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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

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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.
PENGARUH MODEL PEMBELAJARAN RADEC (READING, ANSWER, DISCUSS, EXPLAIN, CREATE) BERBANTUAN MEDIA LITERACY CLOUD TERHADAP KEMAMPUAN MEMBACA PEMAHAMAN MURID SEKOLAH DASAR Nenti Rindiyani; Arifin Ahmad; Dahlia Rineva Puspitasari
Jurnal Ilmiah Pendidikan Dasar (JIPDAS) Vol 6 No 3 (2026): Vol. 6 No. 3 Juni - Agustus 2026
Publisher : Program Studi Pendidikan Guru Sekolah Dasar Fakultas Pendidikan Ilmu Pengetahuan Sosial dan Bahasa Institut Pendidikan Tapanuli Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37081/jipdas.v6i3.5191

Abstract

Kemampuan membaca pemahaman murid sekolah dasar masih tergolong rendah sehingga diperlukan model pembelajaran yang mampu meningkatkan keterlibatan dan pemahaman murid dalam membaca. Penelitian ini bertujuan untuk mengetahui perbedaan peningkatan serta besar pengaruh model pembelajaran RADEC (Reading, Answer, Discuss, Explain, Create) berbantuan media Literacy Cloud terhadap kemampuan membaca pemahaman murid sekolah dasar. Penelitian ini menggunakan pendekatan kuantitatif dengan metode quasi eksperimen dan desain Nonequivalent Control Group Design. Sampel penelitian berjumlah 54 murid yang terdiri atas 27 murid kelas VA sebagai kelas eksperimen dan 27 murid kelas VB sebagai kelas kontrol. Pengumpulan data dilakukan melalui tes kemampuan membaca pemahaman dan lembar observasi. Analisis data menggunakan uji normalitas, homogenitas, Independent Sample t-Test, N-Gain, dan effect size. Hasil penelitian menunjukkan bahwa peningkatan kemampuan membaca pemahaman murid pada kelas eksperimen lebih tinggi dibandingkan kelas kontrol. Nilai rata-rata N-Gain kelas eksperimen sebesar 0,7067 (kategori tinggi), sedangkan kelas kontrol sebesar 0,5252 (kategori sedang). Hasil Independent Sample t-Test menunjukkan nilai signifikansi < 0,001 sehingga terdapat perbedaan peningkatan yang signifikan antara kedua kelas. Selain itu, diperoleh nilai effect size (Cohen’s d) sebesar 1,327 yang termasuk kategori sangat besar. Dengan demikian, model pembelajaran RADEC berbantuan media Literacy Cloud berpengaruh sangat besar terhadap kemampuan membaca pemahaman murid sekolah dasar.
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 Nenti Rindiyani Puspita Permata Sari Reygina Ekana Putri Riani, Dini Salma Zahida Syaila Nur Fatimah Tardiana, Silvia Padilah Transit, Fladila Anastasya Utami, Rahayu Rizky Yessika Ersa