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All Journal Jurnal Ilmiah Sekolah Dasar Jurnal Abdimas ADPI Sosial Dan Humaniora
Magdalena Chori Rahmawati
Department Of Pendidikan Profesi Guru, Universitas Katolik Indonesia Atma Jaya, Jakarta, Indonesia
Arts Humanities Economics, Econometrics & Finance Education Environmental Science Law, Crime, Criminology & Criminal Justice Other

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Pelatihan Menulis Cerita Anak Berbasis Kearifan Lokal Bagi Pegiat Literasi Ruang Berbagi Manokwari Papua Barat Rahmawati, Chori; Avanti Samino, Francine; Ruth Lianita, Priska
Jurnal Abdimas Adpi Sosial dan Humaniora Vol. 2 No. 3 (2021): Jurnal Abdimas ADPI Sosial dan Humaniora
Publisher : Asosiasi Dosen PkM Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47841/jsoshum.v2i3.232

Abstract

Gerakan Literasi Nasional (GLN) yang dicanangkan kemendikbud menjadi tanggungjawab kita semua, salah satunya adalah para pegiat literasi di Rumah Belajar Ruang Berbagi Manokwari Papua Barat. Optimalisasi GLN dapat dilakukan dengan cara mengintegrasikan nilai-nilai kearifan lokal. Pengintegrasian nilai-nilai kearifan lokal dapat dilakukan dengan cara membaca cerita rakyat serta mengenalkan keragaman budaya lokal seperti rumah adat, permainan tradisional, juga kuliner khas daerah setempat. Kegiatan bercerita menjadi salah satu metode yang digunakan oleh pegiat literasi di Ruang Berbagi. Dalam bercerita para pegiat literasi hanya mengandalkan sumbangan buku dari para relawan dan donatur. Buku-buku yang digunakan terkadang tidak sesuai dengan konteks kearifan lokal lingkungan anak. Tujuan dari PKM pelatihan menulis cerita anak berbasis kearifan lokal adalah memberdayakan para pegiat literasi agar terampil membuat cerita anak dan menghasilkan kumpulan cerita anak yang dapat digunakan sebagai media dalam pembelajaran literasi sesuai konteks kearifan lokal lingkungan anak. Metode kegiatan yang digunakan adalah pelatihan dengan menggunakan pendekatan andragogi dan strategi pembelajaran kontekstual. Pelatihan dilaksanakan secara online dengan menggunakan aplikasi Zoom Meeting, WhatsUp dan e-mail untuk pengiriman hasil karya. Pelatihan diikuti oleh 41 pegiat literasi. Pelatihan menghasilkan kumpulan cerita anak berbasis kearifan lokal Papua.
Revitalizing Paper-Based Writing Activities to Enchance Elementary Students’ Literacy Skills in the Digital Era Magdalena Chori Rahmawati; Pricilla Anindyta; Murniati Agustian; M. Francine Avanti Samino
Jurnal Ilmiah Sekolah Dasar Vol 9 No 4 (2025): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jisd.v9i4.103220

Abstract

Literacy skills form the foundation of students’ academic and social success, encompassing reading, writing, and comprehension abilities. Handwriting serves not only as a mechanical skill but also as a cognitive and neuromotor process that enhances comprehension, concentration, and memory. This study examines the influence of structured handwriting activities on paper on the literacy skills of 4th- and 5th-grade elementary students. A quantitative quasi-experimental pretest-posttest control group design was employed with 2,293 participants from 53 elementary schools. The experimental group practiced structured handwriting using the Ayo Menulis module, while the control group participated in literacy activities without handwriting emphasis. A literacy test measuring reading, writing, and listening skills was validated by experts and its reliability confirmed through Cronbach’s Alpha. Data were analyzed using parametric (Paired and Independent T-Tests) and non-parametric (Wilcoxon, Mann-Whitney) tests according to data distribution. Results showed that 81% of schools demonstrated significant improvement in literacy skills, and 66% showed significant differences between experimental and control groups. These findings affirm that handwriting-based activities effectively enhance advanced literacy skills and reinforce the cognitive importance of graphomotor processes in learning. The study recommends incorporating handwriting practice into literacy instruction to foster holistic literacy development.
Co-Authors M. Francine Avanti Samino Murniati Agustian Pricilla Anindyta Ruth Lianita, Priska