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Alyada Ulya
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Struktur Linguistik Bahasa Sintaksis Dan Sematik Dea Ayu Angraini; Alyada Ulya; Silvina Noviyanti
Journal on Education Vol 7 No 1 (2024): Journal on Education: Volume 7 Nomor 1 Tahun 2024
Publisher : Departement of Mathematics Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/joe.v7i1.7324

Abstract

This research aims to analyze the linguistic structure of a language, focusing on two main aspects: syntax and semantics. Syntax deals with the rules and patterns of sentence construction in a language, while semantics examines the meaning contained within the elements of the language. In this study, a descriptive method is used to thoroughly describe the relationship between sentence structure and its meaning. Data is collected through literature reviews and text analysis related to syntactic and semantic phenomena. The research results show a close relationship between syntactic structure and semantic interpretation in the process of language communication. A good understanding of these two aspects can enhance language skills and provide a more comprehensive linguistic analysis.
ANALISIS MODEL PEMBELAJARAN BAHASA DI SEKOLAH DASAR DALAM MENINGKATKAN KEMAMPUAN BERBAHASA SISWA: KAJIAN LITERATUR Wesi Salsabela; Dea Ayu Angraini; Ulin Khusnul Hotimah; Walhazwa Walhazwa; Alyada Ulya; Ahmad Syarif; Silvina Noviyanti
PROGRES PENDIDIKAN Vol. 7 No. 2 (2026): Mei 2026
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/prospek.v7i2.1530

Abstract

Penelitian ini bertujuan untuk meneliti berbagai metode pengajaran bahasa yang efektif di Sekolah Dasar dengan tujuan meningkatkan kemampuan berbahasa siswa secara menyeluruh. Metode yang digunakan adalah Systematic Literature Review (SLR) digunakan dalam penelitian ini untuk mengidentifikasi, mengevaluasi, dan mensintesis temuan penelitian sebelumnya secara sistematis dan terstruktur. Masalah yang ada dalam penelitian ini adalah kurangnya penelitian yang menggabungkan berbagai metode pengajaran bahasa secara komprehensif dan disesuaikan dengan konteks serta karakteristik siswa SD. Fokus dari penelitian ini mencakup metode-metode pengajaran bahasa di tingkat SD, seperti pengajaran tematik, instruksi langsung, pengajaran komunikatif, kontekstual, kerja sama, pembelajaran berbasis proyek, serta pendekatan literasi seperti membaca nyaring, membaca tenang secara berkelanjutan, dan menulis terarah. Hasil dari penelitian menunjukkan bahwa keberhasilan pengajaran sangat bergantung pada kesesuaian metode dengan tujuan pembelajaran, profil siswa, serta materi yang diajarkan. Metode-metode yang kontekstual, berfokus pada komunikasi, dan berbasis aktivitas lebih efektif dalam mendorong partisipasi dan peningkatan kemampuan berbahasa siswa. Sebagai bentuk tindak lanjut dan kontribusi penelitian ini, para pendidik diharapkan dapat memilih dan menggabungkan metode-metode tersebut secara fleksibel agar proses belajar menjadi lebih optimal dan sesuai.
IMPROVING FIFTH-GRADE STUDENTS' SCIENCE CONCEPT UNDERSTANDING USING A FLIPPED CLASSROOM WITH AUDIOVISUAL MEDIA Alyada Ulya; Naffa Asti Aprilia; Agiska Cahnia; Andi Gusmaulia Eka Putri
PROGRES PENDIDIKAN Vol. 7 No. 2 (2026): Mei 2026
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/prospek.v7i2.1531

Abstract

This study examines the effectiveness of the flipped classroom model supported by audiovisual media in improving fifth-grade students’ understanding of science concepts at SD Negeri 182/I Hutan Lindung. Observations revealed that conventional lecture-based methods and minimal media use resulted in low student engagement, limited participation, and poor conceptual understanding. To address these challenges, Classroom Action Research (CAR) was conducted over two cycles, each including planning, implementation, observation, and reflection stages. During the planning phase, learning modules and audiovisual-oriented media were prepared in accordance with the Independent Curriculum. In the implementation phase, students studied material independently outside the classroom using digital media, allowing class time to focus on discussion, problem-solving, and concept reinforcement. Observations monitored student engagement and media effectiveness, while reflections informed iterative improvements. Quantitative analysis demonstrated that students’ average scores increased from 68 in the pre-cycle to 75 in cycle I and 85 in cycle II, with learning mastery rising from 40% to 90%. Qualitative findings indicated increased motivation, active participation, and collaborative interactions. The results confirm that integrating audiovisual media with a flipped classroom model enhances both engagement and conceptual understanding. This approach aligns with constructivist and multimedia learning theories, providing a practical solution to create more interactive, student-centered, and meaningful science learning experiences in elementary education.
Co-Authors Agiska Cahnia Andi Gusmaulia Eka Putri Dea Ayu Angraini Naffa Asti Aprilia Silvina Noviyanti Ulin Khusnul Hotimah Walhazwa Walhazwa Wesi Salsabela