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All Journal Jurnal Penelitian Pendidikan Guru Sekolah Dasar Jurnal Pemikiran dan Pengembangan Sekolah Dasar (JP2SD) Pendidikan Dasar Pendidikan Sekolah Dasar Teori dan Penelitian Pendidikan Dasar Pedagogi : Jurnal Penelitian Pendidikan PIONIR: Jurnal Pendidikan Jurnal Mudarrisuna: Media Kajian Pendidikan Agama Islam Jurnal Pendidikan Usia Dini Metodik Didaktik Didaktis: Jurnal Pendidikan dan Ilmu Pengetahuan IJoLE: International Journal of Language Education MODELING: Jurnal Program Studi PGMI ELSE (Elementary School Education Journal) : Jurnal Pendidikan dan Pembelajaran Sekolah Dasar Visipena Jurnal PIPSI: Jurnal Pendidikan Ilmu Pengetahuan Sosial Indonesia Pendas : Jurnah Ilmiah Pendidikan Dasar Gulawentah:Jurnal Studi Sosial JURNAL EDUCATION AND DEVELOPMENT Jurnal Ilmiah Sekolah Dasar Aulad : Journal on Early Childhood Jurnal Ilmiah Mandala Education (JIME) Seling: Journal of PGRA Study Program Madrosatuna: Journal of Islamic Elementary School JIKAP PGSD: Jurnal Ilmiah Ilmu Kependidikan GOLDEN AGE: JURNAL PENDIDIKAN ANAK USIA DINI International Journal for Educational and Vocational Studies Child Education Journal Jurnal Onoma: Pendidikan, Bahasa, dan Sastra The Indonesian Journal of Social Studies SCAFFOLDING: Jurnal Pendidikan Islam dan Multikulturalisme Risenologi Jurnal Review Pendidikan Dasar : Jurnal Kajian Pendidikan dan Hasil Penelitian Jurnal Wahana Pendidikan MURHUM : JURNAL PENDIDIKAN ANAK USIA DINI Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Journal of diversity in learning EduLine: Journal of Education and Learning Innovation STRATEGY : Jurnal Inovasi Strategi dan Model Pembelajaran ACADEMIA: Jurnal Inovasi Riset Akademik Edu Cendikia: Jurnal Ilmiah Kependidikan Journal of Education Research AJARCDE (Asian Journal of Applied Research for Community Development and Empowerment) EduStream: Jurnal Pendidikan Dasar Transformasi dan Inovasi : Jurnal Pengabdian Masyarakat Jurnal Ilmu Pendidikan Dasar Indonesia Edukasia: Jurnal Pendidikan dan Pembelajaran Journal of Educational Sciences Journal of Comprehensive Science LingPoet: Journal of Linguistics and Literary Research Journal of Innovation and Research in Primary Education JS (Jurnal Sekolah) International Journal of Emerging Research and Review Journal of Innovative and Creativity Jurnal Penelitian Pendidikan Indonesia Journal of Educational Technology and Instruction Jurnal Elementaria Edukasia Tabasa: Jurnal Bahasa, Sastra Indonesia, dan Pengajarannya Jurnal Pelita PAUD Jurnal Ilmu Pendidikan Guru Sekolah Dasar dan Usia Dini (PEDASUD) Jurnal bahasa, sastra, seni, dan pengajarannya

WAHYU SUKARTININGSIH

Universitas Negeri Surabaya

Author-ID : 2382916

Religion Agriculture, Biological Sciences & Forestry Arts Humanities Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Earth & Planetary Sciences Economics, Econometrics & Finance Education Electrical & Electronics Engineering Energy Engineering Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Public Health Social Sciences Other

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The Practice of Glocalization in the Motivate Phase of the Learning Model Design for BIPA Diaspora Learners in Mindanao, Philippines Yunia Tiara Riski; Hendratno; Wahyu Sukartiningsih; Neni Mariana; Ganes Gunansyah; Suryanti
Tabasa: Jurnal Bahasa, Sastra Indonesia, dan Pengajarannya Vol. 7 No. 01 (2026)
Publisher : UIN Raden Mas Said Surakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/tabasa.v7i01.14487

Reading motivation is a crucial factor in learning Indonesian for Foreign Speakers (BIPA), particularly in diaspora contexts that face linguistic and cultural challenges. BIPA reading instruction in Mindanao still tends to be linguistically oriented and has not systematically integrated glocalization contexts. This study began with the need to develop a glocalization-based “motivate” phase within the MAGANDA (Motivation, Gleefulness, and Appreciation) learning model to strengthen engagement and reading readiness among diaspora students. This study aims to describe the practice of glocalization in the “motivate” phase in the development of the MAGANDA learning model and its contribution to the reading motivation of BIPA diaspora students in Mindanao. The study used a qualitative research and development (R&D) approach with the 4D model framework. The study focused on the design stage, using a descriptive strategy. Data were obtained through semi-structured interviews, participant observation, and document analysis with teachers, students, and evaluators in the BIPA diaspora community in Mindanao. Data analysis used thematic analysis with source triangulation. The study's results reveal two main findings. First, the practice of glocalization in the “motivate” phase is carried out through the integration of children's songs as cultural bridging, which has been proven to significantly reduce affective barriers (anxiety) and build a sense of national identity closeness. This strategy activates local cultural schemata while introducing the Indonesian language contextually. Second, the “motivate” phase increases student engagement, recognition, and self-efficacy before entering reading activities. Responses from students, teachers, and evaluators indicate increased self-confidence and readiness to learn compared to conventional learning. The integration of glocalization in the initial phase of learning serves as a strategy for managing affective factors in second language acquisition. Thus, the “motivate” phase in the MAGANDA model is not simply an introduction to learning but also serves as a space for initial meaning construction that strengthens the identity, psychological comfort, and cognitive readiness of diaspora students in reading BIPA texts. Motivasi membaca merupakan faktor krusial dalam pembelajaran Bahasa Indonesia bagi Penutur Asing (BIPA), khususnya pada konteks diaspora yang menghadapi tantangan linguistik dan kultural. Pembelajaran membaca BIPA di Mindanao masih cenderung berorientasi linguistik dan belum mengintegrasikan konteks glokalisasi secara sistematis. Penelitian ini berangkat dari kebutuhan pengembangan fase “motivate” berbasis glokalisasi dalam model pembelajaran MAGANDA (Motivation, Gleefulness, and Appreciation) untuk memperkuat keterlibatan dan kesiapan membaca pemelajar diaspora. Penelitian ini bertujuan untuk mendeskripsikan praktik glokalisasi pada fase “motivate” dalam pengembangan model pembelajaran MAGANDA dan kontribusinya terhadap motivasi membaca pemelajar BIPA diaspora di Mindanao. Penelitian menggunakan pendekatan kualitatif research and development (R&D) dengan kerangka model 4D. Fokus penelitian berada pada tahap design dengan strategi descriptive. Data diperoleh melalui wawancara semi-terstruktur, observasi partisipatif, dan analisis dokumen terhadap pamong, pemelajar, dan evaluator di komunitas BIPA diaspora Mindanao. Analisis data menggunakan thematic analysis dengan triangulasi sumber. Hasil penelitian menunjukkan dua temuan utama. Pertama, praktik glokalisasi dalam fase motivate dilakukan melalui integrasi lagu anak sebagai cultural bridging terbukti secara signifikan menurunkan hambatan afektif (anxiety) dan membangun kedekatan identitas nasional. Strategi ini mengaktivasi skema budaya lokal sekaligus memperkenalkan bahasa Indonesia secara kontekstual. Kedua, fase “motivate” berkontribusi pada peningkatan keterlibatan (engagement), pengakuan (recognition), dan efikasi diri (self-efficacy) pemelajar sebelum memasuki aktivitas membaca. Respons pemelajar, pamong, dan evaluator menunjukkan peningkatan rasa percaya diri dan kesiapan belajar dibandingkan dengan pembelajaran konvensional. Integrasi glokalisasi pada fase awal pembelajaran berfungsi sebagai strategi pengelolaan faktor afektif dalam akuisisi bahasa kedua. Fase “motivate” dalam model MAGANDA tidak sekadar pembuka pembelajaran, tetapi menjadi ruang konstruksi makna awal yang memperkuat identitas, kenyamanan psikologis, dan kesiapan kognitif pemelajar diaspora dalam membaca teks BIPA.

The Role of Sequential Picture Media in Improving Short Story Writing Skills of Fourth-Grade Elementary School Students Santi Jumawanti; Hendratno; Wahyu Sukartiningsih
LingPoet: Journal of Linguistics and Literary Research Vol. 7 No. 2 (2026): LingPoet: Journal of Linguistics and Literary Research
Publisher : Talenta Publisher

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

This study examines the role of sequential picture media in improving short story writing skills of fourth-grade elementary school students at SD Negeri 028 Penajam through a descriptive qualitative approach. Data were collected through direct observation and in-depth interviews with the class teacher and selected students. Analysis employed Miles & Huberman's interactive model through data reduction, data presentation, and conclusion drawing, with validity ensured through source and method triangulation. Findings indicate that: (1) conventional writing instruction lacked adequate visual support, creating barriers to student creativity; (2) sequential picture media effectively served as an imagination trigger by providing concrete starting points for story development; (3) the media significantly improved writing quality in terms of story structure, descriptive vocabulary, paragraph coherence, and character development; and (4) it strongly enhanced and sustained student learning motivation. The study recommends systematic, contextual, and high-quality development of sequential picture media as an integral component of Indonesian language learning strategies in elementary schools.

Kendala Bahasa pada BIPA Anak Diaspora di Mindanao dalam Perspektif Neuropsikolinguistik Yunia Tiara Riski; Wahyu Sukartiningsih; Hendratno; Mochamad Nursalim; Suryanti; Diana Rahmasari; Muhammad Nur Huda
Jurnal Kependidikan : Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran, dan Pembelajaran Vol. 12 No. 2 (2026): June
Publisher : LPPM Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jk.v12i2.20446

This study aims to analyze the language barriers experienced by Indonesian diaspora children in Mindanao in learning Indonesian for Foreign Speakers (BIPA) from a neuropsycholinguistic perspective by identifying the forms of decline in Indonesian language competence and the neurocognitive factors influenced by a multilingual environment. The study employed a qualitative approach using a Research and Development (R&D) design based on the 4D model, with a particular focus on the define stage. The research subjects consisted of seven students and two teachers at the Indonesian School of Davao, selected through purposive sampling. Data were collected through semi-structured interviews, participant observation, and document analysis and were analyzed using an interactive model involving data reduction, data presentation, and conclusion drawing. The findings indicate that the language barriers experienced by the participants included difficulties in syntactic structure, tense usage, language registers, and code-mixing caused by interference from Visayan and Tagalog. Contrastive analysis revealed that differences in sentence patterns (S-V-O vs. V-S-O) and grammatical systems were the primary sources of errors. From a neuropsycholinguistic perspective, these barriers were associated with limitations in working memory, attention, and lexical representation, which were influenced by limited exposure to the Indonesian language. The findings also showed that the students’ receptive and expressive language abilities remained limited, particularly in command comprehension, vocabulary mastery, and verbal memory. This study contributes theoretically to the enrichment of neuropsycholinguistic studies in the context of diaspora children and language learning. Practically, the findings provide a foundation for designing BIPA instruction that is adaptive, contextual, and aligned with learners’ neurocognitive characteristics.

Pengembangan Media Flipbook Interaktif Berbasis Kearifan Lokal untuk Meningkatkan Literasi Membaca Siswa Sekolah Dasar: Development of Interactive Flipbook Media Based on Local Wisdom to Improve Elementary School Students' Reading Literacy Ike Heny Suprapti; Wahyu Sukartiningsih; M Bambang Edi Siswanto
Edu Cendikia: Jurnal Ilmiah Kependidikan Vol. 6 No. 01 (2026): Research Articles, April 2026
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/educendikia.v6i01.8424

Reading literacy is a basic competency that elementary school students must have, but the reading literacy ability of Indonesian students is still relatively low. A similar condition was found in third-grade students of Sepaku Elementary School who experienced difficulties in understanding the content of reading, determining the main idea, and concluding. This study aims to develop an interactive flipbook media based on the local wisdom of the Indonesian Capital Region to improve the reading literacy of elementary school students. The study used the Research and Development method with the ADDIE model, which includes the stages of analysis, design, development, implementation, and evaluation. The research subjects consisted of 20 third-grade students. Data collection techniques used observation, interviews, questionnaires, documentation, and pretest and posttest tests. Data were analysed using the percentage of feasibility, practicality, and the N-Gain test. The results showed that the media obtained an average validity of 90.0% with a very feasible category, consisting of validation from material experts, 92.5%, media experts, 85.0%, and language experts, 92.5%. The level of practicality of the media reached 93.4%, with a very practical category. The effectiveness of the media showed an increase in students' average score from 70.95 in the pretest to 80.85 in the posttest, with an N-Gain value of 0.34, categorised as moderate. The novelty of the research lies in the integration of interactive digital media, Sepaku local wisdom content, and guided reading methods in one learning product. The interactive flipbook media based on local wisdom was declared feasible, practical, and effective in improving elementary school students' reading literacy.

PENGEMBANGAN MEDIA SUKAMO BERBASIS DEEP LEARNING UNTUK MENINGKATKAN MEMBACA PERMULAAN SISWA SD Aisyah Nur Afifah Maulidiyyah; Setya Yuwana Sudikan; Wahyu Sukartiningsih; Nurul Istiq'faroh; M. Bambang Edi Siswanto; Hendratno Hendratno
ACADEMIA: Jurnal Inovasi Riset Akademik Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/academia.v6i3.13738

The low level of early reading skills among elementary school students remains a challenge in early literacy instruction. This study aims to develop the Montessori Syllable (SUKAMO) teaching material using a valid, practical, and effective Deep Learning approach to improve the early reading skills of first-grade elementary school students. The novelty of this study lies in the integration of Montessori principles with the characteristics of Deep Learning through manipulative, exploratory, collaborative, and reflective activities, thereby creating a conscious, meaningful, and enjoyable learning experience. The study employed the Research and Development (R&D) method using a modified 4-D development model consisting of three stages: define, design, and develop. The “disseminate” stage was not implemented due to time and budget constraints. The study combined quantitative and qualitative data through expert validation, observation, interviews, questionnaires, and early reading proficiency tests. The research subjects consisted of 64 first-grade students at Al Islah Elementary School in Surabaya, divided into an experimental class and a control class, each comprising 32 students. The results showed that the SUKAMO teaching material met validity criteria based on assessments by subject matter experts, media experts, and language experts. The material was also deemed practical based on teachers’ feedback that it was highly practical, positive student responses, and students’ active engagement during lessons. The results of the Analysis of Covariance (ANCOVA) demonstrated that the use of SUKAMO had a significant effect on students' beginning reading skills after controlling for their initial reading ability. The improvement in beginning reading skills achieved by the experimental group was greater than that of the control group, indicating that integrating Montessori-based media with the Deep Learning approach effectively enhanced students' ability to recognize letters, read syllables, and read simple words. Therefore, the SUKAMO media is considered appropriate for use in beginning reading instruction at the elementary school level and contributes to the development of Montessori-based literacy media that supports student-centered, mindful, meaningful, and joyful learning. ABSTRAK Rendahnya kemampuan membaca permulaan siswa sekolah dasar masih menjadi tantangan dalam pembelajaran literasi awal. Penelitian ini bertujuan mengembangkan media Suku Kata Montessori (SUKAMO) melalui pendekatan Pembelajaran Mendalam (Deep Learning) yang valid, praktis, dan efektif untuk meningkatkan kemampuan membaca permulaan siswa kelas I sekolah dasar. Kebaruan penelitian ini terletak pada integrasi prinsip Montessori dengan karakteristik Pembelajaran Mendalam melalui aktivitas manipulatif, eksploratif, kolaboratif, dan reflektif sehingga menciptakan pengalaman belajar yang berkesadaran, bermakna, dan menggembirakan. Penelitian menggunakan metode Research and Development (R&D) dengan model pengembangan 4-D yang dimodifikasi menjadi tiga tahap, yaitu define, design, dan develop. Tahap disseminate tidak dilaksanakan karena keterbatasan waktu dan biaya penelitian. Penelitian mengombinasikan data kuantitatif dan kualitatif melalui validasi ahli, observasi, wawancara, angket, serta tes kemampuan membaca permulaan. Subjek penelitian terdiri atas 64 siswa kelas I SD Al Islah Surabaya yang terbagi ke dalam kelas eksperimen dan kelas kontrol, masing-masing berjumlah 32 siswa. Hasil penelitian menunjukkan bahwa media SUKAMO memenuhi kriteria valid berdasarkan penilaian ahli materi, ahli media, dan ahli bahasa. Media juga dinyatakan praktis berdasarkan respons guru yang sangat praktis, respons siswa yang positif, serta aktivitas belajar siswa yang aktif selama pembelajaran. Hasil uji Analysis of Covariance (ANCOVA) menunjukkan bahwa penggunaan media SUKAMO memberikan pengaruh yang signifikan terhadap kemampuan membaca permulaan setelah kemampuan awal siswa dikendalikan. Peningkatan kemampuan membaca pada kelas eksperimen lebih tinggi dibandingkan kelas kontrol, yang menunjukkan bahwa integrasi media Montessori dengan Pembelajaran Mendalam mampu mengoptimalkan kemampuan mengenal huruf, membaca suku kata, dan membaca kata sederhana. Dengan demikian, media SUKAMO layak digunakan sebagai media pembelajaran membaca permulaan di sekolah dasar serta berkontribusi dalam pengembangan media literasi yang mendukung pembelajaran berpusat pada siswa, berkesadaran, bermakna, dan menggembirakan.

Analisis Kebutuhan Video Animasi Clay Untuk Pemahaman Teks Naratif Heri Herwanto; Wahyu Sukartiningsih; Hendratno Hendratno
Wahana Pendidikan Vol 13, No 1 (2026): Januari
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/jwp.v13i1.23066

Video animasi clay berbasis AI Canva menawarkan keunggulan yang lebih kontekstual dan personal, dengan karakter tanah liat/plastisin yang divisualisasikan secara hidup dalam video. Ini merupakan integrasi teknologi AI terkini untuk pendidikan abad 21, yang mendekatkan materi pembelajaran dengan pengalaman murid. Penelitian ini bertujuan untuk: (1) Menganalisis persepsi, tantangan, dan kebutuhan nyata dari guru dan murid di sekolah sekolah terhadap bentuk media pemeblajaran dalam bentuk video animasi clay berbasis AI Canva. (2) Mengidentifikasi faktor-faktor yang mempengaruhi penggunaan video animasi berbasis AI dalam meningkatkan pemahaman murid terhadap teks naratif. Metode menggunakan pendekatan kualitatif dengan jenis studi kasus di SDN 3 Sukahurip. Teknik pengumpulan data melalui observasi, wawancara mendalam dengan guru dan murid, serta studi dokumentasi. Data dianalisis dalam tiga tahapan, yaitu reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian mengungkapkan bahwa: (1) Guru menganggap video animasi clay berbasis AI Canva menarik, namun kesulitan memaksimalkan penggunaannya, sementara murid tertarik pada visual plastisin/tanah liat dan menginginkan animasi yang lebih personal; tantangan utama adalah kurangnya pelatihan guru dan keterbatasan akses fitur Canva Team. (2) Faktor-fakor mempengaruhi: (a) Teknologi AI membuat karakter dan alur cerita lebih dinamis dan interaktif; (b) Keterampilan guru dalam menggunakan Canva mempengaruhi efektivitas video animasi; (c) Murid membutuhkan media yang lebih hidup dan menarik untuk memahami teks naratif kompleks.

Pengaruh Penggunaan Media Mini Flashcard Terhadap Penguasaan Kosakata Bahasa Inggris Siswa Kelas III Sekolah Dasar Nur Wafiroh; Ulhaq Zuhdi; Wahyu Sukartiningsih; Nurul Istiq’faroh
Jurnal Ilmu Pendidikan Guru Sekolah Dasar dan Usia Dini Vol. 3 No. 2 (2026): PEDASUD - Agustus
Publisher : CV. SINAR HOWUHOWU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70134/pedasud.v3i2.1917

Vocabulary mastery is an essential foundation in learning English at the elementary school level. However, many students still experience difficulties in understanding and remembering vocabulary because learning activities tend to rely on conventional methods. This study aimed to analyze the effect of using mini flashcard media on the English vocabulary mastery of third-grade elementary school students. The research employed a quantitative approach with a quasi-experimental design using the nonequivalent control group design. The sample consisted of 39 third-grade students of SDN Kepatihan Lamongan, including 20 students in the experimental class and 19 students in the control class. Data were collected through pretests and posttests and analyzed using normality tests, homogeneity tests, an independent samples t-test, and an N-Gain test. The results showed that the data were normally distributed and homogeneous. The hypothesis test obtained a significance value (Sig. 2-tailed) of 0.430 (p>0.05), indicating that the use of mini flashcards did not have a significant effect on students’ English vocabulary mastery. Nevertheless, the N-Gain score of 0.3791 indicated a moderate improvement. Therefore, mini flashcards have not been proven to produce a significant effect, but they have the potential to support more engaging vocabulary learning and moderately improve students’ vocabulary mastery.

Analysis Of The Application Of Integrated Learning Type Connected In Ips Subjects To Improve Learning Outcomes Of Grade IV Elementary School Students Hudi Basuki; Waspodo Tjipto Subroto; Wahyu Sukartiningsih
Jurnal PIPSI (Jurnal Pendidikan IPS Indonesia) Vol 10, No 3 (2025): VOLUME 10 NUMBER 3 SEPTEMBER 2025
Publisher : STKIP Singkawang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26737/jpipsi.v10i3.6970

This study aims to analyze the impact of connected type integrated learning approach to improve learning outcomes of fourth grade students in social studies subject. The connected type integrated learning approach allows students to connect various concepts in learning materials, thus improving their understanding and learning outcomes. This study used a quantitative method that was designed with experiments and utilized initial and final tests to determine changes in student learning outcomes. The research findings revealed a significant increase in student learning outcomes, with the initial average score of 66.97 rising to 83.03 on the posttest, showing an increase of 24.45% of the total population. In addition to the average score, student involvement in the learning process also increased from 61, 68% to 85, 33%. Based on the above results, it can be concluded that the application of a connected type integrated learning approach is effective in improving student learning outcomes in social studies subjects at SDN 3 Baron, Baron District, Nganjuk Regency. Therefore, this method is recommended to be applied consistently to improve the quality of education and student learning outcomes in elementary schools.

The use of web-based digital media to develop oral literacy skills of elementary school students: systematic literature review Ika Kurnia Setya Anggara; Wahyu Sukartiningsih; M. Bambang Edi Siswanto
Jurnal Pemikiran dan Pengembangan Sekolah Dasar (JP2SD) Vol. 14 No. 1 (2026): April 2026
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jp2sd.v14i1.43724

Oral literacy skills are fundamental competencies that elementary school students must master as a foundation for communication and lifelong learning. The development of digital technology opens new opportunities in language learning by integrating web-based media, increasing students' engagement, and improving the effectiveness of their speaking skill development. This study aims to systematically analyse the effectiveness of web-based digital media, particularly Google Sites and digital storytelling applications, in developing elementary school students' oral literacy skills. The systematic literature review method was used by analyzing 24 scientific articles published between 2020 and 2025 from trusted academic databases. Inclusion criteria include research that addresses web-based digital media, oral or spoken literacy skills, and learning contexts in primary schools. Data analysis was carried out thematically by identifying the patterns, advantages, limitations, and recommendations of each study. The results showed that digital storytelling media and web-based platforms were effective in improving students' speaking skills, with an average score increase of 15-35%, while integrating the Think Talk Write learning model with digital media was highly effective in developing social communication and collaboration. The discussion revealed that the successful implementation of digital media depends on proper instructional design, adequate technology support, and comprehensive teacher training. The conclusion of this study recommends the development of a web-based interactive digital platform that integrates constructivist pedagogical approaches to optimize oral literacy learning in primary schools.

Pengembangan Modul Kearifan Lokal IKN Tingkatkan Membaca Pemahaman dan Karakter Cinta Budaya Siswa Kelas IV SD: Development of an IKN Local Wisdom Module Enhances Reading Comprehension and the Character of Cultural Appreciation Among Fourth-Grade Elementary Students Ulvi Rosida; Nurul Istiq’faroh; Wahyu Sukartiningsih
Edu Cendikia: Jurnal Ilmiah Kependidikan Vol. 6 No. 02 (2026): Research Articles, August 2026
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/educendikia.v6i02.8421

Reading literacy and the cultivation of a character that values culture are crucial aspects of elementary education. Yet, they face challenges—particularly regarding instruction that lacks contextual relevance to students' environments. This study aimed to develop and test the effectiveness of a learning module based on the local wisdom of the Nusantara Capital City (IKN) in enhancing the reading comprehension skills and cultural appreciation of fourth-grade elementary students. A Research and Development (R&D) approach was employed using the ADDIE model, comprising the stages of analysis, design, development, implementation, and evaluation. The study involved 50 students in the field trial and 12 students in the limited trial within the Sepaku Cluster 3 area, North Penajam Paser Regency. Data were collected through tests, questionnaires, observations, and interviews, and subsequently analyzed using descriptive and inferential statistics, specifically the N-Gain test and paired sample t-test. The results indicated that the developed module fell into the "highly valid" category, with a feasibility rating of 89.1%. The limited trial revealed a "very good" student response, with a score of 81.7%. Effectiveness testing demonstrated an improvement in reading comprehension—with the average score rising from 62.4 to 81.6 (N-Gain: 0.51)—and an enhancement in cultural appreciation—rising from 64.2 to 82.8 (N-Gain: 0.52). The t-test yielded a significance value of 0.000 (p < 0.05), confirming a significant improvement following the module's use. These findings demonstrate that the IKN local wisdom-based learning module is effective in simultaneously improving students' reading comprehension and cultural appreciation through contextual and meaningful learning.

Co-Authors Abda Abda Abigael, Nathania Elysia Agung Purwono Agus Satmoko Adi aisa, Siti Aisyah Nur Afifah Maulidiyyah Alfi Muhimmah, Hitta Amalia Tri Ariani Amanda Diva Fidiati AMINUDDIN KASDI Aminuddin Kasdi Anak Agung Gede Sugianthara Andi Susilowati, Wahyureni Andika Hilda Rizki Andriani, Pipit Anggraeni, Kiki Hapsari Aqida, Elys Nur Arifin, Moch. Gusnul Ariyani, Rina Asari, ini ASRI SUSETYO RUKMI Azza Kharisma, Fadhikka Azzah Putri Agustin Bambang Yulianto Bambang Yulianto Benny Agus Pribadi Budi Purwoko Budiantoro, Eko Candra, Purnomo Dwi Chayul Chusnah, Putri Choirunnisa, Nadia Lutfi Damasus Pitriaraka Karuniawan Turut Damayanti, Maryam Isnaini Dellarosa, Maretha Dewi Komalasari Diana Rahmasari Dianita Ayu Permata Duhwi Indartiningsih Dwi Puji Lestari DWI WICAKSONO, VICKY Ekasari, Diah Eko Darminto emi kusrini Fajarudin, Soni fatimah Fatimah Fatmawati Fatmawati FAUZIYAH, MARATUL Fierdiansyah, Dwi Rakhmad FIRA AZKA ARIFIN, SHE Fitriya, Intami Dwi Ganes Gunansyah Ganes Gunansyah Handayani, Sri Hendra Anang HENDRATNO Hendratno, H. HENDRAWAN, TEGUH Heri Herwanto Heru Subrata HERU SUBRATA Hikmah, Desy Athiyah Ali Hisman, Syariffanor binti HITTA ALFI MUHIMMAH Hitta Alfi Muhimmah Hudi Basuki Iis Hidayati Ika Kurnia Setya Anggara Ike Heny Suprapti INDARTI, TITIK Indartiningsih, Duhwi Ini Asari Ismuhadi Ismuhadi Isti Rokhiyah Istiq'faroh , Nurul Istiq'faroh, Nurul Istiqfaroh, Nurul Istiq’faroh, Nurul Izza, Roisyatul Jofi Ardiansa Jofi Ardiansa JULIANTO Jumiasih, Jumiasih Khoirun Ni’mah Koniah, Rif Kurnia, Erma Tri Kustyamegasari, Arista Kusuma, Lilik Lailiya, Nirmala Rahmatul Longso, Irmawati Ludfi Arya Wardana M Bambang Edi Siswanto M. Bambang Edi Siswanto M. JACKY Manuain, Yemima Marsyiah, Siti MARYAM ISNAINI DAMAYANTI MAULIDTA, HIDAYATUL MAULITA ZULIYAWATI, ERIKA Mawaddah, Nurhayati MEGASAFITRI, RETNO Mochamad Nursalim Muhammad Nur Huda Muhimmah, Hitta Alfi MULYANI Musa, Juvelyn Doria Mustaji Mustaji Nabila, Ulianandha Putri Nadhiroh, Latifatun Neni Mariana Neni Mariana Nisful Laila Nur Alifatus Zahroh NUR CAHYA, FERIZA NUR ISTIKHOMAH, SUCI NUR LAILIYAH Nur Wafiroh Nurul Fatwiyah, Rofika Nurul Istiq'faroh Nurul Istiq’faroh Nurul Istiq’faroh Nurul Istiq'faroh Pipit Andriani Pujiastuti, Asri Puspita, Ari Metalin Ika Putra, Ihwan Riskya Rachma Hasibuan Raharjo, Resdianto Permata Rahmawati, Lia Ratu Ratna Putri Widjayanti Ridha Shafa Aulia Riris Khoirotul Ummah Riski, Yunia Tiara Rizkiah, Dimas Ruqoyyah Fitri Rusita Agustina, Maya Ruslan Ruslan Saeful Mizan, Saeful Samiyah Samiyah Samiyah, Samiyah Santi Jumawanti Saraswati, Lativa setiawati, erni Setya Yuwana Sudikan Setyaningrum , Norma Setyowati, Elis She Fira Azka Arifin Siti Rahayu Soni Fajarudin Sri Wahyuni SUCI ROCKYANE, IRANIA Suhartono Suhartono Sunarsih, Tiwik Suparti Suparti Suryanti SURYANTI Suryanti, S. Susetyo Rukmi Syafruddin Syafruddin Syafruddin Teguh Hendrawan Titik Indarti Titik Indarti Turut, Damasus Pitriaraka Karuniawan Ulhaq Zuhdi Ulvi Rosida Umami, Siti Umi Anugerah Izzati Vicky Dwi Wicaksono Wagino, W. Waspodo Tjipto Subroto Wuri Astuti Yogi Agus Ferdiansyah YOYOK YERMIANDHOKO Yulinta, Rosania Yuliwinarti, Evy Marita Yunia Tiara Riski Yunia Tiara Riski Yunia Tiara Riski Yunita Sari Zaenal Abidin Zafira, Ruwaida Zein, Secondta Habib Syarifah Zulfin Rachma Mufidah Zulfin Rachma Mufidah

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