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All Journal International Journal of Educational Research Excellence (IJERE) INTERNATIONAL JOURNAL OF SOCIETY REVIEWS (INJOSER) International Journal of Teaching and Learning (INJOTEL)
Rerin Maulinda
Universitas Pamulang, Indonesia
Religion Arts Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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The Influence of Learning Techniques And Reading Interest on the Reading Comprehension Ability of Grade V Students of SDIT Al Hamidiyah Depok Rerin Maulinda
International Journal of Educational Research Excellence (IJERE) Vol. 2 No. 1: January-June 2023
Publisher : PT Inovasi Pratama Internasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55299/ijere.v2i1.447

Abstract

This study aims to determine the influence of reading learning techniques and reading interest on the reading comprehension ability of grade V students. The learning models studied are Survey, Question, Read, Recite, and Review (SQ3R) and Direct Reading Thingking Activity (DRTA) reading learning techniques. SQ3R and DRTA are one of the techniques in learning reading. The SQ3R technique is used to improve reading comprehension skills in each student. While the DRTA technique is used to demand and train students to concentrate on understanding the content of the reading well. Both techniques are used to find out good techniques in reading comprehension. This research was conducted at SDIT Al Hamidiyah Depok with a sample of 80 students taken randomly. The research design used was factorial 2 X 2 and the technique used for hypothesis testing was two-track ANAVA followed by the Tuckey Test. The results obtained in this study are 1) There are differences in reading comprehension skills between students who learn with the SQ3R technique and students who learn with the DRTA technique; 2) There is a difference in reading comprehension skills in students with high reading interest between those who study with the SQ3R technique and those who learn with the DRTA technique; 3) There is a difference in reading comprehension skills in students with low reading interest between those who study with the SQ3R technique and those who learn with the DRTA technique; 4) There is an influence of interaction between learning techniques and reading interest on reading comprehension skills. Based on the results of the study, it can be concluded that the Survey, Question, Read, Recite, and Review (SQ3R) reading learning technique is better or more effective than the Direct Reading Thingking Activity (DRTA) technique. Interest in reading affects students' reading comprehension skills.
EXAMINING MULTIMODAL LEARNING AND PROJECT-BASEDPEDAGOGIES: IMPACT ON ACADEMIC ATTAINMENT AND 21ST CENTURY SKILLS IN SECONDARY EDUCATION Loso Judijanto; Rerin Maulinda; Muhammad Ichsan Abda; Muhammadong; Suhana Sarkawi
INTERNATIONAL JOURNAL OF SOCIETY REVIEWS Vol. 1 No. 1 (2023): INTERNATIONAL JOURNAL OF SOCIETY REVIEWS (INJOSER)
Publisher : Adisam Publisher

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Abstract

This comprehensive investigation delved into the intricate relationship between multimodal learning environments and cognitive development, focusing on the impact of project-based pedagogies on academic attainment and the cultivation of 21st-century skills in secondary school learners. The study employed a systematic approach, analyzing diverse literature to synthesize empirical findings. The exploration revealed a positive nexus between project-based pedagogies and enhanced academic achievement, showcasing improved comprehension and practical application of subject matter. Additionally, integrating multimodal learning environments consistently correlated with developing essential 21st- century skills, including critical thinking, collaboration, communication, and adaptability. These insights contribute to a nuanced understanding of practical pedagogical approaches, emphasizing the significance of dynamic, project-based learning environments in shaping well-rounded learners in secondary education.
ENCOURAGING COLLABORATION BETWEEN STEM EDUCATORS,LANGUAGE ARTS TEACHERS, AND SOCIAL SCIENCE INSTRUCTORS TO DEVELOP COMPREHENSIVE DIGITAL LITERACY PROGRAMS Rerin Maulinda; Alim Hardiansyah; Loso Judijanto; Mohammad Ahmad Bani Amer; Iyad Abdallah Al- Shreifeen
International Journal of Teaching and Learning Vol. 1 No. 4 (2023): International Journal of Teaching and Learning (INJOTEL)
Publisher : Adisam Publisher

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Abstract

This study advocates for the collaborative efforts of STEM educators, language arts teachers, and social science instructors in crafting holistic digital literacy programs. Recognizing the interdisciplinary nature of digital literacy, the collaboration seeks to integrate technical skills with critical thinking, communication, and information evaluation. By leveraging the expertise of educators from diverse domains, the proposed programs aim to foster a comprehensive set of digital competencies essential for navigating the complexities of the digital age. Through collaborative curriculum design and joint instructional strategies, students stand to benefit from a cohesive and well- rounded digital literacy education. This interdisciplinary approach enhances students' technological proficiency and cultivates the analytical and communicative skills necessary for informed digital citizenship. The study advocates for a paradigm shift in educational collaboration, emphasizing the collective responsibility of educators across disciplines in preparing students for success in an increasingly digitalized society.
Co-Authors Alim Hardiansyah Iyad Abdallah Al- Shreifeen Loso Judijanto Mohammad Ahmad Bani Amer Muhammad Ichsan Abda Muhammadong Muhammadong Suhana Sarkawi