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All Journal Pedagogi: Jurnal Ilmu Pendidikan Primary: Jurnal Pendidikan Guru Sekolah Dasar Jurnal Pendidikan Dasar Nusantara Auladuna Profesi Pendidikan Dasar Indonesian Language Education and Literature Jurnal Gantang Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini Jurnal Ilmiah Universitas Batanghari Jambi RETORIKA: Jurnal Bahasa, Sastra, dan Pengajarannya Jurnal PAJAR (Pendidikan dan Pengajaran) Pendas : Jurnah Ilmiah Pendidikan Dasar Jurnal Kiprah Lentera: Jurnal Ilmiah Kependidikan Indonesian Journal of Primary Education DIKBASTRA : Jurnal Pendidikan Bahasa dan Sastra SCHOLASTICA JOURNAL : JURNAL PENDIDIKAN SEKOLAH DASAR DAN PENDIDIKAN DASAR Belajar Bahasa : Jurnal Ilmiah Program Studi Pendidikan Bahasa dan Sastra Indonesia Jurnal Riset Pendidikan Dasar Jurnal Basicedu Literasi: Jurnal Ilmiah Pendidikan Bahasa, Sastra Indonesia dan Daerah Jurnal Komposisi Deiksis SAP (Susunan Artikel Pendidikan) Jurnal Gentala Pendidikan Dasar Journal of English Education and Teaching (JEET) Bahtera Indonesia; Jurnal Penelitian Bahasa dan Sastra Indonesia Adi Widya: Jurnal Pendidikan Dasar Jurnal Pendidikan dan Konseling Titian: Jurnal Ilmu Humaniora JPDI (Jurnal Pendidikan Dasar Indonesia) Ghancaran: Jurnal Pendidikan Bahasa dan Sastra Indonesia METABASA Budapest International Research and Critics Institute-Journal (BIRCI-Journal): Humanities and Social Sciences Jurnal Pendidikan Dasar Perkhasa Edu Sportivo: Indonesian Journal of Physical Education Jurnal Ilmiah Wahana Pendidikan Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI) Jurnal Genre (Bahasa, Sastra, dan Pembelajarannya) Eunoia : Jurnal Pendidikan Bahasa Indonesia Aptekmas : Jurnal Pengabdian Kepada Masyarakat Journal Of Human And Education (JAHE) Journal of Educational Sciences Jurnal Basicedu JURNAL MUARA PENDIDIKAN JURNAL TUNAS PENDIDIKAN Jurnal Ilmu Pendidikan dan Kearifan Lokal (JIPKL) JGK (Jurnal Guru Kita) Innovative: Journal Of Social Science Research JS (Jurnal Sekolah) PPSDP International Journal of Education Asian Journal of Early Childhood and Elementary Education Jurnal Pengabdian Masyarakat dan Riset Pendidikan Indonesian Journal of Primary Education J-CEKI
Eko Kuntarto
Universitas Jambi
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TEORI PRAGMATIK DALAM PENINGKATAN KEMAMPUAN KOMUNIKASI PADA ANAK Kuntarto, Eko; Sholeh, Muhammad; Merlin Claudia, Deva; Juita Ananda, Ivta; Alqanita, Maulidia
JS (JURNAL SEKOLAH) Vol. 9 No. 1 (2024): Desember 2024
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/js.v9i1.64812

Abstract

Abstract: This study aims to explain theoretically the development of language in the pragmatic category in children in the context of communication. The method applied in this research is a literature study approach. The pragmatic approach is a learning method that aims to train children to improve their speaking skills in social environments. This approach focuses on developing contextual speaking skills, especially in an effort to improve children's communication abilities. With this approach, children will be more accustomed to real speaking situations, both spoken and written. Therefore, the pragmatic approach is very effective in creating dynamic learning, especially in improving children's speaking skills both inside and outside their environment. Keyword: Pragmatic Theory, Communication Skills Abstrak: Studi ini bertujuan untuk menjelaskan secara teoretis mengenai perkembangan bahasa dalam kategori pragmatik pada anak dalam konteks komunikasi. Metode yang diterapkan dalam penelitian ini adalah pendekatan studi pustaka. Pendekatan pragmatik merupakan salah satu metode pembelajaran yang bertujuan untuk melatih anak dalam meningkatkan keterampilan berbicara di lingkungan sosial. Pendekatan ini fokus pada pengembangan keterampilan berbicara yang kontekstual, terutama dalam upaya untuk memperbaiki kemampuan komunikasi anak. Dengan pendekatan ini, anak akan lebih terbiasa dengan situasi berbicara yang nyata, baik lisan maupun tulisan. Oleh karena itu, pendekatan pragmatik sangat efektif dalam menciptakan pembelajaran yang dinamis, khususnya dalam meningkatkan keterampilan berbicara anak baik di dalam maupun di luar lingkungan mereka. Kata Kunci: Teori Pragmatik, Kemampuan Komunikasi
Analisis Peran Lingkungan Sekolah Dalam Mendukung Pembelajaran Bahasa Siswa Sekolah Dasar Nahara, Afifa Suci; Rezki, Dhea Amanda Alfa; Rezki, Alfa; Kurniyati, Wiwik; Kuntarto, Eko; Sholeh, Muhammad
JGK (Jurnal Guru Kita) Vol. 9 No. 2: Maret 2025
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/jgk.v9i2.64456

Abstract

Penelitian ini bertujuan untuk menganalisis peran lingkungan sekolah dalam mendukung pembelajaran bahasa bagi siswa sekolah dasar, dengan fokus pada aspek lingkungan fisik, sosial, dan budaya. Menggunakan pendekatan kualitatif dengan metode studi kasus. Data dikumpulkan melalui observasi, wawancara, dan analisis dokumen. Subjek pada penelitian ini guru kelas, siswa, dan kepala sekolah SDN 13/I Muara Bulian. Hasil penelitian menunjukkan bahwa lingkungan fisik yang nyaman, seperti ruang kelas yang menarik dan perpustakaan yang lengkap, memberikan kontribusi positif terhadap minat belajar bahasa siswa. Selain itu, interaksi sosial antar siswa dan budaya literasi yang diterapkan di sekolah terbukti efektif dalam meningkatkan keterampilan berbicara dan memahami bahasa. Penelitian ini menyimpulkan bahwa sinergi antara komponen lingkungan sekolah dapat menciptakan pengalaman belajar bahasa yang optimal bagi siswa sekolah dasar. Harapan penelitian ini memberikan wawasan bagi sekolah dalam merancang lingkungan yang mendukung pembelajaran bahasa. Oleh karena itu, peran lingkungan sekolah dalam pembelajaran bahasa perlu terus ditingkatkan dan diperhatikan.
Pengembangan Model Pembelajaran Terpadu pada Topik Literasi Bahasa Siswa Abdi, Geby Chrilda Putri; Natalia, Mutiara Desma; Nadine, Ardya Syaqibilla; Kurniawan, Hanif; Kuntarto, Eko; Sholeh, Muhammad
EUNOIA (Jurnal Pendidikan Bahasa Indonesia) Vol 5, No 1 (2025): EUNOIA (Jurnal Pendidikan Bahasa Indonesia)
Publisher : Fakultas Ilmu Tarbiyah dan Keguruan UIN Sumatera Utara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30821/eunoia.v5i1.4229

Abstract

Tujuan dari penelitian ini adalah untuk menciptakan pendekatan pembelajaran terpadu yang efektif meningkatkan literasi bahasa siswa. Untuk meletakkan dasar bagi pembelajaran di masa depan, literasi bahasa adalah bagian penting dari pendidikan dasar. Ini membantu anak-anak mengembangkan kemampuan membaca, menulis, berbicara, dan mendengarkan yang kuat. Namun, metode pengajaran yang kurang terintegrasi sering kali menghambat pertumbuhan literasi bahasa siswa secara keseluruhan. Untuk menggabungkan berbagai teknik pengajaran bahasa ke dalam satu kerangka pembelajaran, penelitian ini menciptakan model pembelajaran terpadu. Teknik Penelitian dan Pengembangan (R&D) digunakan dalam penelitian ini, yang meliputi tahapan analisis kebutuhan, desain model, pengembangan, dan pengujian produk. Untuk menilai kemanjuran model dalam meningkatkan literasi bahasa siswa, informasi dikumpulkan menggunakan kuesioner, wawancara, dan observasi. Temuan menunjukkan bahwa kemampuan literasi bahasa siswa, termasuk berbicara, mendengarkan, menulis, dan pemahaman teks, dapat ditingkatkan secara signifikan dengan pendekatan pembelajaran terpadu ini. Hasil ini diharapkan dapat memajukan pengajaran bahasa dan berfungsi sebagai panduan bagi para pendidik yang ingin meningkatkan literasi bahasa siswa mereka secara keseluruhan.
PENGALAMAN-PENGALAMAN TERBAIK DALAM MELAKSANAKAN PENDEKATAN PEMBELAJARAN BERDIFERENSIASI DI SEKOLAH DASAR: KAJIAN PRAKTIK REFLEKTIF GURU Novita Wulandari; Eko Kuntarto; Desy Rosmalinda
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 02 (2025): Volume 10, Nomor 02 Juni 2025 publish
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i02.27967

Abstract

The objectives of this study include: (1) how teachers implement a differentiated learning approach in elementary schools; (2) what are the best experiences of teachers in implementing a differentiated learning approach in elementary schools; (3) what are the factors that support and hinder the implementation of differentiated learning that teachers do.The research method used is qualitative with a phenomenological approach. The research subjects were teachers from SDN 182/I Hutan Lindung, SDN TRIO SRIDADI, SDN 70/I Simpang Terusan, SDN 95/I Olak, and SDN 32/I Pematang Lalang. Data were collected through observation, interviews, and documentation. The analysis techniques involved data reduction, data presentation, and drawing conclusions. The results show that teachers have implemented differentiated learning by mapping students’ readiness, interests, and learning styles through observation, questionnaires, and informal conversations. Lesson plans were designed with differentiation in content, process, and product. Teachers’ best practices are reflected in their flexibility and sensitivity in responding to student diversity, creating a conducive and interactive learning environment. Supporting factors include school support, availability of media, and teacher creativity, while the inhibiting factors involve lack of parental support, significant differences in student readiness, limited learning resources, and insufficient time and student profile data.
The ANALISIS KESESUAIAN MATERI BUKU TEKS BAHASA INDONESIA TERHADAP CAPAIAN PEMBELAJARAN (CP) KURIKULUM MERDEKA: Analisis Materi terhadap Capaian Pembelajaran AHMAD, MUHLIS; Kuntarto, Eko; Purba, Andiopenta
Literasi: Jurnal Ilmiah Pendidikan Bahasa, Sastra Indonesia dan Daerah Vol. 14 No. 1 (2024): Literasi: Jurnal Ilmiah Pendidikan Bahasa, Sastra Indonesia dan Daerah
Publisher : Fakultas Keguruan Dan Ilmu Pendidikan Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/literasi.v14i1.11390

Abstract

Abstract The existence of textbooks cannot be separated from the curriculum that is implemented. When the old curriculum is replaced, the content or material of the textbook must be adapted to the new curriculum. This research aims to determine the level of suitability of the Indonesian language textbook material for class X or Phase E SMA/SMK are used, against the learning outcomes (CP) determined by the Assessment and Education Curriculum Standards Agency of the Ministry of Education and Culture of the Republic of Indonesia in implementing the Independent Curriculum. These learning outcomes are divided into four language skills elements which include listening skills elements, reading and viewing skills elements, speaking and presentation skills elements, and writing skills elements. The research design uses descriptive analysis research. The data source used in the research is an Indonesian language textbook entitled Smart, Smart in Indonesian Language and Literature for Class X SMA/SMK, published in 2021 by the Ministry of Education and Culture. The results of this research concluded that the material presented was very appropriate to the learning outcomes (CP) of Indonesian language subjects.  
Pelatihan Penggunaan Metode Silaba Untuk Meningkatkan Kemampuan Membaca Permulaan Siswa Kelas Awal Sekolah Dasar: Pengabdian Maryono; Hendra Budiono; Kuntarto, Eko; Sastrawati, Eka; Khoirunnisa
Jurnal Pengabdian Masyarakat dan Riset Pendidikan Vol. 4 No. 1 (2025): Jurnal Pengabdian Masyarakat dan Riset Pendidikan Volume 4 Nomor 1 (Juli 2025 -
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jerkin.v4i1.2709

Abstract

This community service activity aims to provide training and understanding for teachers in improving the initial reading skills of early grade students using the Silaba method. The activity was carried out at SDN 55/I Sridadi, Batanghari Regency, with the target participants being class teachers and subject teachers totaling 24 people. This activity method was carried out in several stages, the preparation stage in the form of coordination and permission, participant identification, preparation of training materials, development of evaluation instruments, and preparation of logistics and facilities. The next stage was the training implementation stage in the form of delivering theoretical materials, demonstrations and direct practice, workshops on making simple media for the Silaba method, discussions and questions and answers. The final stage was the evaluation and reporting stage in the form of analysis of evaluation data for activities that had been carried out. The results of community service activities that had been carried out at SDN 55/I Sridadi, showed that training on the use of the Silaba method to improve the initial reading skills of early grade students at SDN 55/I Sridadi provided understanding and satisfaction to teachers in efforts
Cara Guru Menciptakan Lingkungan Belajar yang Aman, Nyaman, Menyenangkan di Dalam Kelas bagi Siswa Sekolah Dasar Mendrofa, Cheline Nismeta Rotua; Kuntarto, Eko; Pamela, Issaura Sherly
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 04 (2025): Volume 10 No. 04 Desember 2025 Published
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i04.34105

Abstract

A safe, comfortable, and enjoyable learning environment is an essential requirement for the achievement of effective learning. Teachers play a role not only as transmitters of knowledge but also as managers of the classroom atmosphere who are able to facilitate students cognitive, social and emotional development. This study aims to describe how teachers create a conducive learning environment in elementary schools, the challenges they face, and the supporting factors that influence their success. This research employed a qualitative approach with a phenomenological method. The subject of the study was a sixth-grade teacher at SD Negeri 138/IV Kota Jambi. Data were collected through interviews, observations, and documentation, and were analyzed using data reduction, data display, and conclusion drawing techniques. To ensure data validity, technique triangulation was applied. The findings reveal that teachers encounter various challenges, including physical constraints (limited classroom space, lack of facilities, power outages), social constraints (differences in student characteristics, peer conflicts), and psychological constraints (students low self-confidence, emotional pressure, and teacher burnout). Nevertheless, teachers implement strategies to overcome these obstacles, such as arraging the classroom more flexibly, fostering positive social interactions, creating a psychologically safe atmosphere, and demonstrating a friendly and open personality. Other supporting factors include the support of the principal, collaboration among teachers, parental involvement, and the utilization of available facilities, infrastructure, and simple technology. This study emphasizes that the creations of a safe, comfortable, and enjoyable learning environment is the result of synergy among teachers, schools, parents, and the surrounding environment. Thus, teachers cannot work alone but require comprehensive systemic support.
Cara Guru Menciptakan Lingkungan Belajar yang Aman, Nyaman, Menyenangkan di Dalam Kelas bagi Siswa Sekolah Dasar Mendrofa, Cheline Nismeta Rotua; Kuntarto, Eko; Pamela, Issaura Sherly
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 04 (2025): Volume 10 No. 04 Desember 2025 Published
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i04.34105

Abstract

A safe, comfortable, and enjoyable learning environment is an essential requirement for the achievement of effective learning. Teachers play a role not only as transmitters of knowledge but also as managers of the classroom atmosphere who are able to facilitate students cognitive, social and emotional development. This study aims to describe how teachers create a conducive learning environment in elementary schools, the challenges they face, and the supporting factors that influence their success. This research employed a qualitative approach with a phenomenological method. The subject of the study was a sixth-grade teacher at SD Negeri 138/IV Kota Jambi. Data were collected through interviews, observations, and documentation, and were analyzed using data reduction, data display, and conclusion drawing techniques. To ensure data validity, technique triangulation was applied. The findings reveal that teachers encounter various challenges, including physical constraints (limited classroom space, lack of facilities, power outages), social constraints (differences in student characteristics, peer conflicts), and psychological constraints (students low self-confidence, emotional pressure, and teacher burnout). Nevertheless, teachers implement strategies to overcome these obstacles, such as arraging the classroom more flexibly, fostering positive social interactions, creating a psychologically safe atmosphere, and demonstrating a friendly and open personality. Other supporting factors include the support of the principal, collaboration among teachers, parental involvement, and the utilization of available facilities, infrastructure, and simple technology. This study emphasizes that the creations of a safe, comfortable, and enjoyable learning environment is the result of synergy among teachers, schools, parents, and the surrounding environment. Thus, teachers cannot work alone but require comprehensive systemic support.
Co-Authors Abdi, Geby Chrilda Putri Abdoel Gafar Abrar, Mukhlas Ade Kusmana ADHE SAPUTRA, ADHE Afifa Suci Nahara Agung Rimba Kurniawan Agung Rimba Kurniawan AHMAD, MUHLIS Akhyari, Azki Alfa Rezki Alirmansyah, Alirmansyah Alirmansyah, Alirmansyah Alqanita, Maulidia Andiopenta Purba Andiopenta Purba Andri Yani Z Anggraini, Luvita Aprida Hasnitah Aprilda, Novia Miftakhul Mimma Ari Surya Febriana Aridem Vintoni Arvita, Tihan Asih Nur Ismiatun, Asih Nur Ayu, Yuni Faska Bangun, Wendy Fernando Bashori , bisri, muawan Budiono, Herman Chan, Faizal Damayanti, Yuliana Darmawan Budiyanto Darni Darni Desy Rosmalinda Deyana Nuru Intan Dhea Amanda Alfa Rezki Dudu Mawarida Sembiring Eka - Sastrawati Eka Kurnia, Eka Eka Wulandari Ema Nur Amalia Fadhilah Raihani Faizal C han Fradia Mayang Intan Fransisca, Maria Gempita Damayanti Gustina Anggraini Hadiyanto Hadiyanto Haliza, Nur Harmalis Haryani, Meri Hendra Budiono Hera Apriliana Putri Aritonang Humaila, Annisa Indah Panjaitan Intan, Deyana Nuru Ipinda Intan Saliya Ipinda Intan Saliya Isari, Alya Jefri Marzal Juita Ananda, Ivta Karina, Cahya Khairunnisa, Fitri KHOIRUNNISA Khoirunnisa Khoirunnisa Kurnia Saputri Kurniawan, Agung Rimba Kurniawan, Agung Rimba Kurniawan, Hanif Kurniyati, Wiwik Lega hidayati Lusha Natasya M. Riski Saputra Maryono Maryono Maryono Maryono Maryono Megawati, Merti Melisa Putri Mendrofa, Cheline Nismeta Rotua Merlin Claudia, Deva Muhammad Sholeh MUHAMMAD SHOLEH Muhammad Sofwan Muhammad Soleh Mujiyono Wiryotinoyo Mutiara Ratu Nirmala Nadia Fitri Jeni Nadine, Ardya Syaqibilla Nahara, Afifa Suci Natalia, Mutiara Desma Novia Miftakhul Mimma Aprilda Novita Sari Novita Wisudawati NOVITA WULANDARI Noviyanti, Silvina Nur Haliza Nurlaili Mulyani Nurlita Andayani Nurul Qalbi Eka Pratiwi Pamela, Issaura Sherly Pamela, Issaura Sherly Pateka, Philsa Arin Patindra, Gani Pratiwi, Syara Wahyu Putra, Muhamar Kodafi Putri Susanti Putrina Mesra Rahani Gustina Rahma Mellenia Rally, Handayani Ramdahani, Occha Kayla Reli Handayani Rezki, Alfa Rezki, Dhea Amanda Alfa Ricky Sujana Rifda Afifa Risdalina Rizki Eka. S Rizkia Rima Putri Robi Soma S Sugandi Sari N Sari, Novita Sartika, Diana Sastrawati, Eka Sayyidatunnisa, Zhafira Sekar Anggraini SEPTI WULANDARI Septi Wulandari Sholeh, Muhammad Siddiq, Aulia Rahman Silvina Noviyanti Silvina Noviyanti Sofyan Sofyan Sofyan Sri Mutiah Ulfa Sulistiyo, Urip Sutria Ningsih Titin Kusayang Tri Wulandari Tria Rapika Wahyuni Widyawati, Arum Desta Willenda, Zilvira Wilyanti, Liza Septa Winda Agil Zuhriana Windy Lara S. Samosir Wiwik Kurniyati Yanti, Minanti Tirta Yolandini, Renilda Pratiwi Yuliarni, Ike Yundi Fitrah Z, Andri Yani Zahara, Dini Putri Zahyuni, Violita ZD, Nadhifa Nur Rahmah