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All Journal Abdi Samulang : Jurnal Pengabdian Kepada Masyarakat Elementary Journal of Education
Yustina Jimmy
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Religion Humanities Civil Engineering, Building, Construction & Architecture Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Public Health Social Sciences Other

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Penguatan Karmaca (Karakter Gemar Membaca) Pada Anak Melalui Herakan Literasi Sekolah (GLS) di SDN No.56 Palilang Wahyu Muh. Syata; Yustina Jimmy; Bellona Mardhatillah Sabillah
ABDI SAMULANG: Jurnal Pengabdian Kepada Masyarakat Vol 3 No 1 (2024): JANUARI| ABDI SAMULANG
Publisher : Yayasan Habiburrahman Jamalu Bina Ummat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61477/abdisamulang.v3i1.33

Abstract

The school literacy movement (GLS) is a comprehensive effort that involves all school members such as teachers, students, student guardians and the community as part of the education ecosystem. Literacy, which means being literate or being able to read, is a powerful weapon for changing the social status of a nation. Reading is not only understood to mean a series of letters, words, pharases and sentences but also “reading” in the sense of intrpreting a series of multidimensional life events. If educating means teaching how to interpret the entire journey of life, then educating means teaching how to read. The literacy skills of indonesian students are in a worryng condition, so one of the efforts made by the indonesian government through the ministry of educations and culture is to launch a literacy movement (GLS) the school literacy movement is a comprehensive effort to make schools a learning oerganization whose citizens are lifelong literate through public involvement. Students’ lack of awareness of reading results in the urgency of literacy needing to be instilled from elementary school age. Seeing that the condition of students’ literacy skills at SD Negeri 56 Palilang is still very poor, so there is a need for encouragement and continuous guidance to improve it, so that the service implements the habit of liking reading which aims to improve students’ literacy skills and can increase students’ interest in reading at SD Negeri 56 Palilang. This schools literation movement is designed so that students can realize how important it is for students to increase their interest in reading. To see the results of reading tutoring, we carry out an evaluation by giving one reading to students.
Scaffolded Project-Based Learning for Slow Learners in Inclusive Elementary Mathematics: A Classroom Action Study Riswana; Fatihah Amania Firman; Yustina Jimmy; Nur Afni Aprilia; Yani Labok; Rian Mansyur
Elementary Journal of Education Vol. 2 No. 1 (2026): Elementary Journal of Education
Publisher : Elementary Journal of Education

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Background: Project-Based Learning (PjBL) is widely used to promote active learning, yet its implementation for students who require slower pacing and repeated instructional support remains underdocumented in inclusive elementary mathematics. Aims: This study describes a scaffolded PjBL implementation in Grade V mathematics and examines the learning and motivational responses of five students identified through school-based assessment as slow learners. Methods: A qualitative-dominant classroom action research design was conducted in one inclusive class of 30 students at UPT SPF SD Inpres Manggala, Makassar City, Indonesia. Five focal students were identified through classroom tests, observation, and teacher interviews. Across seven meetings, project-oriented learning was combined with guided worksheets, video and concrete media, repetition, individualized assistance, observation, interviews, and individual evaluation. Results: All five focal students completed the assigned project tasks. Three could summarize the material in their own words, whereas two could restate or explain the main mathematical ideas after guided practice and evaluation. Persistence and interest in completing project work were evident, but verbal participation remained limited: three students expressed an opinion once across six discussion sessions and two did not contribute verbally. Learning devices were reported as receiving average validation ratings of at least 3 and were categorized as good, although item-level validation statistics were unavailable. Conclusion: The findings support a conditional interpretation of inclusive PjBL: project activity was most workable when paired with competence-oriented scaffolding, repetition, concrete representation, and individualized guidance. Because the study lacked a comparison group and standardized pre-post motivation measures, the evidence should be interpreted as descriptive implementation evidence rather than causal proof of effectiveness.
Co-Authors Fatihah Amania Firman Nur Afni Aprilia Rian Mansyur Riswana Sabillah, Bellona Mardhatillah Wahyu Muh Syata Yani Labok