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All Journal DIKDAS MATAPPA: Jurnal Ilmu Pendidikan Dasar Journal of Educational Sciences
Widyanti, Aprilia Nur
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Religion Humanities Education Library & Information Science Other

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Menangani Kesulitan Belajar Menulis (Disgrafia) dengan Menggunakan Media Kartu Kata atau Kartu Ejaan Bergambar Widyanti, Aprilia Nur; Handayani, Arri; Rakhmawati, Dini
DIKDAS MATAPPA: Jurnal Ilmu Pendidikan Dasar Vol 7 No 3 (2024): September
Publisher : STKIP Andi Matappa Pangkep

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31100/dikdasmatappa.v7i3.3616

Abstract

Learning difficulty is a condition experienced by students in learning which is characterized by certain obstacles to achieving the expected learning outcomes. In the learning process, both teachers and students certainly expect to achieve maximum learning goals and learning outcomes. In reality, these expectations are not always realized, there are still many students who do not achieve the expected learning outcomes. The causes of learning difficulties experienced by students can come from internal factors and external factors. This is a challenge that is always faced by teachers. Teachers play a role in helping to solve the problem of learning difficulties faced by students. One of the learning difficulties that students often experience is learning to write (dysgraphia). This literature review aims to help teachers understand and help students who have difficulty learning to write (dysgraphia). The method used is a literature study by reviewing relevant articles from 2019-2024. To handle learning difficulties in writing (dysgraphia) teachers can use word cards or picture spelling cards. In using word card learning media or picture spelling cards, teachers should always provide motivation, enthusiasm, and special attention to students who have difficulty learning to write.
The Influence of Deep Learning With Spedomatik Media on Enhancing Collaborative and Critical Thingking Skills of Elementary School Students Widyanti, Aprilia Nur; Buchori, Achmad; Dwijayanti, Ida
Journal of Educational Sciences Vol. 10 No. 1 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.1.p.480-496

Abstract

This study investigates the effect of applying Deep Learning assisted by Spedomatik Media on improving collaborative skills and critical thinking among elementary school students. The research employed a quasi-experimental design with a one-group pretest-posttest approach. The sample consisted of 25 second-grade students from SDN 1 Sumberagung. Data were collected using pretests, posttests, observational checklists, and collaboration skills questionnaires. The results showed significant improvements in both collaborative skills and critical thinking after the intervention. The classical learning completeness increased from 0% to 80%, indicating the effectiveness of Deep Learning in enhancing student engagement and collaboration. The regression analysis indicated that Deep Learning contributed significantly to the improvement of both skills, with a 49.9% increase in collaborative skills and a 60.4% increase in critical thinking skills. The Manova test further confirmed the simultaneous effect of Deep Learning on both skills. These findings suggest that the integration of Spedomatik Media into Deep Learning strategies fosters a more interactive and effective learning environment, thereby enhancing students' ability to collaborate and think critically. The study highlights the potential of this approach for future educational practices in elementary schools.
Co-Authors Achmad Buchori Arri Handayani Dini Rakhmawati Ida Dwijayanti