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All Journal Pendekar: Jurnal Pendidikan Berkarakter Katalis Pendidikan: Jurnal Ilmu Pendidikan dan Matematika Pentagon: Jurnal Matematika dan Ilmu Pengetahuan Alam Aksi Nyata : Jurnal Pengabdian Sosial dan Kemanusiaan Inovasi Pendidikan dan Anak Usia Dini Jurnal Pendidikan Dirgantara Konstanta : Jurnal Matematika dan Ilmu Pengelatuan Alam Jurnal Ilmu Bahasa dan Pendidikan Guru Sekolah Dasar Jurnal Riset Sosial Humaniora dan Pendidikan
Yanuarius Bria Seran
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Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemistry Earth & Planetary Sciences Economics, Econometrics & Finance Education Engineering Immunology & microbiology Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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Analisis Kompetensi Guru dalam Pengelolaan Kelas pada Pembelajaran Tematik Tema Hidup Bersih dan Sehat di Kelas III SDI Manumuti Selviana Elisabeth Hoar; Yuventius Tamelab; Yanuarius Bria Seran; Damian Puling
RISOMA : Jurnal Riset Sosial Humaniora dan Pendidikan Vol. 3 No. 6 (2025): November: RISOMA : Jurnal Riset Sosial Humaniora dan Pendidikan
Publisher : Asosiasi Ilmuwan Pendidikan, Sosial, dan Humaniora Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62383/risoma.v3i6.1294

Abstract

Learning is a process of interaction between students, educators, and learning resources in a learning environment. The effectiveness of learning is greatly influenced by the teacher's ability to manage the class. At SDI Manumuti, a third-grade teacher demonstrated good classroom management in thematic learning, especially on the theme of caring for living things. Classroom management is an important factor in creating a conducive learning atmosphere so that the learning process can take place optimally. This study aims to explore more deeply the role of teachers in managing the class in thematic learning. The study used a qualitative approach with a descriptive method. Data collection techniques included observation, documentation, and interviews, while data analysis was carried out inductively through data reduction, data presentation, and drawing conclusions. The results of the study indicate that teachers play an important role in creating and maintaining conducive classroom conditions. These efforts are carried out through two main strategies. First, teachers prioritize three aspects in learning, namely: (1) strengthening character education through discussion activities that encourage students to appear in front of the class, thereby fostering self-confidence, discipline, and activeness; (2) strengthening literacy through reading materials or stories related to the theme at the beginning of the meeting; and (3) the application of 4C skills (Creative, Critical thinking, Communicative, and Collaborative) through varied learning activities, including learning outside the classroom to avoid boredom. Second, teachers often use discussion methods to train students to express opinions, speak in front of the class, and work together. This method is considered effective in building students' self-confidence and social skills.
Pendekatan Bimbingan Individu untuk Mengatasi Kesulitan Membaca pada Siswa Kelas Tinggi SD GMIT Betun III Maria Delarista Lau; Yanuarius Bria Seran; Yohana Febriana Tabun; Marianus Teti
Jurnal Ilmu Bahasa dan Pendidikan Guru Sekolah Dasar Vol. 2 No. 3 (2026): Juli : Jurnal Ilmu Bahasa dan Pendidikan Guru Sekolah Dasar
Publisher : Asosiasi Periset Bahasa Sastra Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/jibpgsd.v2i3.284

Abstract

Reading ability is a fundamental skill that elementary school students must possess because it serves as the foundation for understanding all learning subjects. However, many upper-grade students still experience reading difficulties, including recognizing letters, combining sounds into words, reading fluently, and comprehending reading texts. This study aimed to identify the dominant types of reading difficulties experienced by upper-grade students at SD GMIT Betun III and to describe the implementation of an individual guidance approach in overcoming these difficulties.This research employed a descriptive qualitative approach. The research participants consisted of the principal, fourth-, fifth-, and sixth-grade teachers, and upper-grade students experiencing reading difficulties. Data were collected through observation, in-depth interviews, and documentation. Data analysis followed the Miles, Huberman, and Saldana interactive model, including data reduction, data display, and conclusion drawing.The findings revealed that students experienced phonological difficulties, difficulties in recognizing letters and words, lack of reading fluency, and difficulties in understanding sentence structures. The implementation of individual guidance involved problem identification, diagnosis, planning, individualized reading assistance, motivational support, evaluation, and follow-up activities. This approach significantly improved students' reading skills, confidence, learning motivation, and reading comprehension Therefore, the individual guidance approach is considered an effective strategy for helping elementary school students overcome reading difficulties because it provides personalized learning assistance according to each student's needs.
Peningkatan Kemampuan Membaca Permulaan melalui Penerapan Metode Fonetik pada Siswa Kelas I SDK Manumuti Anggela Folgensia Niis; Yanuarius Bria Seran; Yuventius Tamelab; Marsela Luruk Bere
Jurnal Ilmu Bahasa dan Pendidikan Guru Sekolah Dasar Vol. 2 No. 3 (2026): Juli : Jurnal Ilmu Bahasa dan Pendidikan Guru Sekolah Dasar
Publisher : Asosiasi Periset Bahasa Sastra Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/jibpgsd.v2i3.285

Abstract

This study aims to improve the early reading skills of first-grade students at SDK Manumuti through the application of the phonetic method. The research employed Classroom Action Research (CAR) conducted in two cycles, each consisting of planning, implementation, observation, and reflection. The participants were 28 first-grade students, including 15 boys and 13 girls. Data were collected through observation, tests, and documentation and analyzed using descriptive quantitative and qualitative methods. The findings demonstrate that the phonetic method effectively enhanced students' early reading skills. Before the intervention, the learning mastery rate was only 39.28%. After implementing the method in Cycle I, mastery increased to 60.71%, and further improved to 89.28% in Cycle II, exceeding the predetermined success indicator of 80%. In addition, students showed greater participation, motivation, and engagement throughout the learning process. These findings indicate that the phonetic method not only improves reading achievement but also creates a more active and meaningful classroom learning environment. Therefore, the method can be considered an effective instructional strategy for strengthening early reading skills among elementary school students.
Co-Authors Anggela Folgensia Niis Damian Puling Friska Luruk Ivony Sarlin Asa Kristian Bere Kristina Elisabeth Moruk Maksimelianus Seran Maria Delarista Lau Maria Fatima Hati Maria Yovita Bano Marianus Teti Marsela Luruk Bere Selviana Elisabeth Hoar Stefania Sonia Manek Theresia Regina Bui Bora Wolfgang Asindo Seran Yohana F. Tabun Yohana Febriana Tabun Yuventius Tamelab