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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar JURNAL PENDIDIKAN TAMBUSAI JPMI (Jurnal Pembelajaran Matematika Inovatif) Abdimas Galuh: Jurnal Pengabdian Kepada Masyarakat Didaktik : Jurnal Ilmiah PGSD STKIP Subang ELEMENTARY : Jurnal Inovasi Pendidikan Dasar Jurnal Inovasi, Evaluasi dan Pengembangan Pembelajaran (JIEPP) Jurnal Penyuluhan Agama Jurnal Kiprah Pendidikan JURNAL MUARA PENDIDIKAN JURNAL TUNAS PENDIDIKAN JGK (Jurnal Guru Kita) Journal of Innovative and Creativity Bhineka Tunggal Ika: Kajian Teori dan Praktik Pendidikan PKn Inovasi Sekolah Dasar: Jurnal Kajian Pengembangan Pendidikan
Khoirunnisa Khoirunnisa
PGSD FKIP Universitas Jambi
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Nursing Social Sciences Other

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MENINGKATKAN KETERAMPILAN SOSIAL DENGAN MENGGUNAKAN MODEL PEMBELAJARAN DISCOVERY LEARNING PADA MATA PELAJARAN IPAS MATERI INDONESIAKU KAYA BUDAYA UNTUK PESERTA DIDIK KELAS IV SDN 80/1 MUARA BULIAN Revina Voseka Revina; Muhammad Sofwan; Khoirunnisa
Jurnal Tunas Pendidikan Vol. 7 No. 2 (2025): JURNAL TUNAS PENDIDIKAN
Publisher : LPPM Universitas Muhammadiyah Muara Bungo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52060/pgsd.v7i2.2028

Abstract

This research aims to describe the implementation of the Discovery Learning learning model in improving social skills for class IV students in the science and science subject My Indonesia Rich Culture Material at SDN 80/1 Muara Bulian. Based on the results of initial research observations, it was found that at SDN 80/1 Muara Bulian in Class IV, the social skills possessed by students were still low. It was seen that there was a lack of collaboration or cooperation between students and there were still many students who used rude language towards their friends. Class Action Research (PTK) consists of 2 cycles with each cycle having 2 meetings where data is taken from the teacher's implementation observation sheet in implementing the Discovery Learning learning model and the student's social skills observation sheet. This research was carried out in 4 stages, namely planning, implementation, observation and reflection. The research results show that the application of the Discovery Learning model in science learning has resulted in a significant increase in students' social skills. Initially, social skills were at the level of 56.42% in the first cycle, but increased to 76.22% in the second cycle. Thus, it can be concluded that the implementation of the Discovery Learning model in science and science learning has succeeded in improving the social skills of class IV elementary school students.
VALIDITAS MODUL DIGITAL BERBASIS CANVA PADA PLATFORM HEYZINE FLIPBOOK DENGAN PENDEKATAN DEEP LEARNING MATERI SUMBER ENERGI KELAS III SD Ester Sinurat; Faizal Chan; Khoirunnisa Khoirunnisa
ELEMENTARY: Jurnal Inovasi Pendidikan Dasar Vol. 6 No. 2 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/elementary.v6i2.9517

Abstract

Science learning at the elementary school level requires the availability of teaching materials that are able to present concepts concretely, contextually, and in line with the developmental stages of students' learning. However, the teaching materials used in third-grade science learning are still dominated by printed modules that tend to be textual and lack interactivity, so they do not fully support conceptual understanding, especially in the material on energy sources. This research is directed at developing and assessing the feasibility of a Canva-based digital module published through the Heyzine Flipbook platform by integrating a deep learning approach in third-grade science learning in elementary school. The method applied is Research and Development (R&D) with the ADDIE model that includes the stages of analysis, design, development, implementation, and evaluation, but the implementation of the research is limited to the development stage because the focus of the study is on testing the validity of the product. The digital module was designed using the Canva application and presented in the form of an interactive digital book through the Heyzine Flipbook platform. The product assessment stage involved three experts, namely a material expert, a language expert, and a media expert, with a five-level Likert scale questionnaire instrument. The data obtained were analyzed using a percentage technique to determine the level of module validity. The results of the study indicate that the digital module is categorized as very valid in all assessment aspects, including the feasibility of the material, language, and media, with an average validity level of 95.44%. Therefore, the resulting digital module is considered suitable for use as a science and science teaching material on energy sources for third-grade elementary school students. However, this study has not included practicality and effectiveness tests, so further research is needed to examine its application in classroom learning. ABSTRAKPembelajaran IPAS pada jenjang sekolah dasar menuntut ketersediaan bahan ajar yang mampu menyajikan konsep secara konkret, kontekstual, serta selaras dengan tahap perkembangan belajar peserta didik. Namun, bahan ajar yang digunakan pada pembelajaran IPAS kelas III masih didominasi oleh modul cetak yang cenderung bersifat tekstual dan minim interaktivitas, sehingga belum sepenuhnya mendukung pemahaman konsep, khususnya pada materi sumber energi. Penelitian ini diarahkan untuk mengembangkan sekaligus menilai tingkat kelayakan modul digital berbasis Canva yang dipublikasikan melalui platform Heyzine Flipbook dengan mengintegrasikan pendekatan deep learning dalam pembelajaran IPAS kelas III sekolah dasar. Metode yang diterapkan adalah Research and Development (R&D) dengan model ADDIE yang mencakup tahapan analysis, design, development, implementation, dan evaluation, namun pelaksanaan penelitian dibatasi hingga tahap development karena fokus kajian berada pada pengujian validitas produk. Modul digital dirancang menggunakan aplikasi Canva dan disajikan dalam bentuk buku digital interaktif melalui platform Heyzine Flipbook. Tahap penilaian produk melibatkan tiga pakar, yaitu ahli materi, ahli bahasa, dan ahli media, dengan instrumen angket skala Likert lima tingkat. Data yang diperoleh dianalisis menggunakan teknik persentase untuk mengetahui tingkat validitas modul. Hasil penelitian menunjukkan bahwa modul digital berada pada kategori sangat valid pada seluruh aspek penilaian, meliputi kelayakan materi, kebahasaan, dan media, dengan rata-rata tingkat kevalidan sebesar 95,44%. Oleh karena itu, modul digital yang dihasilkan dinilai layak dimanfaatkan sebagai bahan ajar IPAS materi sumber energi bagi peserta didik kelas III sekolah dasar. Meskipun demikian, penelitian ini belum mencakup uji kepraktisan dan efektivitas sehingga diperlukan penelitian lanjutan untuk mengkaji penerapannya dalam pembelajaran di kelas.
VALIDITAS E-MODUL INTERAKTIF HEYZINE FLIPBOOK DENGAN PENDEKATAN DEEP LEARNING PADA MATERI SIKLUS HIDUP HEWAN KELAS III SD Romian Perangin-angin; Faizal Chan; Khoirunnisa Khoirunnisa
ELEMENTARY: Jurnal Inovasi Pendidikan Dasar Vol. 6 No. 2 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/elementary.v6i2.9519

Abstract

This study aims to develop an interactive e-module based on the Heyzine Flipbook as well as evaluate its level of validity by applying Deep Learning approaches to elementary school grade III animal life cycle materials. The methods used are research and development (Research and Development) with the stages of development referring to ADDIE model which includes analysis, design, development, limited implementation and evaluation. The assessment of product viability is done through validation by linguists, subject matter experts and media experts using the validation sheet instrument. The validation result data is descriptively analyzed by converting the assessment score into a percentage to determine the product validity category. The results of the study showed that the developed interactive e-modules achieved a very high level of validity, with an assessment percentage of 97.78% linguists, 95.56% subject matter experts and 97,50% media experts as well as an overall average of 96.92%. Reviewed from the linguistic aspect, e-modules are assessed using a language that is easy to understand, communicative and appropriate for learner development. From the material aspect, e-module contents have been organized in line with curriculum, learning reach and learning objectives of IPAS grade III. While from the media aspect, visual displays, navigation systems and interactive features are judged to support active and meaningful learning. Therefore, Heyzine Flipbook-based interactive e-modules with Deep Learning approach were declared to be suitable for use as learning media of IPAS grade III primary school. ABSTRAKPenelitian ini bertujuan untuk mengembangkan e-modul interaktif berbasis Heyzine Flipbook serta menelaah tingkat validitasnya dengan menerapkan pendekatan Deep Learning pada materi siklus hidup hewan kelas III sekolah dasar. Metode yang digunakan adalah penelitian dan pengembangan (Research and Development) dengan tahapan pengembangan mengacu pada model ADDIE yang mencakup analisis, perancangan, pengembangan, implementasi terbatas, dan evaluasi. Penilaian kelayakan produk dilakukan melalui validasi oleh ahli bahasa, ahli materi, dan ahli media menggunakan instrumen lembar validasi. Data hasil validasi dianalisis secara deskriptif dengan mengubah skor penilaian ke dalam bentuk persentase guna menentukan kategori kevalidan produk. Hasil penelitian menunjukkan bahwa e-modul interaktif yang dikembangkan memperoleh tingkat validitas sangat tinggi, dengan persentase penilaian ahli bahasa sebesar 97,78%, ahli materi 95,56%, dan ahli media 97,50%, serta rata-rata keseluruhan sebesar 96,92%. Ditinjau dari aspek kebahasaan, e-modul dinilai menggunakan bahasa yang mudah dipahami, komunikatif, dan sesuai dengan perkembangan peserta didik. Dari aspek materi, isi e-modul telah disusun selaras dengan kurikulum, capaian pembelajaran, dan tujuan pembelajaran IPAS kelas III. Sementara dari aspek media, tampilan visual, sistem navigasi, dan fitur interaktif dinilai mampu mendukung pembelajaran yang aktif dan bermakna. Oleh karena itu, e-modul interaktif berbasis Heyzine Flipbook dengan pendekatan Deep Learning dinyatakan layak digunakan sebagai media pembelajaran IPAS kelas III sekolah dasar.
UJI VALIDITAS BAHAN AJAR BERBASIS DEEP LEARNING BERBANTUAN HEYZINE FLIPBOOK MATERI KERAGAMAN BUDAYA INDONESIA KELAS IV Husnul Khatimah; Faizal Chan; Khoirunnisa Khoirunnisa
ELEMENTARY: Jurnal Inovasi Pendidikan Dasar Vol. 6 No. 2 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/elementary.v6i2.9526

Abstract

Digital transformation in education demands flexible, interactive learning focused on developing 21st-century competencies. However, preliminary research conducted in fourth-grade students at SD 182/I Hutan Lindung (Protected Forest Elementary School) showed that the current teaching materials are still general, teacher-centered, and not tailored to the needs and characteristics of students. The materials have not optimally integrated deep learning, and the use of digital technology is still limited, resulting in one-way learning and minimal student participation. This results in the delivery of Indonesian Cultural Diversity material being textual, lacking contextual and visual elements. This results in low student enthusiasm, focus, and activeness in asking questions and discussing, and a lack of in-depth understanding of the material. These conditions cause the learning process to be one-way and not contextual and visual. As a result, students are less enthusiastic, active, and understand the subject matter. This study aims to test the validity of deep learning-based teaching materials assisted by flipbook heyzine on Indonesian Cultural Diversity material for fourth-grade elementary school students. This study uses a Research and Development (R&D) approach with the ADDIE model, which includes the stages of analysis, design, development, implementation, and evaluation. The validation process was carried out by material experts, linguists, and design experts using a validation sheet as a research instrument. The data obtained were analyzed using quantitative and qualitative analysis techniques. The results showed that the validation of material experts obtained an average value of 4.90, validation of linguists was 4.88, and validation of design experts was 4.89, all of which were in the very valid category. Thus, the deep learning-based teaching material assisted by heyzine flipbooks was declared very valid and suitable for use in learning the material of Indonesian Cultural Diversity in grade IV of elementary school and can be continued to the implementation stage to test its practicality and impact on learning outcomes. ABSTRAKTransformasi digital dalam dunia pendidikan menuntut pembelajaran yang fleksibel, interaktif, dan berfokus pada pengembangan kompetensi abad ke-21. Namun, penelitian awal yang dilakukan di kelas IV SD 182/I Hutan Lindung, menunjukkan bahwa, bahan ajar yang digunakan saat ini masih bersifat umum, teacher-centered, dan belum disesuaikan dengan kebutuhan serta karakteristik peserta didik. Materi belum mengintegrasikan deep learning secara optimal dan pemanfaatan teknologi digital masih terbatas, sehingga pembelajaran cenderung satu arah dan minim partisipasi siswa. Hal ini menyebabkan penyampaian materi Keragaman Budaya Indonesia masih tekstual, kurang kontekstual dan visual, sehingga antusiasme, fokus, dan keaktifan siswa dalam bertanya maupun berdiskusi rendah, serta pemahaman terhadap materi belum berkembang secara mendalam. Kondisi tersebut menyebabkan proses pembelajaran menjadi satu arah dan tidak kontekstual dan visual. Akibatnya, peserta didik kurang antusias, aktif, dan memahami materi pelajaran. Penelitian ini bertujuan untuk menguji validitas bahan ajar berbasis deep learning berbantuan heyzine flipbook pada materi Keragaman Budaya Indonesia untuk peserta didik kelas IV sekolah dasar. Penelitian ini menggunakan pendekatan Research and Development (R&D) dengan model ADDIE yang meliputi tahap analisis, desain, pengembangan, implementasi, dan evaluasi. Proses validasi dilakukan oleh ahli materi, ahli bahasa, dan ahli desain dengan menggunakan lembar validasi sebagai instrumen penelitian. Data yang didapat dianalisis menggunakan teknik analisis kuantitatif dan kualitatif. Hasil penelitian menunjukkan bahwa validasi ahli materi memperoleh nilai rata-rata sebesar 4,90, validasi ahli bahasa sebesar 4,88, dan validasi ahli desain sebesar 4,89, yang seluruhnya berada pada kategori sangat valid. Dengan demikian, bahan ajar berbasis deep learning berbantuan heyzine flipbook dinyatakan sangat valid dan layak digunakan dalam pembelajaran materi Keragaman Budaya Indonesia di kelas IV sekolah dasar dan dapat dilanjutkan pada tahap implementasi untuk menguji kepraktisan serta dampaknya terhadap capaian belajar.
VALIDITAS MODUL DIGITAL INTERAKTIF BERBANTUAN HEYZINE FLIPBOOK BERPENDEKATAN DEEP LEARNING MATERI SIFAT CAHAYA KELAS V Widia Lestari Manurung; Faizal Chan; Khoirunnisa Khoirunnisa
ELEMENTARY: Jurnal Inovasi Pendidikan Dasar Vol. 6 No. 2 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/elementary.v6i2.9527

Abstract

The development of an interactive digital module supported by Heyzine Flipbook and incorporating a deep learning approach aims to describe its validity level in IPAS instruction on the topic of light properties for fifth-grade elementary school students. This study employed a Research and Development (R&D) method using the ADDIE development model; however, the process was limited to the development stage because the study focused solely on evaluating product feasibility through expert validation, without conducting small-group or large-group trials. The analysis stage was carried out to identify learning needs, student characteristics, and problems encountered in IPAS learning on the topic of light properties. The design stage included outlining the module structure, preparing deep learning-based material, and designing an interactive module display using Heyzine Flipbook. The development stage involved developing the module based on the design and validating it by language, content, and media experts using validation sheets. The results showed that the module was categorized as very valid, with validity percentages of 96% for language aspects, 98% for content aspects, and 90% for media aspects. Therefore, the Heyzine Flipbook-assisted interactive digital module is highly feasible for use in IPAS learning on the topic of light properties in grade V elementary school. ABSTRAKPengembangan modul digital interaktif berbantuan Heyzine Flipbook dengan pendekatan deep learning ini bertujuan untuk mendeskripsikan tingkat validitasnya pada pembelajaran IPAS materi sifat cahaya bagi siswa kelas V Sekolah Dasar. Metode yang digunakan adalah Research and Development (R&D) dengan model pengembangan ADDIE, namun prosesnya dibatasi sampai tahap development karena fokus kajian hanya pada penilaian kelayakan produk melalui validasi ahli, tanpa uji coba kelompok kecil maupun kelompok besar. Tahap analysis dilakukan untuk mengidentifikasi kebutuhan pembelajaran, karakteristik siswa, serta permasalahan yang muncul dalam pembelajaran IPAS pada materi sifat cahaya. Tahap design meliputi perancangan struktur modul, penyusunan materi berbasis deep learning, dan desain tampilan interaktif menggunakan Heyzine Flipbook. Tahap development mencakup pengembangan modul sesuai rancangan dan validasi oleh ahli bahasa, ahli materi, serta ahli media menggunakan lembar validasi. Hasil validasi menunjukkan modul berada pada kategori sangat valid dengan persentase aspek bahasa 96%, aspek materi 98%, dan aspek media 90%. Dengan demikian, modul digital interaktif berbantuan Heyzine Flipbook dinyatakan sangat layak digunakan dalam pembelajaran IPAS materi sifat cahaya di kelas V Sekolah Dasar.
KENDALA GURU DALAM MENGAJARKAN MEMBACA PEMAHAMAN PADA SISWA KELAS TINGGI DENGAN MINAT BACA RENDAH DI SD NEGERI 187/I TERATAI Maulidia Alqanita; Deva Merlin Claudia; Cahya Karinna; Khoirunnisa; Silvina Noviyanti
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 02 (2026): Volume 12 Nomor 02, Juni 2026 Published
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i02.13191

Abstract

This study aims to describe the obstacles faced by teachers in teaching reading comprehension to upper-grade elementary school students with low reading interest at SD Negeri 187/I Teratai. This research employed a descriptive qualitative approach through observation and interviews with the fourth-grade teacher, Nursaadatul Fitri. The findings show that the teacher encountered several main challenges, including students’ lack of focus during lessons, passive participation in listening activities, unfamiliarity with reading seriously, and low reading interest. In the teaching process, the teacher used several strategies, such as oral reading, alternating reading, individual reading, rewriting the content of texts, and presenting the written results again to help students understand the reading material. The learning media used included textbooks, storybooks, photocopied materials, and reading resources from the school library. The findings also indicate that students’ low reading interest is influenced by home habits, parental attention, the surrounding environment, and the use of mobile devices. Although the teacher’s efforts have helped improve students’ reading comprehension, the results have not yet been optimal because reading achievement depends not only on the teacher, but also on family support and consistent reading habits.
ANALISIS VARIASI METODE PEMBELAJARAN BAHASA INDONESIA PADA MURID KELAS II SDN 121/I MUARA SINGOAN Mega Afriani Sihite; Nuzul Rahmadani; Ryka Ayu Lestari; Khoirunnisa
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 02 (2026): Volume 12 No. 02, Juni 2026 Produce
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i02.13311

Abstract

This study explores how teaching methods are actually practiced in Indonesian language learning in a second-grade classroom at SDN 121 Muara Singoan. A qualitative descriptive approach was employed through classroom observation and teacher interviews. The findings show that three methods are used: lecture, discussion, and assignment. However, their use is not equally distributed. The lecture method dominates classroom activities and is deliberately chosen by the teacher as an effective way to build students’ basic understanding. In lower-grade classrooms, students still require clear and structured explanations before engaging in more interactive activities. Despite its effectiveness at the initial stage, the extended use of lecture tends to create a one-way learning pattern. Students become more passive, and opportunities for interaction are limited. Discussion appears only in brief question-and-answer sessions, while assignments function mainly as reinforcement. This condition indicates that method variation exists, but its implementation has not yet fully supported active student participation. A more balanced combination of methods is needed to create a learning environment that not only delivers understanding but also encourages engagement.
ANALISIS PENILAIAN PEMBELAJARAN BAHASA INDONESIA PADA SISWA KELAS RENDAH SEKOLAH DASAR Siti Habibah; Irma Sintiya Safitri; Kaysa Ananda; Khoirunnisa; Silvina Noviyanti
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 02 (2026): Volume 12 No. 02, Juni 2026 Produce
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i02.13617

Abstract

This study aims to analyze the implementation of assessment in Indonesian language learning for lower grade elementary students. The research is motivated by the importance of assessment as a tool to measure and improve students' language skills, while in practice it is still not fully optimal. This study uses a qualitative descriptive approach conducted at SDN 198/1 Pasar Baru with a third-grade teacher as the main informant. Data were collected through observation, interviews, and documentation. The results show that the teacher has implemented assessment continuously through process and outcome assessment using written tests and oral questioning. Assessment has also considered students' learning processes and individual development. However, several problems were found, including differences in students' ability levels, limited variation in assessment methods, and unclear instructions during assessment activities. These constraints affect the accuracy and comprehensiveness of assessment results. Therefore, improvements are needed through the use of varied assessment techniques, adaptation of tasks to students’ characteristics, and clearer instructional delivery. Thus, assessment in Indonesian language learning is expected to be more effective, fair, and able to comprehensively reflect students’ language development.
ANALISIS KETERAMPILAN BERBICARA SISWA KELAS I SEKOLAH DASAR DALAM PEMBELAJARAN BAHASA INDONESIA DI SDN 182/I HUTAN LINDUNG Febi Fajriah; Dwi Nirmala Putri; Tya Noviyanti; Khoirunnisa; Silvina Noviyanti; Desi Kornia Sari
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 02 (2026): Volume 12 No. 2, Juni 2026 Public
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i02.13621

Abstract

Language plays a very important role in life. Someone with good language skills will find it easy to communicate with others. Therefore, speaking skills require a process of diligent learning and practice so that a person can master, understand, and apply them optimally. The purpose of this study is to identify and describe students’ speaking skills in Indonesian language classes at the elementary school level. This study employed a descriptive qualitative method; data were collected through observation, semi-structured interviews, and documentation at SDN 182/I Hutan Lindung. The research subjects were the first-grade teacher at SDN 182/I Hutan Lindung and 14 first-grade students. The data analysis stages were conducted through data collection, data reduction, data presentation, and conclusion. The results of the study on the speaking skills of first-grade students at SDN 182/I Hutan Lindung showed that the students’ interest in learning Indonesian was very high, with 13 students liking the lessons and 1 student disliking them. In terms of speaking fluency, 12 students were in the fluent category and 2 students were not yet fluent. The students’ feelings when speaking in front of the class were dominated by negative or anxious feelings (shy/afraid) in 10 students, while 4 students showed positive feelings (brave/happy). In terms of pronunciation accuracy, 9 students were in the good category,
ANALISIS HAMBATAN LITERASI SISWA DALAM PENERAPAN MODEL PROBLEM BASED LEARNING PADA PEMBELAJARAN BAHASA INDONESIA DI KELAS III DI SDN 111/I MUARA BULIAN Putri Patricia Novelina Purba; Shayla Naina Fikria; Sentia Fita Ama; Khoirunnisa; Silvina Noviyanti
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 02 (2026): Volume 12 No. 02, Juni 2026 Produce
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i02.13623

Abstract

This study examines the literacy barriers faced by third-grade students in the implementation of the Problem Based Learning (PBL) model in Indonesian language learning at SDN 111/I Muara Bulian. The problem addressed in this research arises from the mismatch between the demands of PBL, which requires adequate reading and comprehension skills, and the diverse literacy abilities of students. This study aims to analyze the forms of literacy barriers experienced by students during the implementation of PBL. A qualitative descriptive approach was employed, with data collected through classroom observations and teacher interviews. The research subjects consisted of 11 students in class IIIB and one classroom teacher as a supporting informant. Data analysis was conducted using the interactive model of Miles, Huberman, and Saldaña, including data reduction, data display, and conclusion drawing. The findings reveal two main literacy barriers. First, students experience reading fluency difficulties (slow readers), which hinder the efficiency of learning time and disrupt the sequence of PBL activities. Second, students demonstrate low reading comprehension, as they struggle to understand and restate the content of texts, limiting their participation in problem-solving discussions. These two barriers are interconnected, forming a chain that negatively affects the effectiveness of PBL implementation. The study concludes that the success of PBL is not only determined by the teacher’s mastery of instructional strategies but also depends heavily on students’ foundational literacy skills. Therefore, structured literacy scaffolding is necessary prior to implementing PBL to ensure optimal learning outcomes
Co-Authors Afdil Airindu zahratul fajriah Alif Nurkholyah Alifa Dwi Meiyana Amna Ali Andi Gusmaulia Eka Putri Andin Ersa Putri Andy Makarim Falah Anggia Tri Agustina Anggun Saptiani Anisa Saryanti Annisa Rahmadhani Apriliansyah irsan zati arif alfiqri Arini Syafitri Arrum Dwi Wahyuni Asti Amalia Sari Audy Mita Amelina Aulia Rasyifa Azizah Islamiyah Cahya Karinna Chan, Faizal Cindy Deka Ismi Mori Putra Delan niatra Della Enjelina Della Puspita Denada Viqri Desi Kornia Sari Desy Rosmalinda Deva Merlin Claudia Devi Novitasari Anggraini Dewi Fitria Dhesinta Adelya Dwi Nirmala Putri Dwita Resky Ayu Eko Kuntarto Eko Kuntarto Ester Sinurat Fadhilah Raihani Faizal Chan Faizal Chan Farras Sakhira Febi Fajriah Fina Parsyamiati Hafiza Hanatasya Putri Rahman Hendra Budiono Hendra Hendra Husnul Khatimah Ibremi Br Ginting Ifna Mutia Intan Marsela Intan Widya Sari Ira Destria Midasmara Irfan Irfan Irma Sintiya Safitri Irma Suryani Ismi Luthfya Balqis Kaysa Ananda Kristina Oktavia s Lara Gesta Lativa Nur Afriyeni Liana Fitri Liansyah Fitra Lusi Dwi Yanti M. Fattur Rozi M. Miftahul Ulum M. Riski Saputra Marsya Maulidia Alqanita Mega Afriani Sihite Mei Seven Panjaitan Muh Ramadhani Mubaraq Muhammad Sofwan Muhammad Wasito Muhtar Mochamad Solihin Mutiara Ratu Nirmala Nadila Putri Rizkia Nanda Putri Dewi Nara Mayangsari Nova Eliza Nuraini Kumala Suri Nurjanah Nurjanah Nurmalia Dewi Nurzat Ali Nuzul Rahmadani Oliver Chelsea Sitanggang Pinta Uli Panjaitan Puspita Sekar Fadilah Puspitri Mayangsari Putri Patricia Novelina Purba Rahma Andini Sasaki Rahmad Halomoan Raihan Andri Setiawan Rayhan Febriansyah Putra Rayi Arista Mukti Revina Voseka Revina Rian Priyadi Risdaliani Risdalina Romian Perangin-angin Rosyadi, Akhmad Fikri Ryka Ayu Lestari Salsa Puspa Divani Salsabila Zahira Salsabilla Rahma Junita Selsha Juliana Dwi Putri Sentia Fita Ama Septian Alya Hustria Shayla Naina Fikria Shelfi Maydini Shofy Ilaina Silvi Anjeliani Silvia Maharani Silvina Noviyanti Siti Aisyah Siti Habibah Siti Rahayu Sobrini Fauziah Sofinatun hasanah Suci Hayati Syahrial, Syahrial Tetty Barokah Thera Dies Yunizha Tiara Aisyah Ananta Tias Nuraini Tya Noviyanti Ulya Vanni Sulastri Dewi Rumapea Verny Nur Hoiriyah Vita Fathurroyyan Vivi Sahwitri Agustin Widia Lestari Manurung Yantoro, Y Zahro Lailaturrohmah Zahyuni, Violita ⁠Nis Rina Awalia Salsa Bila