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All Journal Al Ishlah Jurnal Pendidikan
Chumdari Chumdari
Universitas Sebelas Maret
Education Languange, Linguistic, Communication & Media Mathematics Other

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The Effectiveness of Digital Literacy Indicators in Improving Students' Reading Interest Idam Ragil Widianto Atmojo; Roy Ardiansyah; Ainun Nafisah; Matsuri Matsuri; Dwi Yuniasih Saputri; Chumdari Chumdari
AL-ISHLAH: Jurnal Pendidikan Vol 14, No 3 (2022): AL-ISHLAH: Jurnal Pendidikan
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (520.587 KB) | DOI: 10.35445/alishlah.v14i3.2123

Abstract

The purpose of this study was to determine the effectiveness of digital literacy indicators in improving students' reading interests. The research method used is quantitative. The samples in this study were the fifth-grade students at SDN Pajang IV, SDN Tegalrejo, SDN 1 Jajar, and SDN Setono, totaling 86 respondents. The data collection technique used is a questionnaire. The data analysis used is SEM (Structural Equation Model) analysis with SmartPLS and SPSS programs. This research was conducted by testing the instrument outside the sample but in one regional population. After that, the instrument was distributed to the research sample. The results of the study revealed that the effectiveness of digital literacy in improving reading interest was 29%. Further research needs to be done to improve elementary school students’ digital literacy and reading interest.
The Effect of Metacognition Awareness on the Critical Thinking Skills of Elementary School Prospective Teachers Chumdari Chumdari; Idam Ragil Widianto Atmojo; Roy Ardiansyah; Aisyah Shintawati
AL-ISHLAH: Jurnal Pendidikan Vol 15, No 4 (2023): AL-ISHLAH: JURNAL PENDIDIKAN
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v15i4.4527

Abstract

The ability to engage in critical thinking is crucial for students to effectively navigate the challenges of contemporary society. Metacognition awareness is a key indicator of an individual's critical thinking abilities. Metacognitive awareness can enhance one's cognitive control by incorporating critical thinking to regulate the thinking process. This study aimed to examine the impact of metacognitive awareness on the critical thinking abilities of PGSD (Primary School Teacher Education) students at Universitas Sebelas Maret during the 2022/2023 academic year. This study employed a quantitative methodology known as associative research. The study's population consisted of second-semester students who were selected using cluster random selection as the sampling technique. The study employed data analysis approaches that encompassed descriptive statistical analysis as well as inferential statistics, which involved doing preliminary analysis tests and hypothesis testing. The study's findings were determined by a significance test of the regression coefficient (T-test). The results indicated that the calculated t-value (2.049) was greater than the critical t-value (1.982), and the significance level (Sig.) of 0.042 was less than the threshold of 0.05. The multiple linear regression coefficient exhibited a positive value of 0.384, signifying a unidirectional link. The heightened awareness of metacognition led to a subsequent improvement in critical thinking abilities, with a determination coefficient of 20%. The findings demonstrated that the metacognitive awareness had an impact on the critical thinking abilities of PGSD students at Universitas Sebelas Maret during the 2022/2023 academic year.
Analysis of Elementary School Students’ Literacy Ability of Javanese Script Through the Use of Script Card Reviewed Based on Critical Thinking Skills Matsuri Matsuri; Idam Ragil Widianto Atmojo; Chumdari Chumdari; Fadhil Purnama Adi; Roy Ardiansyah; Dwi Yuniasih Saputri; Annisa Rahma Pradesiwi
AL-ISHLAH: Jurnal Pendidikan Vol 15, No 4 (2023): AL-ISHLAH: JURNAL PENDIDIKAN
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v15i4.4519

Abstract

Javanese script is very important for students to learn and understand, because Javanese script is a local wisdom culture that must be preserved in order to protect the nation's language culture so that it does not become extinct through the use of regional languages such as the use of Javanese script as a means for carrying out verbal and written communication and as a cultural expression.The aims of this study were: (1) to analyze the increase in Javanese script literacy skills and (2) to describe the increase in Javanese script literacy in terms of critical thinking skills. This is mixed methods research with a sequential explanatory strategy. The research sample consisted of fifth-grade students from Tegalsari Public Elementary School and Mangkuyudan Public Elementary School. Data gathering was conducted through the utilisation of tests, interviews, and documentation. From the findings and deliberation, the researchers are able to deduce the subsequent conclusions: (1) The proficiency in Javanese script among fifth-grade students in elementary schools improves following the implementation of script media by teachers. (2) Proficiency in critical thinking is closely correlated with the ability to read and write in Javanese script. The amount of critical thinking skills accounts for 39.3% of the variation in students' literacy skills in Javanese script, leaving 60.7% to be attributed to other factors. Students who possess advanced proficiency in Javanese script literacy exhibit a pronounced inclination towards critical thinking. Students who possess a moderate level of proficiency in Javanese script literacy demonstrate either high or medium levels of critical thinking abilities. Students who possess limited proficiency in Javanese script exhibit either moderate or poor levels of critical thinking abilities. According to the findings of this study, the researchers suggest that teachers in primary schools utilise script cards in order to facilitate effective learning activities and enhance students' proficiency in Javanese script as well as their critical thinking abilities.
Integrating Local Culture into Creativity Development: A Case Study of the Geti Asem Batik Program in Indonesian Primary Education Darmaji Darmaji; Triyanto Triyanto; Chumdari Chumdari
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 3 (2025): SEPTEMBER 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i3.7563

Abstract

Local culture holds significant potential to enhance students' creativity, identity, and innovation. However, it remains underutilized in primary education. This study explores the implementation of the Geti Asem (Gerakan Membatik Akhir Semester) program as a means to integrate cultural values into learning and foster creativity among elementary students. This qualitative case study was conducted at SDN 3 Pule, Selogiri District, Wonogiri Regency. Data were collected through observations, interviews, and document analysis involving the principal, two teachers, and 14 fifth-grade students. The data were analyzed using the Miles and Huberman interactive model, employing triangulation techniques for validation. The Geti Asem program is implemented through a participatory approach that engages students directly in the batik-making process. This approach cultivates critical thinking, self-expression, and originality. Teachers serve as facilitators, offering technical guidance while fostering a creative and supportive learning environment. The program is supported by strong moral encouragement from parents, educators, school leaders, and the local community. However, it faces challenges such as limited facilities and tools, which hinder optimal time management and student access during practice. This study demonstrates that local culture-based learning, exemplified by the Geti Asem program, can significantly enrich creativity and character education in primary students. It supports the effective implementation of the Pancasila Student Profile (P5) through a contextual and participatory model, contributing to the broader discourse on cultural pedagogy in Indonesian education.
Co-Authors Ainun Nafisah Aisyah Shintawati Annisa Rahma Pradesiwi Budi Usodo Darmaji Darmaji Ermi Widyaningsih Evi Retnowati Fadhil Purnama Adi Ganing Widarwati Hening Damantari Idam Ragil Widianto Atmojo Jenny Indrastoeti Siti Poerwanti Joko Nugroho Karsono Karsono Lilis Agestiyani M. Yogi Riyantama Isjoni Matsuri Matsuri Mumtaz Mahal Ahsania Nidya Ayu Oktavia Nurul Aisya Risyam Peduk Rintayati Roy Ardiansyah Saputri, Dwi Yuniasih Siti Wahyuningsih Slamet Subiyantoro Sukarno Sukarno Wahyu Ary Ramadhani