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All Journal JESS (Journal of Education on Social Science) ICONESTH
Susianti Susianti
Universitas Bina Bangsa Getsempena
Arts Humanities Computer Science & IT Dentistry Education Environmental Science Law, Crime, Criminology & Criminal Justice Mathematics Neuroscience Nursing Public Health Social Sciences Other

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BUILDING A LITERACY CULTURE FROM AN EARLY AGE AT SDN 72 BANDA ACEH Susianti Susianti
International Conference on Education, Science, Technology and Health (ICONESTH) 2024: The 2nd ICONESTH
Publisher : International Conference on Education, Science, Technology and Health (ICONESTH)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46244/iconesth.vi.406

Abstract

This article explores the efforts made by SDN 72 Banda Aceh in fostering a culture of literacy among elementary school students from an early age. Recognizing the importance of literacy in personal and academic development, the school has implemented various interactive literacy programs that actively engage students, parents, and the community. This research employs a mixed-methods approach, utilizing both quantitative and qualitative data to assess the impacts of these literacy initiatives on students' reading interests and language skills. The quantitative data were collected through surveys administered to 100 students before and after the implementation of the literacy programs, measuring indicators such as reading interest, frequency of reading, and writing proficiency. The qualitative component involved interviews with teachers and parents, as well as observations of literacy-related activities conducted at the school. The findings indicate a significant increase in students' reading interest—from 40% to 75% reporting high interest—alongside notable improvements in writing skills. The results underscore the effectiveness of SDN 72 Banda Aceh interactive literacy programs and highlight the crucial role of parental and community involvement in cultivating a sustainable culture of literacy. The study concludes with recommendations for the school to further develop and expand its literacy initiatives, reinforcing the collaborative effort needed among schools, families, and communities to nurture lifelong literacy skills in students.
A Comfortable Learning Climate as an Effort to Improve instruction quality and students’ Learning Outcomes: Case Study in Elementary School Banda Aceh Susianti Susianti; Rahmattullah Rahmattullah; Fitriati Fitriati
Journal of Education on Social Science (JESS) Vol 10 No 1 (2026): Public Service and Governance
Publisher : Faculty of Social Science, Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jess.v10i1.639

Abstract

A comfortable learning climate plays a crucial role in improving the quality of instruction and students’ learning outcomes in elementary schools. This study aims to analyze how a supportive, safe, and engaging learning environment contributes to instructional quality and enhances students’ academic achievement. Employing a qualitative case study approach, the research was conducted at an elementary school in Banda Aceh. Data were collected through classroom observations, in-depth interviews with teachers and school principals, and analysis of instructional documents. The findings indicate that a comfortable learning climate characterized by positive teacher–student interactions, inclusive classroom management, adequate learning facilities, and emotional support significantly improves teachers’ instructional practices and students’ learning motivation. Furthermore, students demonstrated higher participation, better understanding of learning materials, and improved learning outcomes. The study concludes that creating a comfortable learning climate is a strategic effort to enhance instructional quality and optimize students’ learning outcomes in elementary education. These findings provide practical implications for teachers and school leaders in designing learning environments that support effective and meaningful learning.
Co-Authors Fitriati Fitriati Rahmattullah, Rahmattullah