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All Journal Pedagogia: Jurnal Pendidikan Muslim Education Review
Umar, Iin Afriyanti
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Education Social Sciences Other

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Gen Y Perspectives: Investigating Parents in Choosing School Culture Niasari, Catur; Prihatin, Dwi Asih; Umar, Iin Afriyanti
Muslim Education Review Vol. 2 No. 2 (2023)
Publisher : UIII Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56529/mer.v2i2.197

Abstract

Differences in generations X, Y, Z and Alpha affect thinking patterns and decision-making processes, including in the selection of educational institutions with a good school culture. This qualitative research explores the preferences of five parents from Generation Y (Gen Y) in considering the appropriate school for their children at the primary level in Tangerang, Banten. This study aims to determine the needs of Generation Y parents regarding school culture. Even though the number of study participants is limited, this study did triangulation of data by investigating the school’s management, teachers and students. The findings of this study conclude that parents of primary school children are concerned with three aspects of school culture; Islamic values, leadership characteristics and English language. In general, parents believe that the school they had chosen for their children has exceeded their expectations for a positive school culture; yet, some of them regret certain aspects that schools must evaluate to achieve an optimal school culture.
Interactive Read Aloud and Book Selection in Primary Literacy : Pembacaan Interaktif dan Pemilihan Buku dalam Literasi Dasar Sekolah Dasar Durriya, Tati Lathipatud; Niasari, Catur; Umar, Iin Afriyanti
Pedagogia : Jurnal Pendidikan Vol. 15 No. 1 (2026): February
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/pedagogia.v15i1.1734

Abstract

General Background: Literacy competence is a national priority in Indonesian primary education under Kurikulum Merdeka, which emphasizes Capaian Pembelajaran and differentiated instruction. Specific Background: However, classroom literacy practices remain largely textbook-centered, and teachers face challenges in implementing meaningful literacy activities. Knowledge Gap: Empirical evidence is limited regarding how teachers select quality children’s books and integrate interactive read aloud with Capaian Pembelajaran. Aims: This qualitative case study examines teachers’ experiences in selecting leveled books and applying interactive read aloud in a public primary school in Depok, Indonesia. Results: Teachers demonstrated increased awareness of content relevance, student reading levels, and decodable books, yet encountered constraints in book availability and curriculum alignment. Interactive read aloud supported student engagement, subject comprehension, and reading interest while encouraging teacher reflection and preparation. Novelty: The study offers contextual insight into aligning interactive read aloud and quality book selection with Capaian Pembelajaran. Implications: Continuous professional development and improved access to diverse children’s literature are necessary to sustain primary literacy instruction. Highlights: Educators recognized the importance of aligning children’s literature with student developmental stages and curriculum outcomes. Classroom storytelling sessions encouraged active dialogue and supported subject matter understanding. Ongoing mentoring and structured preparation were identified as necessary for sustainable instructional practice. Keywords:  Interactive Reading Aloud, Literacy, Graded Books, Learning Achievements, Merdeka Curriculum.
Co-Authors Durriya, Tati Lathipatud Niasari, Catur Prihatin, Dwi Asih