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Utari Dewi
Fakultas Ilmu Pendidikan, Universitas Negeri Surabaya
Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Materials Science & Nanotechnology Mathematics Physics Social Sciences Other

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Enhancing Beginning Reading and Writing Skills through Educational Multimedia Games and Direct Instruction Tri Linda Darwati; Bachtiar S Bachri; Utari Dewi
Research Horizon Vol. 6 No. 3 (2026): Research Horizon - Juni 2026
Publisher : LifeSciFi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54518/rh.6.3.2026.1434

Abstract

Early reading and writing skills are fundamental competencies that support children’s subsequent academic achievement. However, conventional instructional approaches often fail to provide engaging learning experiences that effectively stimulate young learners’ literacy development. This study aimed to examine the effect of integrating educational multimedia games with the direct instruction learning model on the early reading and writing skills of first-grade students. A quantitative approach employing a quasi-experimental design with a non-equivalent control group was adopted. The participants consisted of first-grade students assigned to experimental and control groups. Data were collected through pre-tests, post-tests, classroom observations, and documentation, and analyzed using descriptive statistics, the Shapiro-Wilk normality test, Levene’s homogeneity test, an independent samples t-test, and N-Gain analysis. The findings revealed that the experimental group achieved significantly higher post-test scores than the control group (84.30 vs. 69.80), with a statistically significant difference (p < 0.05). The experimental group also demonstrated a higher N-Gain score (0.61, moderate category) and greater classroom engagement. These findings indicate that integrating educational multimedia games with the direct instruction model effectively enhances early reading and writing skills by creating a more interactive, engaging, and meaningful learning environment for elementary school students.
Co-Authors Achmad Sjarifudin Zein AFIFFAH AGUSTINA Ahmad Fathul Allam Alfi Fatimatus Safitri Alim Sumarno Andi Kristanto Andi Mariono Andi Mariono Asep Gosaki Nata Miharja Asyifa’un Nufus Bachtiar S Bachri Bachtiar Sjaiful Bachri Bachtiar Syaiful Bachri Citra Fitri Kholidya Diana Rahmasari Fadya Ayu Noviyanti Fajar Arianto Fatma Dewi Fitriatus Solichah FITRIYAH TYASTUTI, IKA Herawati Aisyah Husni Mubarok Indiarti Dwi Fina Ira Darmawanti Khusnul Khotimah Kifle Kassaw Mulatu Lamijan Hadi Susarno Lamijan Hadi Susarno Makbul Muavi Mustaji Mustaji Nadia Lutfi Choirunnisa Nasution Nasution Nunuk Hariyati Rachma Hasibuan Retno Tri Hariastuti Rudi Ihwono Ruqoyyah Fitri Rusijono Rusijono Sujud Widodo Tri Linda Darwati Vinda Maya Setianingrum Wiwin Yulianingsih