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All Journal Abdimas KEMBARA
Panca Dewi Purwati
Universitas Negeri Semarang, Indonesia
Arts Humanities Languange, Linguistic, Communication & Media Social Sciences

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Journal : KEMBARA

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Implementation of Learning to Understand Narrative Text Information Using Teaching Materials Based on Local Wisdom Assisted by AKM-Class Instrument Ilfa Munazah; Panca Dewi Purwati
KEMBARA: Jurnal Keilmuan Bahasa, Sastra, dan Pengajarannya Vol. 11 No. 1 (2025): April
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/kembara.v11i1.34826

Abstract

Education plays a crucial role in shaping the nation future, especially in the literacy and numeracy skills development among elementary school students. The impact of the COVID-19 pandemic on education is the occurrence of learning loss and the decline in the quality of students' literacy skills. Online learning causes learners to lack opportunities to interact with reading materials and practice their literacy skills effectively. This study aims to describe the design, implementation, and effectiveness of learning to understand narrative text information through local wisdom-based teaching materials assisted by a Classroom Minimum Competency Assessment (AKM) instrument at SD Negeri 2 Banglarangan. The mixed method (qualitative and quantitative) with the sequential exploratory model involves observation, interviews, and quantitative data analysis through tests. The results showed that the learning design used teaching materials based on the local wisdom of Widuri Beach with the Cooperative Integrated Reading and Composition (CIRC) model and the Class AKM assessment instrument. Learning can create an active and interactive learning atmosphere through group discussions. The effectiveness of learning can be seen from the improvement of students' post-test results with an increase in the average score of 22.5% from 66 to 88.5, as well as an increase in students' critical reasoning attitudes and independence. In conclusion, the integration of local wisdom in learning through the CIRC model with the Class AKM instrument effectively improves the ability to understand narrative text information, creates contextual and meaningful learning, and develops critical reasoning attitudes and independence of fourth-grade students of SD Negeri 2 Banglarangan, Ampelgading District, Pemalang Regency.
The Implementation of TaRL Approach Assisted by E-Book Leveling Pelita as an Effort to Overcome Reading Literacy Vulnerability of Students of SDN Gisikdrono 02 Semarang Panca Dewi Purwati; Nur Ummi Afifah; Dellia Fitria Kumara
KEMBARA: Jurnal Keilmuan Bahasa, Sastra, dan Pengajarannya Vol. 11 No. 1 (2025): April
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/kembara.v11i1.34873

Abstract

Implementing the Merdeka Curriculum provides learning services according to students' ability levels, and all students have the right to grade. This impacts the insecurity of reading literacy in advanced-class students. Students who have advanced to advanced classes (III, IV, V, and VI) find that not all students can read. Based on the results of the initial test at SDN Gisikdrono 2 from a total of 260 students, data obtained from 52 advanced class students (20%) who entered Phase A, students who could not read (27 people), and entered Phase B, not reading fluently (25 people). The purpose of this study is to describe the implementation of the TaRL approach assisted by Pelita leveling e-books and to describe the effectiveness of the TaRL approach assisted by Pelita leveling e-books in improving students' reading skills at both levels. This research was conducted using a mixed method. The data sources were students, pre-service PPL students, class teachers, and parents. The results of applying the TaRL approach assisted by the Pelita E-book can be described as follows. Both teams were given habituation and development literacy treatment with a schedule according to the agreement with parents and schools. Team A was given reading guidance using the Pelita Phase A E-book, and Team B was given reading guidance using the Pelita Phase B E-book. The handling of reading literacy insecurity was carried out for two months. It was found that the success rate of reading assessment (four indicators) reached 96.15% (50 students). Only two students could not read and were predicted to need special mentoring.
Co-Authors Dellia Fitria Kumara Ilfa Munazah Ngabiyanto - Nur Ummi Afifah Rasdi - Siti Maryatul Kiptiyah