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All Journal DIDAKTIKA: Jurnal Pendidikan Sekolah Dasar JTP - Jurnal Teknologi Pendidikan Psikoborneo : Jurnal Ilmiah Psikologi JELEDUC
Arianty, Rizky
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Humanities Education Mathematics Social Sciences Other

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The Illustrated Storybooks Advancement as the Literacy Movement for Preparing the Minimum Competency Assessment in Elementary School Arianty, Rizky; Ani Rusilowati; Mukh Doyin
JTP - Jurnal Teknologi Pendidikan Vol. 23 No. 3 (2021): Jurnal Teknologi Pendidikan
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat, Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/jtp.v23i3.23068

Abstract

The National Assessment policy, well-known as Asesmen Nasional (AN), as the replacement for the National Examination, had been implemented. The Minimum Competency Assessment or Asesmen Kompetensi Minimum (AKM) is a part of AN, which examines the reading, numeracy literacies and the cultivation of good character for the students. During the COVID-19 pandemic, the implementation of AKM faces challenges for every educational system in improving the literacy rate among the students. Therefore, learning media is highly required which following the needs and the characteristics of students as well as the environmental condition so that it can be used for either online or offline learning. The research purpose is to develop a digital product of illustrated storybooks to prepare the students in facing the AKM. The research and development process is according to the ADDIE model, with a quasi-experimental trial design. The digital illustrated storybooks are designed based on the competency achievement of AKM, particularly the reading and numeracy literacies. The research result shows that the product of the illustrated storybooks demonstrates the criteria according to the needs, characteristics and environmental conditions. The digital illustrated storybooks are also considered suitable for the students, lead the students easily understand the content, attractive and effectively used in the learning process for the First Grade of elementary school students. Furthermore, the digital illustrated storybooks are proven to help the students in improving the reading and numeracy literacies in accordance with the achievements in the AKM.
Application of Assignment and Award Methods to Build Character of Responsibility of Elementary School Students Siregar, Trio Erawati; Arianty, Rizky; Sofiasyari, Irma; Putri, Galuh Mentari
Journal of Elementary Education Vol. 2 No. 2 (2025): DECEMBER
Publisher : Universitas Muhammadiyah Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38040/jeleduc.v2i2.1401

Abstract

Character education on responsibility in elementary school students still faces various challenges, particularly in terms of consistency in student behavior in completing learning tasks. This study aims to investigate the implementation of the task and reward method in fostering students’ responsibility character at SDN Mojolangu 3, Malang City while also examining students’ responses as well as the supporting and inhibiting factors affecting its implementation. This study uses a descriptive qualitative approach with subjects consisting of fourth, fifth, and sixth grade students, classroom teachers, the principal, and parents. Data collection techniques include observation, interviews, and questionnaires, which are analyzed through the stages of reduction, presentation, and conclusion drawing with source triangulation. The results showed that the implementation of structured tasks and consistent rewards had a positive impact on improving students' responsible character, as indicated by the positive responses of the majority of students. The main supporting factors included the role of teachers, school support, and parental involvement, while the inhibiting factors included inconsistency in rewards, limited facilities and low intrinsic motivation among some students. This study concludes that the method of assigning tasks and rewards is effective in shaping students' responsible character when applied consistently and contextually.
Pengaruh Konformitas dan Regulasi Emosi Terhadap Perilaku Cyberbullying Arianty, Rizky
Psikoborneo: Jurnal Ilmiah Psikologi Vol 6, No 4 (2018): Psikoborneo: Jurnal Ilmiah Psikologi
Publisher : Program Studi Psikologi, Fakultas Ilmu Sosial dan Ilmu Politik, Universitas Mulawarman

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30872/psikoborneo.v6i4.4672

Abstract

Penelitian ini dilakukan untuk mengetahui pengaruh konformitas dan regulasi emosi terhadap perilaku cyberbullying siswa SMKN 15 Samarinda. Metode yang digunakan adalah kuantitatif. Subjek dalam penelitian ini berjumlah 120 siswa dengan pengambilan sampel secara acak sederhana. Metode pengumpulan data menggunakan skala perilaku cyberbullying, konformitas, dan skala regulasi emosi. Data dianalisis dengan model regresi. Hasil penelitian dengan tingkat kepercayaan 95% menunjukkan bahwa: (1) tidak ada pengaruh konformitas terhadap perilaku cyberbullying siswa SMK, nilai yang diperoleh adalah () = 0,137, nilai t <t tabel (1,750 <1,980) dan p value = 0,083 (p> 0,05); (2) terdapat pengaruh regulasi emosi terhadap perilaku cyberbullying siswa SMK, nilai yang diperoleh adalah (), nilai t <t tabel (-7,299 <1,980) dan p value = 0,000 (p <0,05); (3) terdapat kesesuaian dan regulasi emosi terhadap perilaku cyberbullying siswa SMK, nilai yang diperoleh adalah F hitung> F tabel (26,655> 3,073) dan p value = 0,000 (p <0,05). Sumbangan variabel (R2) kesesuaian dan regulasi emosi terhadap perilaku cyberbullying siswa SMK sebesar 31,3%.
THE ROLE OF METACOGNITIVE AWARENESS IN CRITICAL LITERACY LEARNING ON THE READING COMPREHENSION ABILITY OF ELEMENTARY SCHOOL STUDENTS Mutiara, Adnin; Firmansyah, Fahmie; Yulianto, Fazri; Arianty, Rizky; Sofiasyari, Irma
DIDAKTIKA: Jurnal Pendidikan Sekolah Dasar Vol. 8 No. 2 (2025): VOLUME 8, NUMBER 2, 2025
Publisher : Program Studi PGSD, Fakultas Ilmu Pendidikan, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Reading comprehension is a crucial core competency for elementary school students' success, yet many challenges remain in the practice of reading instruction. Learning often focuses on the literal aspect without addressing deeper cognitive aspects, such as critical thinking about texts. Critical literacy, which positions students as active readers, can be a solution in developing reading comprehension skills. This study aims to analyze the role of metacognitive awareness in critical literacy learning on elementary school students' reading comprehension skills. Using a quantitative, explanatory design, this study shows that critical literacy learning positively influences reading comprehension skills. Furthermore, metacognitive awareness plays an important role in mediating this influence, as students with strong metacognitive awareness tend to be better able to understand texts in depth. The analysis results show that critical literacy learning not only improves reading comprehension skills directly but also increases students' awareness of their thinking processes while reading. These findings suggest that a critical literacy approach integrating metacognitive awareness can improve the quality of elementary school students' reading comprehension and have important implications for the development of Indonesian language learning at the elementary level.
Co-Authors Ani Rusilowati Fahmie Firmansyah Irma Sofiasyari Mukh Doyin Mutiara, Adnin Putri, Galuh Mentari Siregar, Trio Erawati Yulianto, Fazri