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All Journal RETORIKA: Jurnal Bahasa, Sastra, dan Pengajarannya Educatif: Journal of Education Research Didaktik : Jurnal Ilmiah PGSD STKIP Subang Educatif: Journal of Education Research
Sandi Budiana
Universitas Pakuan Bogor
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Pengaruh Literasi Membaca Terhadap Hasil Belajar Subtema Bersyukur Atas Keberagaman Selviyanti Selviyanti; Sandi Budiana; Rini Sri Indriani
Educatif Journal of Education Research Vol 5 No 1 (2023): January
Publisher : Kreasi Teknologi Informasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36654/educatif.v5i1.279

Abstract

Tujuan dari penelitian ini yaitu untuk mengetahui apakah terdapat pengaruh antara Literasi Membaca dengan Hasil Belajar Subtema Bersyukur Atas Keberagaman. Penelitian ini merupakan studi kausal, subyek penelitian ini berjumlah 49 peserta didik kelas IVA dan IVB Sekolah Dasar Negeri Wargasetra 1 Kecamatan Tegalwaru Kabupaten Karawang. Kemudian diambil sampel sebanyak 33 peserta didik yang diperoleh dengan menggunakan rumus Taro Yamane. Pengambilan data dilakukan dengan menggunakan kuisioner angket dan soal pilihan ganda berupa skala likert untuk Literasi Membaca dan soal pilihan ganda untuk Hasil Belajar Bersyukur Atas Keberagaman. Uji validitas instrumen dihitung menggunakan rumus koefisien Product Moment Pearson dan Uji reabilitas menggunakan rumus Alpha Cronbach. Hasil pengujian persyaratan analisis pada uji normalitas menggunakan uji Liliefors menunjukan hasil Lhitung = 0,15 < Ltabel = 0,154 Yang berdistribusi normal. Pada pengujian homogenitas dengan menggunakan uji Fisher, hasilnya menunjukkan Fhitung = 0,4 < Ftabel = 4,14 Yang bersifat homogen. Hasil penelitian ini menunjukkan hubungan positif dan signifikan antara Literasi Membaca dengan Hasil Belajar Subtema Bersyukur Atas Keberagaman dengan adanya pengaruh yang fungsional antara Literasi Membaca dengan Hasil Belajar Bersyukur Atas Keberagaman dinyatakan melalui persamaan regres Y = 73,6 + 0,05x , koefisien korelasi sebesar 0,72 yang dikategorikan sedang. Dengan koefisien determinasi r2 = 0,5184 yang menunjukan bahwa Literasi Membaca berkontribusi sebesar 51,84% terhadap hasil belajar subtema bersyukur atas keberagaman, sedangkan 48,16% dipengaruhi oleh faktor lainnya.
Pengaruh Literasi Membaca Terhadap Hasil Belajar Subtema Bersyukur Atas Keberagaman Selviyanti Selviyanti; Sandi Budiana; Rini Sri Indriani
Educatif Journal of Education Research Vol 5 No 1 (2023): January
Publisher : Kreasi Teknologi Informasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (764.533 KB) | DOI: 10.36654/educatif.v5i1.279

Abstract

Tujuan dari penelitian ini yaitu untuk mengetahui apakah terdapat pengaruh antara Literasi Membaca dengan Hasil Belajar Subtema Bersyukur Atas Keberagaman. Penelitian ini merupakan studi kausal, subyek penelitian ini berjumlah 49 peserta didik kelas IVA dan IVB Sekolah Dasar Negeri Wargasetra 1 Kecamatan Tegalwaru Kabupaten Karawang. Kemudian diambil sampel sebanyak 33 peserta didik yang diperoleh dengan menggunakan rumus Taro Yamane. Pengambilan data dilakukan dengan menggunakan kuisioner angket dan soal pilihan ganda berupa skala likert untuk Literasi Membaca dan soal pilihan ganda untuk Hasil Belajar Bersyukur Atas Keberagaman. Uji validitas instrumen dihitung menggunakan rumus koefisien Product Moment Pearson dan Uji reabilitas menggunakan rumus Alpha Cronbach. Hasil pengujian persyaratan analisis pada uji normalitas menggunakan uji Liliefors menunjukan hasil Lhitung = 0,15 < Ltabel = 0,154 Yang berdistribusi normal. Pada pengujian homogenitas dengan menggunakan uji Fisher, hasilnya menunjukkan Fhitung = 0,4 < Ftabel = 4,14 Yang bersifat homogen. Hasil penelitian ini menunjukkan hubungan positif dan signifikan antara Literasi Membaca dengan Hasil Belajar Subtema Bersyukur Atas Keberagaman dengan adanya pengaruh yang fungsional antara Literasi Membaca dengan Hasil Belajar Bersyukur Atas Keberagaman dinyatakan melalui persamaan regres Y = 73,6 + 0,05x , koefisien korelasi sebesar 0,72 yang dikategorikan sedang. Dengan koefisien determinasi r2 = 0,5184 yang menunjukan bahwa Literasi Membaca berkontribusi sebesar 51,84% terhadap hasil belajar subtema bersyukur atas keberagaman, sedangkan 48,16% dipengaruhi oleh faktor lainnya.
IMPLEMENTASI MEDIA DIORAMA PADA PEMBELAJARAN IPAS KELAS III DI SDN LAYUNGSARI 2 Elita Fitriyani; Sandi Budiana; Hani Nur’Azizah
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 10 No. 3 (2024): Volume 10 No. 3 September 2024
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v10i3.4037

Abstract

This study aimed to investigate the implementation of diorama media in science learning for third-grade students at SDN Layungsari 2. The research problem was the lack of effective learning media to enhance students' understanding of science concepts. This study employed a qualitative approach with a case study design. Data were collected through observations, interviews, and document analysis. The results showed that the use of diorama media significantly improved students' active participation, motivation, and understanding of science concepts. Students were more engaged in the learning process and able to construct their own knowledge through hands-on activities with the diorama. However, there were some challenges faced by the teacher in preparing the diorama and managing the learning process. This study recommends that diorama media can be a valuable tool to enhance science learning, and further research is needed to explore its effectiveness in different contexts.
Language Competence of Teacher Professional Education Students in Developing Deep Learning-Based Teaching Modules Ruya Hilal Mukhtar; Rina Rosdiana; Sandi Budiana; Eneng Syifa Rahmadani; Sapira Aprillia
RETORIKA: Jurnal Bahasa, Sastra, dan Pengajarannya Vol 19, No 1 (2026)
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/retorika.v19i1.84283

Abstract

This study aims to analyze the language competence of Teacher Professional Education (PPG) students in developing deep learning-based teaching modules, particularly in terms of effective sentence construction. The research employed a qualitative descriptive approach with PPG Indonesian Language students from 2025 as subjects. Data consisting of 478 sentences from 35 teaching modules were analyzed using content analysis techniques based on indicators of unity, coherence, parallelism, accuracy, economy, and logic. Results indicate that language competence falls in the moderate-to-high category. Unity (95.82%), logic (93.51%), and accuracy (81.38%) scored high, while cohesion, parallelism, and economy remained moderate. Dominant errors were found in economy (47.07%) and cohesion (40.59%), indicating a need to strengthen students' language competence as an integral component of PPG programs. This finding has implications for the quality of deep learning based teaching modules, as ineffective language use may affect the clarity of material delivery. Therefore, it is necessary to strengthen language competence in the PPG program, particularly in the application of effective sentence principles in the development of instructional materials. 
PENGEMBANGAN INSTRUMEN EVALUASI PEMBELAJARAN MENGGUNAKAN APLIKASI KAHOOT PADA MATERI BAGIAN TUBUH TUMBUHAN Nur'Aini Kamilah; Sandi Budiana; Nita Karmila
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 3 (2026): Volume 12 No. 3, September 2026 Release
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i3.16777

Abstract

This study aims to create an interactive learning evaluation instrument using the Kahoot application that can improve students’ learning outcomes. The research was conducted at SDN Pengasinan 2, Bekasi City, involving 33 fourth-grade students during the first semester of the 2024/2025 academic year. The validity test was carried out by six experts, consisting of two media experts, two language experts, and two material experts. In addition to expert assessments, a student response questionnaire was also distributed. The validation results show that the media experts gave scores of 96% and 98%, while the language experts also provided scores of 96% and 98%. The material experts, consisting of a lecturer and a teacher, assessed the instrument at 87% and 89%, indicating that the instrument was highly feasible for use. Student response questionnaires obtained an average score of 90.48%, showing a very positive response to the use of the instrument. Item analysis revealed that out of 20 questions, 17 were valid and 3 were invalid. The reliability test produced coefficients of 0.55 for the pre-test and 0.75 for the post-test, which fall into the moderate to high categories. The difficulty level analysis shows that pre-test items were dominated by the moderate category, while post-test items were mostly in the easy category. The effectiveness of the instrument is evident from the increase in the average score from 55.45 pre-test to 83.49 post-test, with an N-gain of 0.65, classified as moderate.
Co-Authors Elita Fitriyani Eneng Syifa Rahmadani Hani Nur’Azizah Indriani, Rini Sri Nita Karmila Nur'Aini Kamilah Rina Rosdiana Ruya Hilal Mukhtar Sapira Aprillia Selviyanti Selviyanti