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PENINGKATAN KETERAMPILAN MEMBACA PEMAHAMAN MENGGUNAKAN STRATEGI GUIDE READING DI KELAS VI SD NEGERI 104/II SUNGAI PINANG: KETERAMPILAN MEMBACA PEMAHAMAN, STRATEGI GUIDE READING Apdoludin, Apdoludin; Guswita, Reni; Habibah, Nur; Ridhoh, Ahmad; Aswa, Putri Nadila
Jurnal Tunas Pendidikan Vol. 6 No. 1 (2023): JURNAL TUNAS PENDIDIKAN
Publisher : LPPM Universitas Muhammadiyah Muara Bungo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52060/pgsd.v6i1.1215

The problem in this study is that students' initial reading skills are still low. This results in low reading ability. This study aims to determine the increase in reading comprehension skills after implementing the Guide Reading strategy in learning Indonesian in Class VI students of SD Negeri 104/II Sungai Pinang. This research is a classroom action research, which was conducted in class VI of SDN 104/II Sungai Pinang with a total of 22 students consisting of 11 girls and 11 boys for the subject of Indonesian Language Education. This research was carried out in Semester II of the 2022-2023 Academic Year which was divided into two cycles. The results showed that there was an increase in reading comprehension skills after implementing the Guide Reading strategy, where the learning process in cycle I met 60% teacher aspects and 58% student aspects and in cycle I meeting II teacher aspects 73% and student aspects 75% while cycle II meetings I teacher aspect 80% and student aspect 70% and cycle II meeting II teacher aspect 85% and student aspect 80%. There was an increase in reading comprehension skills using the Guide Reading strategy from cycle I with a percentage of 75.86% to cycle II with a percentage of 93%. It was concluded that the use of the Guide Reading strategy can improve students' reading comprehension skills.

Pengembangan Buku Ajar Digital Bahasa Indonesia Berbasis Hots untuk Meningkatkan Kemampuan Pemecahan Masalah Mahasiswa STKIP Muhammadiyahmuara Bungo Guswita, Reni
Jurnal Basicedu Vol. 5 No. 5 (2021)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/basicedu.v5i5.1496

Tantangan pendidikan di era revolusi industri 4.0 yang bertepatan dengan masa Pandemi Covid 19 ini menuntut tersedianya sumber daya manusia yang menguasai ilmu pengetahuan, teknologi, dan seni (IPTEKS). Pembelajaran diberbagai tingkat pendidikan terpaksa harus menerapkan sistem daring. Salah satuupaya mendukung pembelajaran daring yaitu dengan mengembangkan buku ajar digital Bahasa Indonesia berbasis Higher Order Thinking Skills (HOTS). Penelitian ini bertujuan untuk mengoptimalkan proses dan tujuan pembelajaran dan menghasilkan buku ajar digital yang menunjang pembelajaran daring. Penelitian ini merupakan penelitian Researchand Development dengan model 4-D. Keempat tahap itu adalah pendefinisian (define), perancangan (design), pengembangan (develop), dan penyebaran (disseminate). Target penelitian adalah menghasilkan buku ajar digital yang valid, praktis, dan efektif. Subjek penelitian ini, yaitu mahasiswa PGSD 1D Semester Ganjil. Instrumen penelitian yang digunakan, yaitu instrumen validitas produk, instrumen keperaktisan produk, dan instrumen keefektifan produk. Hasil penelitian menunjukkan bahwa 1) Buku ajar digital Bahasa Indonesia berbasis Higher Order Thinking Skills (HOTS) dapat meningkatkan kemampuan pemecahan masalah mahasiswa dalam pembelajaran. 2) Buku ajar digital Bahasa Indonesia berbasis Higher Order Thinking Skills (HOTS) valid dan layak digunakan. Hal ini ditunjukkan dengan hasil analisis validasi ahli materi pembelajaran, ahli media pembelajaran dan mahasiswa menunjukkan kategori sangat baik.Â

Pengembangan Buku Ajar Digital Bahasa Indonesia Berbasis Hots untuk Meningkatkan Kemampuan Pemecahan Masalah Mahasiswa STKIP Muhammadiyahmuara Bungo Guswita, Reni
Jurnal Basicedu Vol. 5 No. 5 (2021)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/basicedu.v5i5.1496

Tantangan pendidikan di era revolusi industri 4.0 yang bertepatan dengan masa Pandemi Covid 19 ini menuntut tersedianya sumber daya manusia yang menguasai ilmu pengetahuan, teknologi, dan seni (IPTEKS). Pembelajaran diberbagai tingkat pendidikan terpaksa harus menerapkan sistem daring. Salah satuupaya mendukung pembelajaran daring yaitu dengan mengembangkan buku ajar digital Bahasa Indonesia berbasis Higher Order Thinking Skills (HOTS). Penelitian ini bertujuan untuk mengoptimalkan proses dan tujuan pembelajaran dan menghasilkan buku ajar digital yang menunjang pembelajaran daring. Penelitian ini merupakan penelitian Researchand Development dengan model 4-D. Keempat tahap itu adalah pendefinisian (define), perancangan (design), pengembangan (develop), dan penyebaran (disseminate). Target penelitian adalah menghasilkan buku ajar digital yang valid, praktis, dan efektif. Subjek penelitian ini, yaitu mahasiswa PGSD 1D Semester Ganjil. Instrumen penelitian yang digunakan, yaitu instrumen validitas produk, instrumen keperaktisan produk, dan instrumen keefektifan produk. Hasil penelitian menunjukkan bahwa 1) Buku ajar digital Bahasa Indonesia berbasis Higher Order Thinking Skills (HOTS) dapat meningkatkan kemampuan pemecahan masalah mahasiswa dalam pembelajaran. 2) Buku ajar digital Bahasa Indonesia berbasis Higher Order Thinking Skills (HOTS) valid dan layak digunakan. Hal ini ditunjukkan dengan hasil analisis validasi ahli materi pembelajaran, ahli media pembelajaran dan mahasiswa menunjukkan kategori sangat baik.Â

Guided Reading Strategy Improves Reading Comprehension in Grade IV Students: Strategi Membaca Terbimbing Meningkatkan Pemahaman Membaca pada Siswa Kelas IV Juliana, Fakhira; Guswita, Reni; Habibie, Zulqoidi R.
Indonesian Journal of Innovation Studies Vol. 26 No. 4 (2025): October
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijins.v26i4.1640

General Background: Reading comprehension is a crucial literacy skill that supports academic success and lifelong learning. Specific Background: However, many elementary students still struggle to identify main ideas, understand vocabulary, and summarize texts, which hinders their broader learning development. Knowledge Gap: Previous studies have shown the potential of the Guided Reading strategy, but limited research has adapted this method to rural elementary school contexts with heterogeneous student abilities and limited resources. Aims: This study aimed to investigate the effectiveness of Guided Reading in improving reading comprehension among fourth-grade students at SD Negeri 32/II Muara Bungo. Results: Using a Classroom Action Research (CAR) design across two cycles, findings revealed significant improvements: mastery increased from 45.4% at pre-action to 63.6% and 72.7% in cycle I, and further to 77.2% and 90.9% in cycle II, reaching the “very good” category. Novelty: The study introduced contextualized reading materials and collaborative discussion approaches tailored to students’ local environment, differentiating it from prior implementations. Implications: These findings highlight Guided Reading as an effective and adaptable strategy to enhance literacy skills in resource-constrained schools, contributing to national literacy goals and offering a replicable model for similar contexts.Highlight : Guided Reading Strategy effectively improves reading comprehension skills. Students’ learning outcomes increased from pre-cycle to cycle II. Pre-reading, during-reading, and post-reading stages were applied systematically. Keywords : Skills, Reading Comprehension, Guided Reading Strategy, Students, Literacy

Think Pair Share Model for Improving Mathematics Learning Outcomes: Model Think Pair Share untuk Meningkatkan Hasil Belajar Matematika Safitri, Juliana; Avana, Nurlev; Guswita, Reni
Indonesian Journal of Innovation Studies Vol. 26 No. 4 (2025): October
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijins.v26i4.1641

General Background: Mathematics is a fundamental subject that supports the development of logical reasoning and problem-solving skills, yet it often poses difficulties for elementary students, resulting in low motivation and learning outcomes. Specific Background: Observations at grade VI of SDN 91/VI Rantau Panjang revealed that traditional teaching methods led to low participation, lack of collaboration, and 75% of students scoring below the minimum mastery criteria. Knowledge Gap: While previous studies confirm the effectiveness of Think Pair Share (TPS), limited evidence exists on its adaptation to the unique characteristics of grade VI learners in rural primary schools. Aims: This study aimed to improve student learning processes and outcomes in mathematics through the implementation of a modified TPS cooperative learning model. Results: Conducted as classroom action research in two cycles, the study showed significant improvements: teacher performance increased from 80% to 100%, student participation rose from 75% to 93.75%, and learning mastery improved from 75% to 93.75%. Novelty: The research introduced contextual modifications to the TPS model, such as flexible grouping, adjusted discussion time, and task variations aligned with the curriculum, which enhanced student engagement and comprehension. Implications: The findings demonstrate that TPS not only improves mathematical achievement but also fosters collaborative learning environments, offering a scalable strategy for broader application in primary education. Highlights: TPS increased participation and mastery in mathematics learning. Teacher performance and student collaboration improved significantly. Modified TPS provided contextual strategies for primary education. Keywords: Mathematics Learning, Cooperative Learning, Think Pair Share, Student Engagement, Learning Outcomes

The Contribution of Parenting Styles to the Academic Achievement of Elementary School Students: Kontribusi Pola Asuh Orang Tua terhadap Prestasi Belajar Siswa Sekolah Dasar Wahyu Trianto, Riyan; Wahyu Hidayat, Puput; Guswita, Reni
Indonesian Journal of Innovation Studies Vol. 26 No. 4 (2025): October
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijins.v26i4.1657

General background: Parenting style plays a crucial role in shaping children’s development, influencing attitudes, behaviors, and academic outcomes. Specific background: In the Indonesian elementary context, particularly in communities with limited parental engagement due to socioeconomic factors, the quality of parenting may directly affect children’s learning achievements. Knowledge gap: Previous studies have mostly examined parenting and academic achievement broadly, without focusing on specific school contexts or applying rigorous statistical analysis at the elementary level. Aims: This study investigates the relationship between parenting styles and academic achievement among 19 fourth-grade students at State Elementary School 258/VI Rejo Sari. Results: Data collected through questionnaires and semester test scores were analyzed using Pearson correlation and simple regression. Findings revealed a significant positive relationship (r = 0.457, p = 0.049), with parenting style explaining 26.6% of achievement variance. Novelty: Unlike earlier descriptive studies, this research provides contextualized evidence within a specific school environment and employs quantitative methods to measure the statistical contribution of parenting. Implications: The results underscore the importance of parent–teacher collaboration, consistent home learning support, and structured motivation, offering practical recommendations for educators, parents, and policymakers to improve educational quality at the elementary level. Highlight: Parenting styles significantly shape student learning outcomes A quarter of achievement variance is explained by parenting Collaboration between parents and teachers is essential Keywords: Parenting Styles, Academic Achievement, Elementary School, Parent–Teacher Collaboration, Learning Support

Beginning Reading Skills Through Syllable Method with Word Tree Media: Keterampilan Membaca Permulaan dengan Metode Suku Kata dan Media Pohon Kata Fadila, Syahmila; Guswita, Reni; Sundahry
Indonesian Journal of Innovation Studies Vol. 26 No. 4 (2025): October
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijins.v26i4.1667

General background: Reading ability is a fundamental skill that underpins students’ overall learning success, yet many early grade learners still face obstacles in achieving fluency. Specific background: In Indonesian elementary schools, conventional reading practices often lack variation in methods and media, limiting student engagement and comprehension. Knowledge gap: Few studies have systematically integrated the syllable method with interactive media tailored to strengthen beginning reading skills. Aims: This study seeks to examine the effectiveness of the Syllable Method assisted by Word Tree Media in improving the beginning reading skills of second-grade students at SDN 112/II Purwo Bakti. Results: Conducted as classroom action research over two cycles, the study recorded progressive improvements in teacher observation scores (65% to 80%), student observation scores (59.66% to 80%), and reading mastery (from 6 to 28 out of 30 students meeting the minimum competency standard). Novelty: Unlike prior approaches, the integration of syllable-based instruction with Word Tree Media offers both visual scaffolding and interactive engagement, fostering active participation and systematic reading development. Implications: The findings suggest that this method can be adopted by teachers as a practical, low-cost innovation to enhance literacy instruction and may be further explored across grade levels and subjects. Highlight: The syllable method assisted by word tree media enhances early reading skills. Findings reveal significant improvements in teacher performance, student engagement, and reading mastery. This simple and interactive medium provides an innovative alternative for early literacy instruction. Keywords: Beginning Reading, Syllable Method, Word Tree Media, Literacy, Elementary Education

Cooperative Script Model for Fifth-Grade Reading Comprehension: Model Cooperative Script untuk Pemahaman Membaca Siswa Kelas V Salmiah, Juni; Guswita, Reni; Abdulah
Indonesian Journal of Innovation Studies Vol. 26 No. 4 (2025): October
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijins.v26i4.1680

Background (general): Reading comprehension is a key skill in elementary education, yet many students still struggle to understand texts effectively. Background (specific): In Grade V at SDN 106/II Sungai Binjai, difficulties such as limited vocabulary, low comprehension, and weak ability to answer text-based questions were observed. Knowledge Gap: Previous studies have shown positive outcomes of the Cooperative Script model in various contexts, but limited research has focused specifically on its application in Grade V Indonesian language learning. Aims: This study aimed to improve students’ reading comprehension through the Cooperative Script model within a Classroom Action Research framework. Results: Across two cycles, findings revealed improvements in teacher performance (from 77.78% to 94.44%), student activeness (from 61.10% to 100%), and comprehension mastery (from 33.3% to 72.2%). Novelty: This research demonstrates the applicability of Cooperative Script in elementary-level Indonesian language comprehension, filling a contextual gap in existing literature. Implications: The study suggests Cooperative Script can be integrated into primary curriculum design to foster active, collaborative, and deeper comprehension learning. Highlight Cooperative Script improved teacher engagement, student activity, and comprehension mastery Reading comprehension achievement increased significantly across two research cycles Cooperative Script fosters collaborative and active learning in elementary classrooms Keyword Cooperative Script, Reading Comprehension, Elementary Students, Collaborative Learning, Indonesian Language

Improving Reading Comprehension Skills through the SQ3R Strategy in Primary School Students Hakiki, Nurul; Guswita, Reni; Avana, Nurlev
Journal of Educational Sciences Vol. 9 No. 5 (2025): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.9.5.p.3758-3768

Reading comprehension is one of the essential basic skills in primary school, although in reality many students still have difficulty understanding the content of texts. This study aims to improve the reading comprehension skills of fifth-grade students at SDN 91/VI Rantau Panjang VI through the Survey, Question, Read, Recite, Review (SQ3R) strategy. This study employs a Classroom Action Research (CAR) approach using the Kemmis and McTaggart model, conducted in two cycles, each cycle consisting of two meetings. Sixteen students and one fifth-grade teacher served as subjects in this study. Observations of teacher and student activities, as well as reading comprehension tests, were collected as data for this study and analyzed using descriptive statistical methods. The results of the study showed an increase in teacher activity from 73.98% in Cycle I to 88.40% in Cycle II, while student activity increased from 73.66% in Cycle I to 88.44% in Cycle II. The mean reading comprehension test scores also increased from 72.50 with a completion rate of 62.5% in Cycle I to 83.69 with a completion rate of 93.8% in Cycle II. These findings prove that the application of the SQ3R strategy is effective in improving primary school students' reading comprehension skills and encouraging their active involvement in the learning process.

HUBUNGAN POLA ASUH ORANG TUA TERHADAP PRESTASI BELAJAR SISWA KELAS III SDN 115/VIII SUNGAI ALAI KAB. TEBO Pilitan, Raja Bani; Guswita, Reni
Jurnal Pendidikan Vokasi dan Seni Vol 1 No 1 (2022): Jurnal Pendidikan Vokasi dan Seni, September 2022
Publisher : Program Studi Pendidikan Vokasi Seni Kuliner

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52060/jpvs.v1i1.808

Penelitianinibertujuanuntukmengetahuihubunganantarapolaasuhorang tua terhadap prestasi belajar dan pola asuh yang diterapkan oleh orang tua.Penelitian ini menggunakan pendekatan kuantitatif dengan metode yangdigunakan adalah analisis korelasi. Pengambilan sampel dilakukan dengan carapurposivesampling dansubjeksiswakelasIIIsebanyak10siswa.Teknikpengumpulan data yaitu berupa angket, observasi dan dokumentasi. Uji hipotesispenelitian ini adalah analisis koefisien korelasi product moment dengan bantuanprogram StatisticalProductandServiseSolutions(SPSS)versi25forwindows.Hasil penelitian ini menunjukkan bahwa pola asuh yang diterapkan olehorang tua pada siswa kelas III SD Negeri 115/VIII Sungai Alai Kecamatan TeboTengah Kabupaten Tebo dari data dengan jumlah persentase pola asuh demokratis sebesar 43,5%. Sedangkan untuk nilai persentase pola asuh otoriter sebesar 31,4%dan pola asuh permisif sebesar 25,1%, maka dapat disimpulkan bahwa pola asuhyang dominan diterapkan oleh orang tua adalah pola asuh demokratis. Penelitianini juga menunjukkan bahwa tidak terdapat hubungan yang signifikan antara polaasuh orang tua terhadap prestasi belajar siswa kelas III SDN 115/VIII Sungai AlaiKecamatanTeboTengah Kabupaten Tebodengan besar korelasi 10%.

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