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All Journal SCHOOL EDUCATION JOURNAL PGSD FIP UNIMED Mimbar Sekolah Dasar Jurnal SOLMA Jurnal Basicedu COLLASE (Creative of Learning Students Elementary Education) PrimaryEdu - Journal of Primary Education Social, Humanities, and Educational Studies (SHEs): Conference Series Journal of Dehasen Educational Review Pedagogika : Jurnal Pedagogik dan Dinamika Pendidikan Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran ELEMENTARY : Jurnal Inovasi Pendidikan Dasar These proceedings represent the work of researchers participating in The International Conference on Elementary Education (ICEE) which is being hosted by the Elementary Education Study Programme School of Postgraduate Studies, Universitas Pendidikan PIWURUK Jurnal Basicedu
Nurani, Riga Zahara
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Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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The Ethnoliteracy-Based Guided Discovery Learning Model in Writing Imaginary Story at Elementary Schools Nurani, Riga Zahara; Sunendar, Dadang; Cahyani, Isah; Rakhmat, Cece
Jurnal Kependidikan : Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran, dan Pembelajaran Vol. 10 No. 2 (2024): June
Publisher : LPPM Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jk.v10i2.11205

Abstract

This research aims at developing an Ethnoliteracy-based guided discovery learning model in writing imaginary stories at elementary schools. It used the research and development (R&D) method with 4D (Define, Design, Develop, and Disseminate) model. Teachers and students in 5th-grade elementary schools served as the subjects of this research. The instruments that this research used included observation, interviews, and documentation with the developed steps of guided discovery learning model consisting of stimulus, problem identification, data collection, data processing, publication, and reflection. The data in this research were analyzed qualitatively and quantitatively. The research found that based on expert assessment, the feasibility of this learning model was scored 87.5% by the linguist and 93.3% by the culture expert. Based on the development trial result, the prepared learning planning was classified as highly practical at 86.7% and practical at 13.3%. In practice, students managed to write an imaginary story and scored an average of 80.28. This means that the Ethnoliteracy-based guided discovery learning model in writing imaginary stories was feasible for use in elementary school students.
Development of Digital Teaching Materials for Imaginative Stories Based on Ethnoliteracy for Indonesian Language Learning in Elementary Schools Nurani, Riga Zahara; Chandra, Deni; Julistiana, Risma; Salimi, Moh; Ruuhwan, Ruuhwan; Zainnuri, Hasan
Jurnal Kependidikan : Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran, dan Pembelajaran Vol. 11 No. 4 (2025): December (IN PROGRESS)
Publisher : LPPM Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jk.v11i4.17674

Abstract

This study aims to develop valid, practical, and effective ethnoliteracy-based digital teaching materials for imaginative story learning in elementary schools. The research employed a Research and Development (R&D) method using the 4D Thiagarajan model, consisting of the definition, design, development, and dissemination stages. The participants included fifth-grade students in Tasikmalaya Regency, teachers, and expert validators in language, content, and media. Data were collected through tests, questionnaires, interviews, observations, and documentation, and analyzed using qualitative and quantitative techniques. The needs analysis indicated a strong demand for digital teaching materials among teachers (94.7%) and high student interest in digital media (92.6%) and visual illustrations (90.8%). Expert validation scores demonstrated that the product was feasible in terms of language (3.4), content (3.4), and highly feasible in media design (3.6). Field trials showed that the digital teaching materials were practical, engaging, and enhanced students’ imaginative story-writing abilities and ethnoliteracy understanding. The effectiveness was reflected in the improvement of students’ average scores from 70.34 (pretest) to 81.45 (posttest), with an average N-Gain of 0.40 categorized as moderate. Overall, the ethnoliteracy-based digital teaching materials are feasible and effective as an innovative resource for Indonesian language learning and contribute to strengthening students’ cultural identity in the digital era.
Co-Authors Ali, Hasan Arga, Hana Sakura Putu Budiarti, Resi Indah Chandra, Deni Dadang Sunendar Dedi Heryadi, Dedi Dudung Suryana Fajar Nugraha Fuadah, Alfia Hatma Heris Mahendra Hikmatyar, Missi Isah Cahyani Lestari, Teni Moh Salimi Nurfurqon, Faridillah Fahmi Octavia, Reineta Dwi Pitriani, Anisa Rakhmat, Cece Risma Julistiana Riza Fatimah Zahrah Rizki Hadiwijaya Zulkarnaen Ruuhwan Ruuhwan Sanusi, Vanesa Olivia SRI RAHAYU Yuniarty, Listi Zainnuri, Hasan