Article Per Year (5 Year)
p-Index From 2021 - 2026
1.8
P-Index
This Author published in this journals
All Journal JURNAL PENDIDIKAN TAMBUSAI Journal on Education Didaktik : Jurnal Ilmiah PGSD STKIP Subang Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Jurnal Ilmiah Pendidikan Dasar (JIPDAS) Jurnal Bastra (Bahasa dan Sastra) Educate : Journal of Education and Learning Sustainable International Journal of Educational Narratives
Arifin Ahmad
Universitas Pasundan
Religion Agriculture, Biological Sciences & Forestry Chemistry Education Languange, Linguistic, Communication & Media Physics Social Sciences

Published : 11 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 11 Documents
Search

 1   2 
Intervention Concept Maps to Support Early Reading in Elementary Schools: A Narrative Review of the Effectiveness of Various Pedagogical Approaches Arifin Ahmad
Jurnal Sustainable Vol. 7 No. 2 (2024): Sustainable
Publisher : Lembaga Penjaminan Mutu, IAIN Syaikh Abdurrahman Siddik Bangka Belitung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32923/4xsz0d60

Abstract

Early reading proficiency is a foundational determinant of academic success, yet a substantial proportion of elementary students experience persistent difficulties in acquiring essential decoding and comprehension skills. This narrative review aims to synthesise the effectiveness of diverse pedagogical interventions for early reading difficulties and to construct an integrated concept map representing their interrelationships. Employing a systematic search across multiple academic databases, the review identified and analysed a substantial corpus of empirical studies published between 2019 and 2024. Thematic coding revealed six distinct clusters of intervention approaches: systematic phonics, multisensory structured literacy, balanced meaning-centred instruction, technology-mediated tools, metacognitive scaffolding, and tiered intervention frameworks. The findings demonstrate that no single approach is universally sufficient; rather, the most effective remediation combines explicit skill instruction with responsive, multi-component delivery within a tiered organisational structure. The resulting concept map serves as both a research reference and a practical planning tool for educators. This study contributes a unified visual framework that bridges fragmented evidence and supports evidence-based instructional decision-making in diverse elementary contexts.
Co-Authors Ananda Nur Azizah Ayu Anugerah Az-Zahra, Nasywa Azyra Fitria Amalika Chitra Sry Rahayu Dahlia Rineva Puspitasari Dheni Harmaen Evi Nur Apriliani Fadilah Ramadani Fazlur Al Anshari Ibrahim , Sarah Aulia Indriyani, Yuni Inggriyani, Feby Irfa Indraswari Marhamah, Syifa Moh Nurhadi Nabilah Khairani Nandang Triana Rivaldi Puspita Permata Sari Reygina Ekana Putri Riani, Dini Salma Zahida Syaila Nur Fatimah Tardiana, Silvia Padilah Transit, Fladila Anastasya Utami, Rahayu Rizky Yessika Ersa