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All Journal Primary: Jurnal Pendidikan Guru Sekolah Dasar Mimbar Sekolah Dasar al-Afkar, Journal For Islamic Studies Pendas : Jurnah Ilmiah Pendidikan Dasar Al-Madrasah: Jurnal Ilmiah Pendidikan Madrasah Ibtidaiyah JURNAL PENDIDIKAN TAMBUSAI Jurnal Basicedu EDUKATIF : JURNAL ILMU PENDIDIKAN COLLASE (Creative of Learning Students Elementary Education) Attractive : Innovative Education Journal Didaktik : Jurnal Ilmiah PGSD STKIP Subang Ta'lim al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban JOLLT Journal of Languages and Language Teaching Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI) Kalam Cendekia: Jurnal Ilmiah Kependidikan ACADEMIA: Jurnal Inovasi Riset Akademik Humantech : Jurnal Ilmiah Multidisiplin Indonesia Bulletin of Science Education Bulletin of Community Engagement JURNAL LENTERA KARYA EDUKASI: Jurnal Pengabdian Kepada Masyarakat Sivitas : Jurnal Pengabdian dan Pemberdayaan Masyarakat Didaktis: Proseding Seminar Nasional Pendidikan Dasar Indonesian Journal of Community Services in Engineering & Education (IJOCSEE) Progressive of Cognitive and Ability Jurnal Bastra (Bahasa dan Sastra) Jurnal Basicedu Journal of Language and Literature Studies Alinea: Jurnal Bahasa, Sastra, dan Pengajaran PEDADIDAKTIKA: Jurnal Ilmiah Pendidikan Guru Sekolah Dasar Amal Ilmiah: Jurnal Pengabdian Kepada Masyarakat GEMBIRA (Pengabdian Kepada Masyarakat) Journal of Innovative and Creativity Journal of Indonesian Primary School Education Curiosity Jurnal Ragam Pengabdian Edubiotik : Jurnal Pendidikan, Biologi dan Terapan Journal of Educational Studies Jurnal Pacu Pendidikan Dasar Lentera Negeri Jurnal Abmas
Neneng Sri Wulan
Universitas Pendidikan Indonesia
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Energy Engineering Environmental Science Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Public Health Social Sciences Transportation Other

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Pengaruh Metode Struktur Analitik Sintetik (SAS) Berbantuan Media Book Creator terhadap Kemampuan Membaca Permulaan Siswa: The Effect of the Structural Analytic Synthetic (SAS) Method Assisted by Book Creator on Students’ Beginning Reading Skills Annisa Nafira; Neneng Sri Wulan; Primanita Sholihah Rosmana
Jurnal Bastra (Bahasa dan Sastra) Vol. 11 No. 4 (2026): JURNAL BASTRA EDISI OKTOBER 2026
Publisher : Program Studi Pendidikan Bahasa dan Sastra Indonesia, FKIP, Universitas Halu Oleo Kampus Bumi Tridharma Andounohu Kendari, Provinsi Sulawesi Tenggara – Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36709/bastra.v11i4.1604

Abstract

Penelitian ini mengkaji pengaruh metode Struktur Analitik Sintetik (SAS) berbantuan media Book Creator terhadap kemampuan membaca permulaan siswa. Kajian ini dilatarbelakangi oleh rendahnya kemampuan membaca siswa kelas awal sekolah dasar, khususnya dalam mengenal huruf dan membaca kata sederhana. Penelitian ini bertujuan mengetahui pengaruh metode SAS berbantuan Book Creator serta membandingkan efektivitasnya dengan metode eja. Penelitian menggunakan pendekatan kuantitatif dengan desain kuasi eksperimen tipe nonequivalent control group. Partisipan penelitian berjumlah 64 siswa kelas I SD Negeri Cempaka Baru 12, terdiri atas kelas eksperimen dan kelas kontrol. Data dikumpulkan melalui tes membaca permulaan berdasarkan empat indikator, yaitu mengenal huruf, membaca kata bermakna, membaca kata tak bermakna, dan menyimak. Data dianalisis menggunakan statistik deskriptif, uji normalitas, uji homogenitas, independent sample t-test, regresi linear sederhana, dan N-Gain. Hasil penelitian menunjukkan bahwa kelas eksperimen memperoleh skor posttest dan N-Gain lebih tinggi dibandingkan kelas kontrol, dengan perbedaan yang signifikan. Dengan demikian, metode SAS berbantuan Book Creator efektif meningkatkan kemampuan membaca permulaan siswa.
Profil working memory anak sekolah dasar: kesenjangan encoding-retrieval pada stimulus video animasi naratif Sabrina Jelita; Neneng Sri Wulan; Indah Nurmahanani
Lentera Negeri Vol. 7 No. 1 (2026): Lentera Negeri
Publisher : Indonesian Institute For Counseling, Education and Therapy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/993370

Abstract

Penelitian ini bertujuan menganalisis profil short-term memory (STM) siswa kelas IV sekolah dasar berdasarkan enam indikator STM setelah menyaksikan video animasi dongeng berdurasi 73 detik. Penelitian menggunakan desain deskriptif kuantitatif dengan pendekatan cross-sectional, melibatkan 43 siswa dari dua sekolah dasar swasta yang dipilih menggunakan teknik total sampling (sensus) karena populasi terjangkau memang terbatas pada jumlah tersebut. Data dikumpulkan menggunakan Instrumen Esai Enam Indikator STM (IEEI-STM) yang telah divalidasi melalui expert judgment dan diuji reliabilitasnya menggunakan koefisien Cronbach's alpha (α=0,691). Data dianalisis menggunakan statistik deskriptif (mean, standar deviasi, dan distribusi frekuensi) dengan bantuan JASP versi 0.18. Hasil penelitian menunjukkan rata-rata skor STM siswa sebesar 13,40 dari skor maksimal 18, dengan 95,3% siswa berada pada kategori Baik hingga Sangat Baik. Indikator encoding memperoleh capaian tertinggi (M=2,93; SD=0,26; 97,7%), sedangkan retrieval memperoleh capaian terendah (M=1,86; SD=0,80; 62,0%), dan perbedaan tersebut terbukti signifikan secara statistik berdasarkan Wilcoxon Signed-Rank Test (z=-5,21; p<0,001; r=0,79). Temuan ini mengindikasikan bahwa keberhasilan siswa dalam menerima informasi belum tentu diikuti oleh kemampuan memanggilnya kembali secara akurat, sehingga pembelajaran berbasis video perlu disertai strategi penguatan seperti retrieval practice.
Analisis Penerapan Pembelajaran Multiliterasi Di Sekolah Dasar Fanny Rahmasari; Farah Firdausa Muchtar; Siti Nadhifa Imtinan; Zahidah Nurul Kamilah; Neneng Sri Wulan
EduCurio: Education Curiosity Vol 1 No 2 (2023): Maret-Juni 2023
Publisher : Yayasan Pendidikan Tanggui Baimbaian

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

Abstract

Adanya pendidikan multiliterasi ini merupakan suatu jawab dari adanya tantangan pendidikan di abad ke 21 yang semuanya berbasis digital dan bersinggungan langsung dengan Internet. Multiliterasi merupakan suatu konsep pendidikan dan pembelajaran yang bersifat multibudaya, multikonteks, dan multimedia yang keberadaannya dapat diterapkan pada kurikulum yang berlaku di Indonesia. Pembelajaran multiliterasi merupakan paradigma baru dalam pembelajaran literasi. Pada dasarnya, pembelajaran multiliterasi mengajarkan siswa untuk berkemampuan dalam berbagai bentuk literasi, antara lain literasi visual, literasi digital, literasi informasi, literasi media, dan literasi kritis. Ini berarti siswa tidak hanya belajar membaca dan menulis dengan teks cetak tradisional, tetapi juga menggunakan gambar, grafik, audio, video, dan media interaktif lainnya dalam memahami dan menyampaikan informasi. Penelitian ini bertujuan untuk mengetahui bagaimana penerapan pembelajaran multiliterasi di sekolah dasar dengan jenis penelitian deskriptiftif kualitatif dan pendekatan studi kasus dengan teknik pengumpulan data berupa observasi dan wawancara yang ditujukan kepada guru. Hasil wawancara dari ke empat narasumber diatas, dapat disimpulkan bahwa pembelajaran multiliterasi yang telah diterapkan di sekolah berdampak baik bagi tumbuh kembang kemampuan literasi peserta didik. Selain itu, banyak manfaat yang didapatkan peserta didik.
Song-Based English Learning in Elementary Schools: A Systematic Literature Review Gultom, Holy Angelica Hot Mauli; Sari, Nadia Tiara Antik; Wulan, Neneng Sri
Journal of Language and Literature Studies Vol. 6 No. 3 (2026): September
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jolls.v6i3.5647

Abstract

Research on song-based English learning in elementary schools has developed significantly in recent years because songs are considered capable of creating an enjoyable learning atmosphere, increasing students’ motivation, and helping students master basic English skills. However, studies related to the use of songs in English learning are still scattered across various publications, so they have not yet provided a comprehensive overview of research trends, research focuses, methodological characteristics, learning strategies, and research gaps that can still be further developed. Therefore, this study aims to analyze the development of research on song-based English learning in elementary schools during the 2015-2025 period. This study employed the Systematic Literature Review (SLR) method guided by PRISMA 2020. The literature search process was conducted through Google Scholar and Scopus databases using keywords relevant to the research topic. Articles were selected based on inclusion and exclusion criteria, including publication years 2015–2025, research focus, participants, research design, and availability of full-text articles. The data were analyzed descriptively through the stages of identification, selection, quality assessment, data extraction, and data synthesis. The results showed that the main research focuses were vocabulary mastery, listening and speaking skills, pronunciation, and students’ learning motivation. The methodological characteristics of the studies were generally dominated by quantitative and qualitative approaches with simple experimental and descriptive designs. In addition, the learning strategies used tended to be interactive, enjoyable, and student-centered through singing activities, lyric repetition, audio media, and physical movements. The findings indicate that the use of songs has a positive impact on students’ English skills, motivation, and engagement in the learning process. However, studies related to writing skills, grammar, authentic communication, and digital technology integration are still limited and can become opportunities for future research. This study is expected to serve as a reference for developing more innovative English learning practices in elementary schools.
The Effect of the RADEC Learning Model Assisted by Children's Fiction Stories on Elementary Students' Literary Literacy Kinkin Mustika Dewi; Wahyu Sopandi; Neneng Sri Wulan
Journal of Educational Studies Vol. 4 No. 3 (2026): October
Publisher : Lembaga Bale Literasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/jes.v4i3.4214

Abstract

Literary literacy requires students to do more than retrieve information from stories; they need to construct meaning, interpret literary experiences, evaluate values, and produce creative responses. This study examined the effect of the RADEC (Read, Answer, Discuss, Explain, and Create) learning model assisted by children's fiction stories on elementary students' literary literacy. A quasi-experimental nonequivalent control-group design involved 46 fifth-grade students (23 experimental; 23 control) at SDN 7 Ciseureuh, Purwakarta, Indonesia. Data were collected using a literary literacy test, classroom observation, and documentation. Descriptive statistics, assumption tests, an independent-samples t-test, normalized gain (N-Gain), and Cohen's d were used. The experimental group increased from M = 42.61 (SD = 10.10) to M = 86.85 (SD = 7.20), whereas the control group increased from M = 40.76 (SD = 9.25) to M = 81.30 (SD = 8.49). N-Gain was 76.30% (high) in the experimental group and 66.47% (moderate) in the control group. The post-test difference was statistically significant, t(44) = -2.206, p = .033, with Cohen's d = 0.70, indicating a medium practical effect. RADEC implementation was very good, increasing from 87.50% to 95.00%.RADEC assisted by children's fiction stories provides a meaningful and practically effective approach for developing elementary students' literary literacy. Its novelty lies in integrating the five RADEC stages with children's fiction and measuring literary literacy across comprehension, interpretation, evaluation, and creation.
Constructing Communicative Interaction in an Elementary EFL Program: A Case Study of ‘A Day With A Native Speaker’ in Indonesia Mila Inayah; Nadia Tiara Antik Sari; Neneng Sri Wulan
JOLLT Journal of Languages and Language Teaching Vol. 14 No. 4 (2026): October
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v14i4.21403

Abstract

English as a Foreign Language (EFL) learning at the elementary school level requires authentic opportunities for interaction to support students' communicative competence. However, opportunities to use English in real-world communication remain relatively limited in EFL contexts. This study aims to explore how communicative interactions are constructed through the A Day with Native Speaker program at SDS Labschool UPI Purwakarta, Indonesia. This qualitative case study involved 362 bilingual students from Grades 1–6, aged 6–13 years, who participated in the two-day program conducted for approximately five hours per day, along with one native speaker and one bilingual program coordinator. Data were collected through observations of program activities, semi-structured interviews with two upper-grade students, one native speaker, and one bilingual program coordinator, and documentation, and were analyzed using the interactive analysis model of Miles, Huberman, and Saldaña through data condensation, data presentation, and conclusion drawing. The findings show that communicative interactions were constructed through five interrelated components: active participation, comprehensible input, negotiation of meaning, interactional feedback, and confidence development. Students participated actively in authentic communication, while comprehensible input was supported through language adjustment, gestures, intonation, and contextual support. Negotiation of meaning occurred through clarification and confirmation, while interactional feedback supported continued communication without disrupting the interaction. These processes were dynamically interconnected and were associated with students' confidence in using English. Based on these findings, a context-specific cyclical conceptual model was developed to illustrate the dynamic relationships among the five components that support communicative interaction and students' communicative competence.
PENGARUH METODE READING GUIDE BERBANTUAN MEDIA LITERACY CLOUD TERHADAP KETERAMPILAN MEMBACA PEMAHAMAN SISWA SEKOLAH DASAR Aulia Nurul Azizah; Neneng Sri Wulan; Primanita Sholihah Rosmana
ACADEMIA: Jurnal Inovasi Riset Akademik Vol. 6 No. 4 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/academia.v6i4.12237

Abstract

The reading comprehension skills of fourth-grade elementary school students remain relatively low due to the limited use of structured learning methods and optimal digital media. This study aims to examine the effect of the Reading Guide method assisted by Literacy Cloud on students' reading comprehension skills and to compare its improvement with the KWL method. This study employed a quantitative approach with a quasi-experimental design. The research subjects consisted of two classes: an experimental class that received the Reading Guide method assisted by Literacy Cloud and a control class that received the KWL method assisted by Literacy Cloud. Data were collected through a pretest, treatment, and posttest, and were subsequently analyzed using N-Gain and an independent samples t-test. The results showed that the mean score of the experimental class increased from 65.34 to 84.66, with an N-Gain score of 0.56, categorized as moderate, while the control class increased from 59.83 to 76.72, with an N-Gain score of 0.42, also categorized as moderate. The independent samples t-test yielded a significance value (Sig. 2-tailed) of 0.003 (< 0.05), indicating a significant difference between the posttest results of the two classes. The findings indicate that the Reading Guide method assisted by Literacy Cloud produced higher reading comprehension outcomes than the KWL method assisted by the same media.
Penerapan Model Pembelajaran problem Based Learning (PBL) Berbantuan Media Audio Visual Terhadap Kemampuan Menyimak Cerita Fiksi Siswa Di Sekolah Dasar Azeera Azeera; Neneng Sri Wulan; Nadia Tiara Antik Sari
Progressive of Cognitive and Ability Vol. 3 No. 4 (2024)
Publisher : EDUPEDIA Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/jpr.v3i4.1060

Abstract

enelitian ini bertujuan untuk mengetahui: (1) proses pembelajaran menyimak dengan menggunakan model pembelajaran Problem Based Learning (PBL) berbantuan media audio visual pada siswa kelas V SDN 01 Karangmekar. (2) kemampuan menyimak siswa kelas V SDN 01 Karangmekar dengan menggunakan model pembelajaran Problem Based Learning (PBL) berbantuan media audio visual. Desain yang digunakan dalam penelitian ini adalah desain penelitian tindakan kelas model Kemmis & Mc. Taggart yang terdiri dari perencanaan, tindakan, observasi, dan refleksi. Penelitian ini berlangsung selama 2 siklus yang diawali dengan prasiklus. Metode pengumpulan data yang digunakan adalah observasi dan tes. Hasil penelitian menunjukkan bahwa penerapan model pembelajaran berbasis masalah berbantuan media audio visual dapat meningkatkan kemampuan menyimak cerita fiksi siswa kelas V SDN Karangmekar 01. Hasil penelitian menunjukkan bahwa penerapan model pembelajaran berbasis masalah berbantuan media audio visual dapat meningkatkan kemampuan menyimak cerita fiksi siswa kelas V SDN Karangmekar 01. Pada siklus I diperoleh rata-rata 64% dan pada siklus II sebesar 81%, peningkatan yang diperoleh sebesar 17%. Dapat disimpulkan bahwa model pembelajaran problem based learning berbantuan media audio visual dapat meningkatkan kemampuan menyimak cerita fiksi siswa di sekolah dasar.
Co-Authors Acep Ruswan Ahmad Rizal Jalaludin Alifah, Azizah Nur Alindra, Afridha Laily Althamiranda, Alfira Anggita Okthaviani Anggraeni Wishnu Ramadhianty Ani Utami Anita Rahmawati Annisa Nafira Arni Rizkiah Aulia, Fariza Nur Ayang Ranisa Rahma Ayuni, Farihah Azeera Azeera Azizah, Nurul Caturiasari, Jennyta D Wahyudin D Wahyudin D Wahyudin Dhea Resti Fauziah Dhya Ariz Azizah Dian Aidilafitri Dian Aidilafitri Dwi Anisa Haftani Dwi Anisa Haftani Dwi Anisa Haftani Dwiyanti, Intan Ela Azizah Ela Azizah Elli Suharti Erna Suwangsih Erna Suwangsih Erna Suwangsih Erna Suwangsih, Erna Fanny Rahmasari Farah Firdausa Muchtar Fauziyah, Nisa Nur Febrina Nur Giyantika Febrina Nur Giyantika Firra Dwi Nur’Ani Fitri Nuraeni Friseza Nayla Aribah Zahra Gultom, Holy Angelica Hot Mauli Hafiziani Eka Putri, Hafiziani Eka Hamidah Mujaddidah Hanifah Auliah Hanifah Auliah Herlina, Pani Hikmatunisa, Nenden Permas Hisny Fajrussalam Ida Sumiati Ida Sumiati Iik Nurulpaik Indah Nurmahanani Indra Nugrahayu Taufik Indradewa, Rhian Ismail, Zawawi Bin Jati, Andina Aisyah Eka Jubaedah Fitri Anjani Jubaedah Fitri Anjani Kasmad, Mamad Kinkin Mustika Dewi Malasari Mamad Kasmad Mega Rosafina Mila Inayah Muhammad Agni Imanulloh Muhammad Agni Imanulloh Nadia Tiara Antik Sari Nadia Tiara Antik Sari Najayanti Najayanti Nenden Permas Hikmatunisa Neng Wida Qudrotilah Neng Wida Qudrotilah Neng Wida Qudrotillah Nova Indah Permatasari Nova Mira Rizky Wulandari Novi Wulansari Nurhikmah, Juliana Nurrohmat, Titin Nursela Dian Nursela Dian Patimah3 Nurul Fitri Handini Nurul Ilmi Nurussama, Alfiana Pelangi Sasih Oktobar Pelangi Sasih Oktobar Permas Hikmatunisa, Nenden Primanita Sholihah Rosmana Prisscillia Magdalena Putri Puji Rahayu Puji Rahayu Purnamasari, Mita Putri, Azzahra Elisa Rafiqoh Nurul Ardiana Rahayu, Teten Ginanjar Rahel Sonia Ambarita Rahmawati, Hanny Ramdani, Maulana Ravy, Hun Retti Yuwidha Rina Heryani Riska Trisnawati Ruswan, Acep Sabrina Jelita Sani, Rifa sanusi, Anwar Sari, Nadia Tiara Antik Sarizaen, Fiksi Kirana Saufha Mulyani Shanty Sulistyaningrum Silvania Nur Jannatin Aliyah Sintia Ulhaq Siti Nadhifa Imtinan Sivania Nur Jannatin Slamet Yani Budhiyati Srie Mulyani Srie Mulyani Srie Mulyani, Srie Suharti, Elli Sukmawati, Vika Andria Sutardi, Salsa Luthfianti Syarif Hendriana Syarif Hendriana Syarif Hendriana Tazqiyah Rimba Mazid Nugraha Teten Ginanjar Rahayu Thifana, Agitya Ratu Tiara Yogiarni Tiurlina Tiurlina Wahyu Sopandi Wahyudin, D Wina Mustikaati Wulan, Hisny Fajrusalam Wulandari Wulandari Wulandari Wulandari Wulandari Wulandari Yayan M.A Nurbayan Yogiarni, Tiara Yupi Yuliawati Yuwan Fijar Anugrah Zaenudin Zaenudin Zaenudin Zaenudin Zaenudin Zaenudin Zahidah Nurul Kamilah