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All Journal Jurnal Elementaria Edukasia Greenation Education and Culture Review (GECR)
Ade Putri Puspitasari
Universitas Bhayangkara Jakarta Raya, Jakarta, Indonesia
Education Other

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Pengembangan Buku Ramah Cerna Berbasis Human Security sebagai Upaya Penguatan Profil Pelajar Pancasila di Sekolah Dasar Sani Aryanto; Putri Ayuni Agustina; Meyke Erlianda; Anggraeni Eklecia Silaen; Ade Putri Puspitasari; Meliyanti
Jurnal Elementaria Edukasia Vol. 6 No. 4 (2023): Desember
Publisher : Elementary Teacher Education Program, Majalengka University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jee.v6i4.6900

Abstract

The aim of this research is to provide a comprehensive overview of developing decodable books based on human security to strengthen the character profile of Pancasila students among students in the early reader category in elementary school. The research used Research and Development design through the ADDIE development model, including five steps, namely: analyze, design, development, implementation, and evaluation involving 6 teachers and 180 students from first grade in six elementary schools, including: (1) SDN Babelan Kota 9 Kota Bekasi; (2) SDN Teluk Pucung 3 Kota Bekasi; (3) SDN Bekasi Jaya 13 Kota Bekasi; (4) SDN Aren Jaya 15 Kota Bekasi; (5) SDN Aren Jaya 18 Kota Bekasi; and (6) SDN Teluk Pucung 6 Kota Bekasi. However, the results of this research are considered successful in developing decodable books that make it easier for teachers in the process of teaching early literacy and are categorized as very good with a percentage of 88%. This research produced six decodable books that are considered to have internalized the values of the Pancasila Student Profile and human security components. Therefore, this research will have implications for increasing the quantity and quality of decodable books that contain the values of the Pancasila Student Profile.
Teacher Performance in Literacy Learning at Elementary School Sani Aryanto; Sri Wulandari; Decenni Amelia; Ade Putri Puspitasari
Greenation Education and Culture Review Vol. 2 No. 2 (2026): Greenation Education and Culture Review (April - September 2026)
Publisher : Green Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38035/gecr.v2i2.672

Abstract

Teacher performance is widely regarded as one of the strongest school based determinants of literacy learning outcomes among elementary school students, yet evidence on which dimensions matter most remains scattered across disciplines. This study used a systematic literature review guided by the PRISMA 2020 protocol to synthesize 50 empirical and review articles from reputable Scopus indexed international journals (SJR quartile Q1 or Q2, SJR ≥ 0.025, active/non discontinued) published between 2015 and 2026. Following a structured search of Scopus, Web of Science, ScienceDirect, Wiley, SAGE, Taylor & Francis, Springer, and MDPI, studies were screened against explicit criteria and analyzed thematically. Findings show that teacher performance in literacy learning is a multidimensional construct comprising pedagogical and content knowledge, sustained professional development and coaching, self efficacy beliefs, classroom management and instructional practice, formative assessment literacy, and digital and culturally responsive pedagogy. These dimensions interact synergistically, and their combined presence is consistently associated with stronger student reading and writing outcomes. The review proposes an integrated conceptual framework linking the six dimensions to literacy achievement and offers implications for teacher preparation, in service coaching, and policy in elementary education, including the Indonesian Merdeka Belajar and Minimum Competency Assessment (AKM) context
Co-Authors Anggraeni Eklecia Silaen Aryanto, Sani Decenni Amelia Meliyanti Meyke Erlianda Putri Ayuni Agustina Sani Aryanto Sri Wulandari