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All Journal Al Ishlah Jurnal Pendidikan At-Tarbawi : Jurnal Pendidikan, Sosial dan Kebudayaan
Suyadi Suyadi
Universitas Islam Negeri Sunan Kalijaga, Yogyakarta
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Media Big Book Alphabet Recognition in Early Childhood Nihayatul Mazidah; Khamim Zarkasih Putro; Naimah Naimah; Suyadi Suyadi; Syariful Anam
AL-ISHLAH: Jurnal Pendidikan Vol 15, No 2 (2023): AL-ISHLAH: Jurnal Pendidikan
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v15i2.2898

Abstract

Students at kindergarten can learn the alphabet through a Big Book-based lesson. It helps them master the alphabet. The goals of this research are to (1) determine the extent to which Big Book media are being used to teach the alphabet in kindergarten, (2) examine the ways in which teachers are using Big Book media to teach the alphabet, and (3) draw conclusions about the implications of utilising Big Book media to teach students to recognise individual letters. Because kindergarteners often struggle to recognise and recall the alphabet, teachers often resort to Big Book media. To aid children's memorisation and speed with letter recognition, the Big Book includes a section devoted to the alphabet.  Qualitative methods of description were used in this investigation. Observation, interviews, and thorough documentation are the backbone of the data collection process. The three phases of data analysis are reducing data, presenting data, and making conclusions. The study's findings suggest that (1) Big Book media improves children's letter recognition when compared to other media. (2) In this kindergarten, teachers use Big Book media for teaching letter recognition since it is more engaging and straightforward for young students. Three implications of Big Book media, which is used as a medium to teach kids the alphabet in kindergarten, based on markers of progress towards quicker and easier letter recognition.
Local Wisdom Integration in Elementary Science Learning: Its Effect on Students’ Scientific Literacy Daluti Delimanugari; Suyadi Suyadi; Ana Fitrotun Nisa; Ana Dwi Wahyuni; Mustolikh Khabibul Umam
At-Tarbawi: Jurnal Pendidikan, Sosial dan Kebudayaan Vol. 13 No. 1 (2026): At-Tarbawi: Jurnal Pendidikan, Sosial dan Kebudayaan
Publisher : the Faculty of Education and Teacher Training of the Institut Agama Islam Negeri (IAIN) Langsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32505/b1grks73

Abstract

This study aims to analyse the effect of integrating local wisdom into science learning on improving elementary school students' scientific literacy. Students' scientific literacy in Indonesia is still low due to less contextual learning. The integration of local wisdom into science learning in elementary schools is also still limited and has not been widely explored. This study used a quantitative approach with a pre-experimental one-group pretest–posttest design. The subjects were 26 fifth-grade students of MI Nahdlatuth Thullab. The instrument was a scientific literacy test based on the OECD framework integrated with local contexts such as the Rasulan tradition and the Gunungkidul ecosystem. Data were analysed through validity, reliability, and N-Gain tests. The results showed the instrument was valid and reliable (α = 0.812). Local wisdom-based learning improved scientific literacy with an average N-Gain value of 0.32 (moderate category). These findings indicate that the integration of local wisdom can be a more meaningful and contextual learning alternative
Co-Authors Ana Dwi Wahyuni Ana Fitrotun Nisa Daluti Delimanugari Khamim Zarkasih Putro Mustolikh Khabibul Umam Naimah Naimah Nihayatul Mazidah Syariful Anam