Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
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This Author published in this journals
All Journal Abjadia, International Journal of Education Indonesian Journal of Research and Educational Review (IJRER)
Fatoni, A
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Religion Arts Humanities Chemistry Education Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

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Scramble Learning Model with the Assistance of Word Box Media: Beginning Reading Ability of Elementary School Students Andriyani, Viki; Fatoni, A; Hasnanto, Anton Tri
ETDC: Indonesian Journal of Research and Educational Review Vol. 5 No. 1 (2025): December
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/ijrer.v5i1.4088

Abstract

Early reading skills are a crucial foundation in elementary school but are often a challenge for first-grade students. Therefore, this study aims to examine the effect of implementing the Scramble learning model mediated by word boxes on improving early reading skills in elementary school students. This study uses a quantitative approach with a pre-experimental research type of one-group pretest-posttest design. The study population was all first-grade students at elementary school 3 Way Galih, South Lampung. The research sample consisted of 38 first-grade students. The instrument used was a written test of early reading skills given in the form of a pretest (before treatment) and a posttest (after treatment). Data analysis was carried out using a paired sample t-test. The results of descriptive statistics showed a significant increase in students' abilities, evidenced by an increase in the average score from 46.18 (pretest) to 69.87 (post test). The results of the paired sample t-test hypothesis test showed a Sig. (2-tailed) value of 0.000. Because the Sig. (0.000) is smaller than alpha = 0.05, then H0 is rejected and Ha is accepted. These results demonstrate that the Scramble learning model with word box media improves word stringing and beginning reading. This study shows that the simple and interactive Scramble learning model, supported by word box media, can help teachers overcome beginning reading difficulties and motivate elementary school students.
Mindfulness in Basic Education: A Systematic Review Enhancing Learning Focus (2021–2026) Hanuza, Asifa Adilya; Afriyadi, Muhammad Muchsin; Fatoni, A
Abjadia : International Journal of Education Vol 11, No 1 (2026): Abjadia
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/abj.v11i1.40749

Abstract

This study conducted a systematic review to examine the role of self-awareness in increasing learning focus and its contribution to strengthening student independence in elementary school. A total of 12 scientific articles published in the 2021–2026 range were comprehensively analyzed. The results of the study show three main mechanisms that make self-awareness-based mindfulness a key intervention. First, self-awareness plays a role in improving the executive function of the brain, including attention control, inhibition of impulsive responses, and cognitive flexibility, which are neurocognitive prerequisites for learning focus. Second, self-awareness provides practical strategies for managing anxiety and stress that can interfere with concentration, while also improving students' emotional awareness. Third, self-awareness supports the formation of school culture and teacher practices that create a supportive learning ecosystem. Advanced synthesis analysis showed that the reinforcement of self-control acted as a mediator explaining the indirect relationship between self-awareness and increased learning focus. Based on these findings, this study recommends the systematic integration of self-awareness practices through reflective activities, simple mindfulness exercises, and emotionally responsive learning strategies in the curriculum and training of elementary school teachers to support academic development, especially in improving learning focus.
Co-Authors Anton Tri Hasnanto Hanuza, Asifa Adilya Muhammad Muchsin Afriyadi Viki Andriyani, Viki