mia Martina Dian Pratiwi Efendi, Faisal Eman Eman, Eman Fitria, Savira Ananda Fitriyatinur, Qurnia Haq, Akhmad Liana Amrul Hety, Amrih Femiya Laksananing Hurairah, Muhammad Jayawarsa, A.A. Ketut Karimatunnisa, Afifah Larasati, Silvia Putri Larasti, Wahyu Ni'mah, Ulin Norma Dewi Shalikhah Novayanti, Erna Catur Nugroho, Irham Octafiani, Safitri Oktaviana, Kharisma Pranandha, Sadewa Pratama, Febrian Arif Putri Meinita Triana Rachmawati, Dian Wiwik Rahmayanti, Vina Riani, Desi Eka Ridzkirana, Aulia Sekar Rohmah, Ulfatur Salam, Muhammad Rida Saputra, Setiyawan Adhi SATRIYAS ILYAS Ulfa, Widya Widiania Ulfiana, Dani Wahyuningsih, Yuli Wardana, Aditia Eska Wijayanto, Sukma Yundari, Yundari