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<![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.]]>
<![CDATA[Strategi Berpikir Kreatif untuk Meningkatkan Kemampuan Membaca Pemahaman Siswa Kelas V Sekolah Dasar ]]>
<![CDATA[Mutia Dwi Andini]]>;
<![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.v3i2.1632
<![CDATA[This study explores creative thinking strategies aimed at enhancing reading comprehension skills among fifth-grade elementary school students. By focusing on developing critical and innovative thinking methods, the research investigates how these strategies can improve students' ability to understand and process reading materials. The study employs various approaches to stimulate cognitive engagement, fostering both deeper comprehension and greater interest in reading. Results suggest that incorporating creative thinking techniques significantly contributes to the enhancement of students' reading comprehension abilities. The findings highlight the importance of integrating these strategies into the classroom to support students' academic growth and encourage lifelong learning habits.]]>
<![CDATA[Analisis Kesenjangan Antara Pengetahuan dan Keterampilan Menulis Narasi Peserta Didik Kelas IV Sekolah Dasar ]]>
<![CDATA[Selvi Selvi]]>;
<![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.v3i2.1636
<![CDATA[The purpose of the research was to analyze the gap between students' narrative writing knowledge and skills. This research employs a qualitative methodology, specifically descriptive qualitative research. Data is gathered using document study methods, which include gathering and examining written documents, photographs, artwork, and electronic devices. A systematic study is then created by analyzing, comparing, and synthesizing the collected documents. Based on the aforementioned data collection methods, the research tools used are the narrative text knowledge assessment sheet and the narrative text writing skills assessment sheet. It is possible to draw the conclusion that students' knowledge and proficiency in the narrative text material are lacking.]]>
<![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.]]>
