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<![CDATA[Analisis Pemahaman Siswa Terhadap Menulis Teks Eksplanasi dalam Pembelajaran Bahasa Indonesia ]]>
<![CDATA[Meyshi Fauziah]]>;
<![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.v3i2.1646
<![CDATA[Writing skills according to experts in learning Indonesian are placed at the highest level of learning in the language acquisition process. One form of text that is important to learn in schools for writing skills is explanatory text. Explanatory text is a text that explains the process of a natural, social or cultural phenomenon logically and systematically. . Writing is one of the language skills that must be mastered by students. . However, in reality, there are still many students who have difficulty in understanding and writing explanatory texts. This study aims to analyze students' understanding of explanatory texts and students' abilities in writing explanatory texts in learning Indonesian in grade VI of elementary school. the number of samples in this study was 5 grade VI students. In this study, the researcher used a qualitative descriptive method. the results of this study indicate that students' understanding of writing explanatory texts is still low.]]>
<![CDATA[Analisis Kemampuan Membaca Permulaan Pada Peserta Didik Kelas I Sekolah Dasar : Perspektif Kognitif dan Psikomotorik ]]>
<![CDATA[Natasya Rey Fadila]]>;
<![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.v3i2.1649
<![CDATA[Early reading is an important foundation in mastering language skills, especially for first grade elementary school students. Problems that often arise at this stage include difficulty in recognizing letters, arranging letters into words, and pronunciation and understanding simple reading. This study aims to analyze the early reading skills of first grade students in terms of cognitive and psychomotor aspects, and to identify factors that hinder their achievement. This study uses a descriptive quantitative approach with test instruments to assess cognitive abilities and observations to assess psychomotor skills. The subjects of the study consisted of five first grade students. The results showed that most students had very good cognitive abilities in early reading, but their psychomotor abilities tended to be low. A gap was found between theoretical understanding and practical skills of students. This finding emphasizes the importance of a balanced and holistic learning strategy so that students not only understand conceptually, but are also able to apply reading skills in real life.]]>
<![CDATA[Pemanfaatan Teknologi Digital dalam Meningkatkan Minat Belajar Bahasa Indonesia Siswa di Sekolah Dasar ]]>
<![CDATA[Nayla Adhwa]]>;
<![CDATA[Nurul Faeza]]>;
<![CDATA[Nur Azmi Alwi]]>;
<![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.v3i2.1723
<![CDATA[This study examines how digital technology can help boost elementary school students’ interest in learning the Indonesian language. As technology continues to influence the way education is delivered, incorporating digital tools into the classroom has become increasingly important. The study examines how interactive learning techniques, including educational games, digital storytelling, and multimedia presentations, can enhance the engagement and enjoyment of language learning for elementary students. A qualitative descriptive methodology was used, with data collected through interviews with both teachers and students, classroom observations, and the review of relevant documents. The results indicate that digital technology significantly contributes to increasing students' motivation, participation, and curiosity. Interactive digital tools foster a more lively and enjoyable learning atmosphere, making it easier for students to grasp and relate to the content. Teachers also reported that students became more active during lessons and demonstrated improved comprehension and vocabulary usage.The study concludes that integrating digital technology into Indonesian language lessons can shift traditional teaching methods toward more student-centered and engaging learning. It is recommended that schools invest in proper digital infrastructure and provide training for teachers to fully benefit from interactive learning approaches]]>
<![CDATA[Strategi Pengembangan Kemampuan Membaca Pemahaman Melalui Penerapan Keterampilan Berpikir Kritis Siswa Kelas V Sekolah Dasar ]]>
<![CDATA[Mutiara Wardifa Sari]]>;
<![CDATA[Chandra Chandra]]>;
<![CDATA[Salmaini Safitri Syam]]>
<![CDATA[ Jurnal Nakula : Pusat Ilmu Pendidikan, Bahasa dan Ilmu Sosial Vol. 3 No. 3 (2025): Mei : Jurnal Nakula : Pusat Ilmu Pendidikan, Bahasa dan Ilmu Sosial ]]>
Publisher : <![CDATA[Asosiasi Riset Ilmu Pendidikan Indonesia ]]>
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DOI: 10.61132/nakula.v3i3.1814
<![CDATA[This study focuses on the development of reading comprehension skills through the implementation of critical thinking strategies in Grade V elementary school students. Reading comprehension is not merely about decoding texts but involves understanding, interpreting, and analyzing the content. The integration of critical thinking aims to encourage students to become active readers who can question, evaluate, and make inferences based on the information they read. This research employs a qualitative descriptive approach by observing teaching practices and student responses in the classroom setting. Findings reveal that using critical thinking techniques—such as asking higher-order questions, making predictions, and drawing conclusions—helps students engage more deeply with the text. These strategies also improve their ability to connect prior knowledge with new information, fostering a more meaningful reading experience. Teachers play a vital role in guiding students to think reflectively and independently. The study concludes that consistent application of critical thinking in reading lessons significantly enhances students’ comprehension and supports the development of lifelong learning skills.]]>
<![CDATA[Peran Teks Eksposisi dalam Meningkatkan Keterampilan Berpikir Kritis Siswa Kelas 5 SD ]]>
<![CDATA[Mutia Casadilla]]>;
<![CDATA[Chandra Chandra]]>;
<![CDATA[Salmaini Safitri Syam]]>
<![CDATA[ Jurnal Nakula : Pusat Ilmu Pendidikan, Bahasa dan Ilmu Sosial Vol. 3 No. 3 (2025): Mei : Jurnal Nakula : Pusat Ilmu Pendidikan, Bahasa dan Ilmu Sosial ]]>
Publisher : <![CDATA[Asosiasi Riset Ilmu Pendidikan Indonesia ]]>
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DOI: 10.61132/nakula.v3i3.1815
<![CDATA[This study investigates the role of expository texts in enhancing critical thinking skills among fifth-grade elementary school students through a qualitative approach. Data were collected by conducting interviews with five fifth-grade students to explore their experiences and perceptions related to reading expository texts. The findings reveal that engaging with expository texts helps students develop reasoning abilities, stimulates curiosity, and supports the formation of argumentation skills. Students expressed that such texts encouraged them to think more deeply and analyze information logically. The study underscores the importance of integrating age-appropriate expository materials into classroom instruction to foster higher-order thinking. It also highlights the need for teaching strategies that actively engage young learners in reflective and analytical thought processes.]]>
<![CDATA[Analisis Kemampuan Menulis Teks Persuasi Siswa Kelas IV Sekolah Dasar ]]>
<![CDATA[Rere Oktavia Kuswoyo]]>;
<![CDATA[Chandra Chandra]]>;
<![CDATA[Salmaini Safitri Syam]]>
<![CDATA[ Jurnal Nakula : Pusat Ilmu Pendidikan, Bahasa dan Ilmu Sosial Vol. 3 No. 3 (2025): Mei : Jurnal Nakula : Pusat Ilmu Pendidikan, Bahasa dan Ilmu Sosial ]]>
Publisher : <![CDATA[Asosiasi Riset Ilmu Pendidikan Indonesia ]]>
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DOI: 10.61132/nakula.v3i3.1819
<![CDATA[The purpose of this study is to analyze the types of errors made by fourth-grade elementary school students in writing persuasive texts. This research uses a qualitative descriptive approach. Data were collected through document analysis of students' persuasive writing assignments. The study identified common errors related to structure, content coherence, language use, and spelling. The results showed that students frequently made mistakes in formulating persuasive arguments, organizing ideas logically, and applying appropriate linguistic features.]]>
<![CDATA[Upaya Meningkatkan Kontribusi Belajar Anak yang Efektif ]]>
<![CDATA[Ghina Hanifah]]>;
<![CDATA[Intan Raudhatul Jannah]]>;
<![CDATA[Salmaini Safitri Syam]]>;
<![CDATA[Nur Azmi Alwi]]>
<![CDATA[ Jurnal Nakula : Pusat Ilmu Pendidikan, Bahasa dan Ilmu Sosial Vol. 3 No. 4 (2025): Juli: Jurnal Nakula : Pusat Ilmu Pendidikan, Bahasa dan Ilmu Sosial ]]>
Publisher : <![CDATA[Asosiasi Riset Ilmu Pendidikan Indonesia ]]>
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DOI: 10.61132/nakula.v3i4.1907
<![CDATA[An effective learning process is the foundation or main idea in developing children's potential. Children's active contribution in the learning process is an important indicator of children's learning success. This article aims to analyze efforts that can be made to improve children's learning contributions effectively both from internal and external aspects. This study uses a qualitative, participatory, and daily life-relevant approach that can increase children's activeness in learning. Moreover, guidance from both parents and teachers is essential in fostering children's participation in learning. Collaboration between schools and families is a key factor in creating a supportive learning environment. Thus, efforts to improve children's learning contributions require not only the right pedagogical approach, but also an approach from the school, family, and social environment that supports the creation of a conducive, inclusive, and enjoyable learning atmosphere.]]>
<![CDATA[Analisis Konsep Penjumlahan di Kelas 1 Sekolah Dasar ]]>
<![CDATA[Neni Wulandari Oktavia Ningrum]]>;
<![CDATA[Chandra Chandra]]>;
<![CDATA[Salmaini Safitri Syam]]>
<![CDATA[ Algoritma : Jurnal Matematika, Ilmu pengetahuan Alam, Kebumian dan Angkasa Vol. 3 No. 3 (2025): Algoritma : Jurnal Matematika, Ilmu pengetahuan Alam, Kebumian dan Angkasa ]]>
Publisher : <![CDATA[Asosiasi Riset Ilmu Matematika dan Sains Indonesia ]]>
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DOI: 10.62383/algoritma.v3i3.486
<![CDATA[This article explores the significance of gaining a clear understanding of the topic concept addition as the main foundation in mathematical literacy. This study examines various pedagogical approaches in introducing the concept of addition to students, emphasizing the importance of conceptual understanding compared to procedural learning. Analysis of several learning methods shows that the use of manipulative objects, visual representations, and the application of real contexts significantly improve students' understanding of the idea behind addition. The results of the research also indicate that difficulties in understanding the concept of addition at the early stage of Learning may affect the progress of advanced mathematical abilities. This article concludes that a learning approach that emphasizes conceptual understanding of addition as a quantity combination operation will establish a strong basis for the advancement of students' mathematical abilities in the future.]]>
<![CDATA[Analisis Kemampuan Peserta Didik dalam Literasi Numerasi pada Soal Bilangan di Sekolah Dasar ]]>
<![CDATA[Saripah Aini]]>;
<![CDATA[Salmaini Safitri Syam]]>;
<![CDATA[Chandra Chandra]]>
<![CDATA[ Algoritma : Jurnal Matematika, Ilmu pengetahuan Alam, Kebumian dan Angkasa Vol. 3 No. 3 (2025): Algoritma : Jurnal Matematika, Ilmu pengetahuan Alam, Kebumian dan Angkasa ]]>
Publisher : <![CDATA[Asosiasi Riset Ilmu Matematika dan Sains Indonesia ]]>
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DOI: 10.62383/algoritma.v3i3.487
<![CDATA[The difficulties students experience when solving problems that require calculation indicate a need to improve their arithmetic skills. This research aims to describe students' numeracy skills in solving number problems while also identifying the obstacles they encounter in developing these skills. Specifically, this study explores the mathematical numeracy literacy abilities of fourth-grade elementary school students in facing the Minimum Competency Assessment (AKM) questions on number material at one elementary school in Indonesia. This research uses a descriptive qualitative approach with data collection techniques including AKM numeracy tests, observation, interviews, and documentation. The research findings show that students' mathematical numeracy literacy ability is in the moderate category, with an average achievement of 65.8%. The main difficulties experienced by students include: (1) recognizing mathematical information from contextual problems, (2) performing numerical calculations, (3) interpreting calculation results in the context of real-world problems, and (4) communicating mathematical reasoning in writing. Based on these results, this research recommends strengthening numeracy learning that connects material with everyday life contexts, as well as improving students' mathematical reasoning abilities through problem-based learning approaches, to optimize the mathematical numeracy literacy of elementary school students.]]>
<![CDATA[Kemampuan Berpikir Komputasional di Sekolah Dasar Kelas 4 Pembelajaran Matematika ]]>
<![CDATA[Muhammad Arvi]]>;
<![CDATA[Chandra Chandra]]>;
<![CDATA[Salmaini Safitri Syam]]>
<![CDATA[ Algoritma : Jurnal Matematika, Ilmu pengetahuan Alam, Kebumian dan Angkasa Vol. 3 No. 3 (2025): Algoritma : Jurnal Matematika, Ilmu pengetahuan Alam, Kebumian dan Angkasa ]]>
Publisher : <![CDATA[Asosiasi Riset Ilmu Matematika dan Sains Indonesia ]]>
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DOI: 10.62383/algoritma.v3i3.511
<![CDATA[The purpose of this study is to assess the computational thinking skills of fourth-grade elementary students within the framework of mathematics instruction. Computational thinking is a crucial 21st-century competency that should be cultivated from an early age, particularly in solving mathematical problems. This study adopts a descriptive quantitative method using a written test instrument developed based on four key computational thinking components: decomposition, pattern recognition, abstraction, and algorithmic processes. The participants in this research were fourth-grade students from a selected elementary school. The results indicate that most students demonstrate a moderate level of computational thinking. Among the assessed indicators, decomposition was the most successfully achieved, while algorithmic thinking was the least mastered. These results highlight the importance of integrating contextual and problem-based learning strategies to further enhance students’ computational thinking abilities in mathematics education.]]>
