Articles
<![CDATA[Analisis Kesulitan Peserta Didik dalam Pemecahan Masalah Matematis pada Soal Cerita di Sekolah Dasar ]]>
<![CDATA[Siti Aisyah]]>;
<![CDATA[Salmaini Safitri Syam]]>;
<![CDATA[Chandra Chandra]]>
<![CDATA[ Morfologi : Jurnal Ilmu Pendidikan, Bahasa, Sastra dan Budaya Vol. 3 No. 3 (2025): June : Morfologi : Jurnal Ilmu Pendidikan, Bahasa, Sastra dan Budaya ]]>
Publisher : <![CDATA[Asosiasi Periset Bahasa Sastra Indonesia ]]>
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DOI: 10.61132/morfologi.v3i3.1619
<![CDATA[Mathematics is often referred to as a field of knowledge developed through logical reasoning and is considered essential in everyday life, particularly in problem-solving. One effective way to apply problem-solving skills in mathematics education is through the use of word problems. This study aims to explore and analyze the various obstacles students encounter when solving mathematical word problems. The research employs a descriptive qualitative approach, with data collection methods including tests, interviews, and a project involving the construction of a staircase using standard units of length. The subjects of the study were four third-grade elementary school students in Batusangkar who had previously studied standard units of length. The findings reveal that students faced a range of difficulties, such as challenges in understanding the problems, failure to organize solution steps systematically, and limited comprehension of the concept of standard measurement units. Additionally, a lack of interest in learning was found to negatively impact students’ ability to solve word problems. Therefore, conceptual understanding and increased motivation to learn are crucial factors in enhancing students’ mathematical problem-solving abilities.]]>
<![CDATA[Analisis Kemampuan Menulis Permulaan Siswa Kelas 1 Sekolah Dasar ]]>
<![CDATA[Mila Hanifa]]>;
<![CDATA[Chandra Chandra]]>;
<![CDATA[Salmaini Safitri Syam]]>
<![CDATA[ Morfologi : Jurnal Ilmu Pendidikan, Bahasa, Sastra dan Budaya Vol. 3 No. 3 (2025): June : Morfologi : Jurnal Ilmu Pendidikan, Bahasa, Sastra dan Budaya ]]>
Publisher : <![CDATA[Asosiasi Periset Bahasa Sastra Indonesia ]]>
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DOI: 10.61132/morfologi.v3i3.1620
<![CDATA[This study aims to analyze the initial writing skills of grade 1 Elementary School students. Initial writing is the initial stage for students in recognizing letter shapes, composing syllables, and being able to write simple words and sentences. The method used in this study is descriptive qualitative with observation and documentation techniques. The results of the analysis show that the writing skills of grade 1 students vary greatly, influenced by fine motor readiness, the learning environment, and the role of teachers in providing appropriate exercises. Most students still have difficulty in writing letters with the correct and neat shape. Therefore, an interesting and repetitive learning strategy is needed so that students can improve their writing skills gradually.]]>
<![CDATA[Penggunaan Model Predict-Observ- Expail (POE) dalam Mengatasi Miskonsepsi Siswa SD materi Efek Rumah Kaca ]]>
<![CDATA[Dwinta Syifva Liandi]]>;
<![CDATA[Adrias Adrias]]>;
<![CDATA[Salmaini Safitri Syam]]>
<![CDATA[ Morfologi : Jurnal Ilmu Pendidikan, Bahasa, Sastra dan Budaya Vol. 3 No. 3 (2025): June : Morfologi : Jurnal Ilmu Pendidikan, Bahasa, Sastra dan Budaya ]]>
Publisher : <![CDATA[Asosiasi Periset Bahasa Sastra Indonesia ]]>
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DOI: 10.61132/morfologi.v3i3.1672
<![CDATA[Misconseption are errors in understanding concepts than often occur in the context of science learning, particulary on the greenhouse effect, this study aims to address student’s misconceptions by implementing thePredict-Observe-Explain (POE) learning model in grade VI elementary school students. The study employed the Penelitian Tindakan Kelas (PTK) method based on the kemmis and McTggart model, which consists of four main stage: planning, implementation, observation, and reflection. The reseach subjek consisted of students from grade VI from SDN 13 Cingkariang. Data wewre Collected using Questionnaires and analyzed quantitatively based on pre-test and post-test result. The findings revealed the prior to that application of the POE model, only 15% of students had agoog understnading of the greenhouse effect, while 40% had partial understanding, and 45% did not understand the concept at all. After implementing the POE model, student’s understanding improve significantly, with 70% able to make accurate predictions. 80% actively involved in observation, ang 35% able to explain the greenhouse effect comprehensively. The implementation of the POE model has proven to be effective in correcting misconcepsions and improving student’s understanding through active and exploratory learning.]]>
<![CDATA[Penilaian Kognitif dan Psikomotor pada Materi Membaca Pemahaman dengan Fokus Berpikir Evaluative di Sekolah Dasar ]]>
<![CDATA[Nur Aini Asliatul Aziz]]>;
<![CDATA[Chandra Chandra]]>;
<![CDATA[Salmaini Safitri Syam]]>
<![CDATA[ BLAZE : Jurnal Bahasa dan Sastra dalam Pendidikan Linguistik dan Pengembangan Vol. 3 No. 2 (2025): BLAZE : Jurnal Bahasa dan Sastra dalam Pendidikan Linguistik dan Pengembangan ]]>
Publisher : <![CDATA[STIKes Ibnu Sina Ajibarang ]]>
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DOI: 10.59841/blaze.v3i2.2685
<![CDATA[Assessment is an integral part of the learning process that functions to determine the extent to which learning objectives have been achieved. This article discusses the assessment of cognitive and psychomotor domains in reading comprehension material with a focus on evaluative thinking. The main focus in evaluative reading is the ability of students to assess, criticize, and provide responses to information or texts read. Cognitive assessment is directed at measuring analytical, synthesis, and evaluation skills, while psychomotor assessment touches on aspects of real skills such as delivering oral responses or making written summaries. This study is expected to be a reference for educators in compiling holistic and balanced assessment instruments.]]>
<![CDATA[Analisis Akar Masalah terhadap Rendahnya Hasil Belajar Menulis Teks Deskripsi Siswa Kelas IV SD ]]>
<![CDATA[Syifa Auliani]]>;
<![CDATA[Chandra Chandra]]>;
<![CDATA[Salmaini Safitri Syam]]>
<![CDATA[ BLAZE : Jurnal Bahasa dan Sastra dalam Pendidikan Linguistik dan Pengembangan Vol. 3 No. 3 (2025): BLAZE : Jurnal Bahasa dan Sastra dalam Pendidikan Linguistik dan Pengembangan ]]>
Publisher : <![CDATA[STIKes Ibnu Sina Ajibarang ]]>
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DOI: 10.59841/blaze.v3i3.2928
<![CDATA[This study aims to identify and understand the root causes of low student learning outcomes in writing descriptive texts in grade IV of elementary school. Based on the results of field observations, it was found that the majority of students scored below the Minimum Completion Criteria (KKM) in both cognitive and psychomotor aspects. In addition, student participation in learning activities is also relatively low, which is reflected in minimal interaction, lack of discipline, and lack of self-expression. This study uses a descriptive method with a qualitative approach, using observations in the form of tests and documentation as data collection techniques. The results of the study indicate that lack of understanding of the structure and characteristics of descriptive texts, interaction in learning, challenges in using learning media, and low student motivation are dominant factors in decreasing the quality of learning outcomes. Other factors are low interest in reading and limited student vocabulary. This study recommends that learning be carried out with a more communicative, applicable, and meaningful approach according to the characteristics of students in elementary schools.]]>
<![CDATA[Kesulitan Siswa Sekolah Dasar dalam Memahami Konsep Pecahan ]]>
<![CDATA[Meitesya Putri]]>;
<![CDATA[Salmaini Safitri Syam]]>;
<![CDATA[Chandra Chandra]]>
<![CDATA[ Pentagon : Jurnal Matematika dan Ilmu Pengetahuan Alam Vol. 3 No. 2 (2025): JUNI : Pentagon : Jurnal Matematika dan Ilmu Pengetahuan Alam ]]>
Publisher : <![CDATA[Asosiasi Riset Ilmu Matematika dan Sains Indonesia ]]>
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DOI: 10.62383/pentagon.v3i2.488
<![CDATA[This study aims to examine in-depth and comprehensively the various obstacles faced by elementary school students in understanding the concept of fractions. Fractions represent one of the key components in basic mathematics education and often pose a significant challenge for many students. Through a structured literature review and in-depth analysis of empirical data, this research seeks to clearly describe the various difficulties students encounter when learning and understanding fractions. Additionally, this study investigates the underlying factors contributing to these difficulties and offers a number of creative and effective instructional strategy recommendations to help students overcome these barriers. The findings indicate that the primary challenges hindering students' understanding include several critical aspects: weak comprehension of basic fraction concepts, difficulty in representing fractions both visually and symbolically, struggles with performing arithmetic operations involving fractions, and challenges in relating fraction concepts to real-life situations. A thorough understanding of these challenges is expected to serve as a crucial foundation for improving the quality of mathematics instruction at the elementary school level.]]>
<![CDATA[Analisis Kemampuan Koneksi Matematis Peserta Ddidik Kelas I pada Pembelajaran Bangun Datar di Sekolah Dasar ]]>
<![CDATA[Muhammad Farhan]]>;
<![CDATA[Chandra Chandra]]>;
<![CDATA[Salmaini Safitri Syam]]>
<![CDATA[ Pentagon : Jurnal Matematika dan Ilmu Pengetahuan Alam Vol. 3 No. 2 (2025): JUNI : Pentagon : Jurnal Matematika dan Ilmu Pengetahuan Alam ]]>
Publisher : <![CDATA[Asosiasi Riset Ilmu Matematika dan Sains Indonesia ]]>
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DOI: 10.62383/pentagon.v3i2.497
<![CDATA[Mathematical connection ability is a crucial competence that should be developed from the elementary level, as it helps students understand the interrelationships between mathematical concepts and their applications in daily life. This study aims to analyze the mathematical connection abilities of first-grade elementary school students in learning flat shapes. The research employed a descriptive quantitative method using cognitive and psychomotor assessment instruments. The cognitive test consisted of multiple-choice and essay questions measuring students' ability to recognize, understand, classify, and apply flat shapes. The psychomotor test involved tasks such as assembling flat shapes into meaningful objects and classifying shapes by type. The results showed that students were fairly capable of identifying and grouping flat shapes, but had difficulty explaining classification reasons or relating shapes to real-life objects. The psychomotor results also indicated that fine motor skills and the ability to make real-world connections need improvement. These findings highlight the importance of contextual learning approaches and the use of concrete media to strengthen students’ mathematical connections from an early age.]]>
<![CDATA[Faktor yang Mempengaruhi Minimnya Literasi Siswa SD ]]>
<![CDATA[Husnil Khatimah]]>;
<![CDATA[M. Milpa Sastra Wardana]]>;
<![CDATA[Salmaini Safitri Syam]]>;
<![CDATA[Nur Azmi Alwi]]>
<![CDATA[ Harmoni Pendidikan : Jurnal Ilmu Pendidikan Vol. 2 No. 3 (2025): Harmoni Pendidikan : Jurnal Ilmu Pendidikan ]]>
Publisher : <![CDATA[Lembaga Pengembangan Kinerja Dosen ]]>
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DOI: 10.62383/hardik.v2i3.1744
<![CDATA[The literacy level of primary school-age children in Indonesia is still relatively low, which has an impact on children's academic ability and cognitive development. This study aims to identify and analyze the factors that influence the lack of literacy in primary school-age children. The method used was literature study and field observation with a qualitative approach. The results show that low literacy is caused by several main factors, namely the lack of reading habits at home, limited facilities and interesting reading materials, less varied learning methods, and the minimal role of teachers and parents in fostering interest in reading. In addition, the influence of technological developments also plays a role in diverting children's attention from reading activities. The conclusion of this study emphasizes the importance of collaboration between schools, families and communities in creating an environment that supports an early literacy culture.]]>
<![CDATA[Membaca Lancar Level I Siswa Kelas I SD ]]>
<![CDATA[Melsi Wulandari]]>;
<![CDATA[Chandra Chandra]]>;
<![CDATA[Salmaini Safitri Syam]]>
<![CDATA[ Perspektif : Jurnal Pendidikan dan Ilmu Bahasa Vol. 3 No. 2 (2025): Juni : Perspektif: Jurnal Pendidikan dan Ilmu Bahasa ]]>
Publisher : <![CDATA[STAI YPIQ BAUBAU, SULAWESI TENGGARA ]]>
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DOI: 10.59059/perspektif.v3i2.2327
<![CDATA[This study aims to assess the fluency reading skills of first-grade elementary school students, focusing on pronunciation accuracy, reading smoothness, use of intonation, and reading independence. A descriptive qualitative approach was used, with data collected through observations, interviews, reading assessments, and supporting documentation. The findings reveal varied reading abilities among students; some demonstrate good fluency and independence, while others struggle with pronunciation, flow, and expression. These results highlight the need for appropriate teaching methods and active involvement of both teachers and parents to improve early reading skills. This research provides a foundation for developing effective reading instruction strategies to support students' academic progress in the future.]]>
<![CDATA[Analisis Pembelajaran Siswa Kelas III dalam Membaca Intensif Teks Naratif di Sekolah Dasar ]]>
<![CDATA[Nabilla Muchmaina]]>;
<![CDATA[Chandra Chandra]]>;
<![CDATA[Salmaini Safitri Syam]]>
<![CDATA[ Semantik : Jurnal Riset Ilmu Pendidikan, Bahasa dan Budaya Vol. 3 No. 2 (2025): May: Semantik : Jurnal Riset Ilmu Pendidikan, Bahasa dan Budaya ]]>
Publisher : <![CDATA[Asosiasi Periset Bahasa Sastra Indonesia ]]>
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DOI: 10.61132/semantik.v3i2.1631
<![CDATA[This research focuses on examining the intensive reading learning process of third-grade elementary students when engaging with narrative texts. The objective is to investigate students' ability to comprehend the narrative structure, interpret meanings, and respond to the messages within the text. Employing a qualitative descriptive method, the data were obtained through direct classroom observation, interviews with teaching staff, and evaluation of students’ reading tasks. The findings reveal that although students demonstrate interest in reading narratives, many still struggle to recognize essential components such as plot sequences, character development, and moral lessons. Teachers are instrumental in facilitating students' understanding by implementing supportive strategies, including guided reading, interactive questioning, and the integration of visual materials. The study highlights the importance of a well-structured and supportive learning environment to foster students’ reading comprehension and critical engagement with texts.]]>
