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All Journal SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL Edu Cendikia: Jurnal Ilmiah Kependidikan
Norma Monigir
Universitas Negeri Manado
Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Implementation of POP-UP Book in Supporting Literacy at SD Negeri 1 Tataaran Norma Monigir; Amalia Poli
Edu Cendikia: Jurnal Ilmiah Kependidikan Vol. 4 No. 03 (2024): Research Articles, December 2024
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/educendikia.v4i03.5438

Abstract

This research is motivated by the importance of improving literacy culture among elementary school students through innovative and engaging learning media. Learning media is a tool that helps teachers convey learning materials in such a way that they make students interested and interested in the learning materials presented. Using learning media dramatically improves the learning process's efficiency and the delivery of messages and the content of learning materials. Media reinforces learning process activities with different characteristics and must be carefully selected to be used effectively. The right learning media is critical in supporting learning for students. This study uses a qualitative research method with a case study approach. This research focuses on SDN 1 Tataaran, one of the schools where PPL Pre-service PPG students are located. At the school, the class that is the place of observation has implemented pop-up book media. A four-week observation showed that pop-up books were a supporting medium in group and individual reading sessions. Interviews with students revealed they were more interested in reading when using pop-up books than regular textbooks. Most students admitted to feeling happy with the visual appearance and interactivity offered by the pop-up book. The study's conclusion shows that pop-up books are an effective and innovative learning medium. This research has made a significant contribution to the field of education, showing that interactive media such as pop-up books can improve various aspects of children's intelligence in an interesting and fun way. For further research, it is recommended that more careful planning is needed in the development of pop-up book media, which should be developed according to the needs and characteristics of students.
TEACHER MISCONCEPTIONS IN DEEP LEARNING ORIENTED INSTRUCTION AND THEIR REMEDIATION THROUGH INSTRUCTIONAL MODULES AND COLLABORATIVE MENTORING Ridwain Stepi Buniahe; Widdy H.F Rorimpandey; Norma Monigir
SOSIOEDUKASI Vol 15 No 2 (2026): SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL
Publisher : Fakultas Keguruan Dan Ilmu Pendidikan Universaitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/sosioedukasi.v15i2.7946

Abstract

This study is grounded in the persistent presence of pedagogical misconceptions among teachers in implementing deep learning–oriented instruction, which leads to inaccuracies in both instructional design and classroom practice. These misconceptions extend beyond technical issues and reflect deeper conceptual misunderstandings, particularly in relation to learning principles, learning experiences, instructional syntax, and the integration of digital technologies. This study aims to identify the forms of teachers’ pedagogical misconceptions and to examine how these can be addressed through instructional modules and collaborative mentoring. A qualitative approach was employed, with data collected through classroom observations, in-depth interviews, and document analysis. Data were analyzed using an interactive model involving data reduction, data display, and conclusion drawing. The findings reveal that teachers’ pedagogical misconceptions are structural in nature and manifest across multiple dimensions of instruction. Teachers tend to conflate learning principles with learning activities, interpret learning experiences merely as sequences of tasks, organize instructional syntax in a fragmented manner, and utilize digital technology in a predominantly instrumental way. The intervention, implemented through instructional modules and collaborative mentoring, demonstrates a gradual yet transformative improvement in teachers’ pedagogical understanding. This study concludes that addressing pedagogical misconceptions requires an integrated approach that combines conceptual reinforcement with reflective processes facilitated through collaborative mentoring.
Co-Authors Amalia Poli Ridwain Stepi Buniahe Tashya Injilli Wakari Widdy H.F Rorimpandey