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All Journal DIDAKTIKA: Jurnal Pendidikan Sekolah Dasar JURNAL PENELITIAN ILMU PENDIDIKAN Auladuna JESS (Journal of Educational Social Studies) Kindergarten: Journal of Islamic Early Childhood Education Jurnal Basicedu JURNAL INOVASI PENDIDIKAN DAN PEMBELAJARAN SEKOLAH DASAR Journal of Education and Learning Mathematics Research (JELMaR) Widya Accarya 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 Juwara : Jurnal Wawasan dan Aksara Jurnal Cakrawala Pendas Jurnal Basicedu Prosiding Seminar Nasional Pascasarjana Jurnal Elementaria Edukasia Profesi Pendidikan Dasar EduBase: Journal of Basic Education Jurnal Indonesia Mengabdi JELEDUC JEES: Journal of Education and Educational Sciences
Irma Sofiasyari
STKIP Pangeran Dharma Kusuma Indramayu
Religion Humanities Computer Science & IT Decision Sciences, Operations Research & Management Education Engineering Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Materials Science & Nanotechnology Mathematics Physics Social Sciences Other

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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

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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.
Efektivitas Handout dengan Model Pembelajaran Osborn terhadap Kemampuan Berpikir Kritis Matematis Siswa Ike Kurniawati; Irma Sofiasyari; Mochamad Guntur
Widya Accarya Vol. 14 No. 2 (2023): Widya Accarya
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Dwijendra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46650/wa.14.2.1468.194-198

Abstract

Pembelajaran matematika yang masih cenderung teacher centered dalam proses pembelajaran yang dilakukan di kelas, serta siswa dibiarkan puas dengan hanya mengerjakan soal-soal rutin. Tujuan penelitian, yaitu untuk mengetahui efektivitas penerapan bahan ajar cetak handout dengan model obsorn terhadap kemampuan berpikir kritis matematis siswa. Penelitian ini merupakan penelitian eksperimen dengan nonequivalent control group design. Populasi yang digunakan adalah kelas IV SD Negeri Bendan Ngisor. Subjek penelitian ini kelas IV A sebagai kelas eksperimen dengan 23 siswa dan kelas IV B sebagai kelas kontrol dengan 25 siswa. Teknik pengambilan sampel dalam penelitian ini yaitu menggunakan teknik purposive sampling. Adapun teknik analisis data penelitian ini yaitu menggunakan Uji Independent T test. Hasil yang diperoleh dalam penelitian ini yaitu menunjukan bahwa pembelajaran yang menggunakan handout dengan model pembelajaran obsern efektif dalam meningkatkan kemampuan berpikir kritis siswa, hasil perhitungan diperoleh ?ℎ????? = 2,57, dengan ?=5%, ?? = 46 diperoleh ?????? = 2,02. Karena ?ℎ????? > ?????? rata-rata hasil tes kemampuan berpikir kritis siswa pada kelas eksperimen yang menggunakan handout dengan model pembelajaran osborn lebih tinggi dibandingkan dengan kelas kontrol yang menggunakan model pembelajaran osborn tanpa handout dalam meningkatkan kemampuan berpikir kritis matematis siswa, hal tersebut ditunjukan juga dengan nilai N-Gain yang diperoleh eksperimen lebih tinggi kontrol. Peningkatan kelas eksperimen memperoleh nilai Gain yaitu 0,50 dengan kategori tinggi dan kelas kontrol memperoleh nilai Gain 0,17 dengan kategori rendah. Hal tersebut dapat disimpulkan bahwa siswa yang menggunakan handout dengan model pembelajaran osborn lebih efektif
The Effect of the Project-Based Learning Model in Terms of Learning Styles on the Literacy and Numeracy Skills of Elementary School Students Sofiasyari, Irma; Rizky Arianty
JEES: Journal of Education and Educational Sciences Vol. 2 No. 2 (2026): JEES: Journal of Education and Educational Sciences
Publisher : CV. Akademi Merdeka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70152/jees.v2i2.324

Abstract

This study aims to determine the effect of the project-based learning model in terms of learning styles on the literacy and numeracy skills of fourth-grade elementary school students in the Jamblang sub-district in 1 cluster, namely SDN 1 Wangunharja, SDN 2 Wangunharja, SDN 1 Sitiwinangun, SDN 2 Sitiwinangun, SDN 3 Sitiwinangun, SDN 1 Bojong Wetan, SDN 2 Bojong Wetan, and SDN 3 Bojong Wetan. This study used a quantitative method with a one-group pretest-posttest design. The sample in this study consisted of all 240 fourth-grade elementary school students. The research instruments consisted of a learning style questionnaire, literacy and numeracy tests with multiple choice questions for the pretest and posttest. Data collection was conducted before and after the implementation of the PjBL learning model. Data analysis included validity, reliability, normality, homogeneity, simple linear regression analysis, and paired sample t-test. The results show that each data point in the variables also meets the assumptions of normality and homogeneity. From the descriptive statistics calculation results, the hypothesis test of simple linear regression analysis and the paired sample t-test show a significant difference between the pretest and posttest scores for students' literacy and numeracy abilities. with the students' literacy ability level at the time of the pretest averaging 42.88 and the posttest score averaging 76.33, and the students' numeracy ability level at the time of the pretest averaging 43.46 and the posttest score averaging 71.21. Based on the hypothesis test, the significance value of each variable was 0.000 (<0.05), so Ho was rejected and Ha was accepted. This shows that the learning model was able to significantly improve students' literacy and numeracy skills. This study contributes novel empirical evidence by integrating Project-Based Learning assisted by e-modules with students’ learning styles in examining literacy and numeracy outcomes simultaneously at the elementary school level, an aspect that remains limited in prior quantitative pre-experimental studies.
Co-Authors Ade Yulianto Andriyantono, Andriyantono Arianty, Rizky Darkam, Dede Dede Darkam Devi Afriyuni Yonanda Fachrulloh, Diandra Fahmie Firmansyah Febriyani, Frida Fitri Meliani, Fitri Fitriyani, Yani Hamdan Tri Atmaja Haryanti, Yuyun Dwi Hermawati, Eli HT Atmaja Ibrahim S, Moch Bayu Idat Muqodas Iin Indrianti Isna Amanaturrakhmah Kafah, Anisa Khayati Nur Khairunnisa, Shadrina Afra Kurniawati, Ike Mochamad Guntur Mutiara, Adnin Ni’am, Rikhatun Novi Hidayati Nurzanah, Luthfi Fitriani Purwadi Suhandini Purwadi Suhandini Putri, Galuh Mentari Ramadhani, Alya Ramdani, Rizki Ratna Dewi Lestyorini Rika Yuliana, Rika Rizky Arianty Rosidah, Ani Rosliawati, Lia Ruslianti, Destian Siregar, Trio Erawati Suci Muzfirah Yani Fitriyani Yeni dwi Kurino Yonanda, Devi Afriyuni Yulianto, Ade Yulianto, Fazri