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Prabawati Nurhabibah
Universitas Muhammadiyah Cirebon
Religion Agriculture, Biological Sciences & Forestry Humanities Dentistry Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Neuroscience Nursing Public Health Social Sciences Veterinary Other

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PENGEMBANGAN WEBSITE EDUCANDY SEBAGAI ALAT EVALUASI PADA PEMBELAJARAN BAHASA INDONESIA UNTUK SISWA KELAS V Prabawati Nurhabibah; Fikriyah; Komala Dewi
Fon: Jurnal Pendidikan Bahasa dan Sastra Indonesia Vol 17 No 2 (2021)
Publisher : Pendidikan Bahasa dan Sastra Indonesia Universitas Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/c2v2dk60

Abstract

Penelitian ini bertujuan untuk mengetahui (1) langkah-langkah pengembangan evaluasi pembelajaran interaktif berbasis Website Educandy, (2) kelayakan dari pengembangkan evaluasi pembelajaran interaktif berbasis Website Educandy. Model pengembangan yang digunakan dalam penelitian ini adalah model penelitian dan pengembangan Thiagarajan, juga dikenal sebagai model pengembangan 4-D. Tahap definisi, tahap desain, tahap pengembangan, dan tahap diseminasi adalah empat tahap Produk yang telah dikembangkan secara efektif sebagai hasil dari penelitian ini. Penelitian ini menghasilkan produk evaluasi pembelajaran interaktif untuk pembelajaran bahasa di Kelas V. Berdasarkan uji kelayakannya oleh ahli media dan materi, validasi kelayakan dari validator ahli media diperoleh persentase validitas sebesar 86,67 persen, sedangkan kriteria sangat layak termasuk dalam hasil validasi kelayakan dari ahli materi I yang diperoleh persentase validitas sebesar 93,33 persen, dan kriteria sangat layak termasuk dalam hasil validasi kelayakan ahli materi II diperoleh persentase validitas sebesar 93,33 persen.
THE INFLUENCE OF PJBL MODEL ON DESCRIPTIVE TEXT WRITING SKILLS IN ELEMENTARY SCHOOLS Sherlin Amaliah Gunaeni; Widia Nur Jannah; Prabawati Nurhabibah
Jurnal Cakrawala Pendas Vol. 12 No. 3 (2026)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jcp.v12i3.18068

Abstract

This study motivated by the low level of descriptive writing skills among fifth-grade students at SDN 2 Kasugengan Lor. The main issues include students’ difficulty in expressing their ideas in writing, particularly when writing descriptive texts, as well as the lack of innovative teaching models in the learning process. This study aims to determine the effect of the Project Based Learning (PjBL) model on descriptive writing skills. The method used is a quantitative approach with a quasi-experimental design of the non-equivalent control group type. The research sample consisted of an experimental group and a control group. Data collection instruments included a questionnaire to assess students’ initial abilities and descriptive text writing test in the form of pre-test and post-test. The results of the data analysis indicate that there is a significant difference in students’ writing abilities between the class using the Project Based Learning (PjBL) model and the class using conventional learning. This is evidenced by the experimental class’s post-test mean score of 85.17, which is higher than the control class’s score of 81.14, along with a significance value of 0.000 (<0. 05). Thus, the Project Based Learning (PjBL) model has been proven effective in improving descriptive text writing skills in Indonesian language instruction at the elementary school level.
EARLY READING READINESS LEVELS AMONG YOUNG CHILDREN IN THAILAND AND INDONESIA Labibatul Millah; Radja Maulana Akbar; Widia Nur Jannah; Prabawati Nurhabibah; Sheilla Mae Dumaguin
Jurnal Cakrawala Pendas Vol. 12 No. 3 (2026)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jcp.v12i3.18186

Abstract

Early reading readiness in early childhood is still a concern in the world of education, because not all children have adequate literacy skills when they enter elementary school. Although comparative studies on early reading readiness between Indonesia and Thailand remain limited, this study aims to address this gap by comparing children’s reading readiness in both countries. This study aims to determine the early reading readiness of early childhood and to compare the readiness between kindergartens in Indonesia and Thailand. This research uses a qualitative descriptive method with a case study approach. Data collection techniques were carried out through observation, interviews, and documentation. The results show that there are similarities and differences in children’s reading readiness in both countries. The similarities can be seen in children’s ability to speak clearly, imitate the sounds of letters and words, recognize alphabet letters, understand the direction of reading from left to right, and show interest in books, especially picture books. In addition, children are able to hold pencils properly, write simple letters, and retell stories even though they are not yet fully complete. Meanwhile, the differences lie in the level of vocabulary mastery and the process of letter introduction. Children in Thai kindergartens tend to have a wider vocabulary and have been introduced to the alphabet since kindergarten 1, while in Indonesian kindergartens the introduction of letters is given gradually according to the child’s developmental stage. These differences are influenced by teaching methods, educational curriculum, children’s language environment, and support from teachers and parents in reading and daily communication activities. These findings contribute to a deeper understanding of early literacy development in Southeast Asia and provide implications for designing developmentally appropriate literacy programs for young children.
THE EFFECT OF THE NUMBERED HEADS TOGETHER (NHT) LEARNING MODEL ON SECOND GRADE STUDENTS’ EARLY READING SKILLS Nani Jubaedah; Prabawati Nurhabibah; Widia Nur Jannag
Jurnal Cakrawala Pendas Vol. 12 No. 3 (2026)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jcp.v12i3.18470

Abstract

This study was motivated by the low early reading skills of elementary school students, particularly in the lower grades. There are still students who experience difficulty recognizing letters and reading syllables, words, and simple sentences, therefore a learning model is needed that can increase student engagement in the learning process. The research question in this study is whether there is a significant effect of the use of the Numbered Heads Together (NHT) learning model on the early reading skills of second-grade students at SDN 1 Megu Cilik. This study aims to determine the effect of the Numbered Heads Together (NHT) learning model on the early reading skills of second-grade students at SDN 1 Megu Cilik. The study employs a quantitative approach using a quasi-experimental method and a nonequivalent control group design. The research subjects consisted of 46 students, comprising 23 students in the experimental class and 23 students in the control class. Data collection techniques were conducted through observation, testing, and documentation. The results of the study showed that the average score of the experimental class increased from 51.74 to 77.87, while that of the control class increased from 47.83 to 69.57. The Mann-Whitney test yielded a significance value of 0.001, leading to the conclusion that the Numbered Heads Together (NHT) learning model has a positive effect on the early reading skills of second-grade students at SDN 1 Megu Cilik.
THE EFFECT OF THE VAK LEARNING MODEL ON THE READING COMPREHENSION ABILITY OF GRADE III ELEMENTARY SCHOOL STUDENTS Agustina Rahmawati; Prabawati Nurhabibah; Widia Nur Jannah
Jurnal Cakrawala Pendas Vol. 12 No. 3 (2026)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jcp.v12i3.18477

Abstract

This research is motivated by the low reading comprehension ability of elementary school students, especially in determining the main idea, understanding the meaning of reading, andThis research is motivated by the low reading comprehension ability of elementary school students in determining the main idea, understanding the content of the reading, and concluding information. This study aims to describe changes in students' reading comprehension skills after the implementation of the Visual, Auditory, and Kinesthetic (VAK) learning model in grade III students of SDN 2 Tegalwangi. The study used a quantitative approach with pre-experimental methods and a one-group design before and after treatment. The research subjects amounted to 37 students. Data collection techniques are carried out through observation, tests, and documentation. Data analysis used the Wilcoxon test and the calculation of improved learning outcomes. The results showed that the average score of students increased from 67.30 to 89.19. The results of the Wilcoxon test obtained a significance value of 0.000 < 0.05 which showed a difference in reading comprehension skills before and after learning. The results of the calculation of the improvement of learning outcomes obtained an average score of 0.6739 in the medium category, while the observation results showed that student involvement was in the very good category. Thus, the implementation of the VAK learning model shows changes in students' reading comprehension skills and supports student involvement during learning. concluding the content of the text. This study aims to determine the influence of the Visual, Auditory, and Kinesthetic (VAK) learning model on the reading comprehension ability of grade III students of SDN 2 Tegalwangi. This study uses a quantitative approach with a pre-experimental method and a one group pretest-posttest design. The research subjects amounted to 37 grade III students. Data collection techniques are carried out through observation, tests, and documentation. The results showed that the average pretest score of 67.30 increased to 89.19 in the average posttest score. The results of the Wilcoxon Signed Rank Test obtained a significance value of 0.000 < 0.05 which shows a significant influence of the VAK learning model on students' reading comprehension skills. In addition, the results of the N-Gain test obtained an average value of 0.6739 in the medium category. The application of the VAK learning model helps students to be more active in learning activities through direct seeing, listening, and doing activities so that students can more easily understand the content of reading. Thus, the Visual, Auditory, and Kinesthetic (VAK) learning model can be used as an alternative learning to improve elementary school students' reading comprehension skills.
Co-Authors Abdul Karim Agustina Rahmawati Apri Pamungkas Dewi Yulianawati Fathur Rokhman Fikriyah Fikriyah Fikriyah, Fikriyah Hanikah, Hanikah Hema Widiawati Komala Dewi Komala Dewi Labibatul Millah Linda Rosi Permata Mitia Arizka Wardani Nani Jubaedah Nas Haryati Setyaningsih Novianti Kartika Dewi Nur Asyiah, Nur Putra, Nugraha Permana Radja Maulana Akbar Rahayu Pristiwati Rea Dwi Andini Sheilla Mae Dumaguin Sherlin Amaliah Gunaeni Subyantoro Widia Nur Jannag Widia Nur Jannah, Widia Nur