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All Journal Jurnal Teknologi Pendidikan : Jurnal Penelitian dan Pengembangan Pembelajaran Manajemen Pendidikan
Ashari, Slamet
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Computer Science & IT Education Languange, Linguistic, Communication & Media Other

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Pengaruh Budaya Sekolah Smart Student Terhadap Kemampuan Dasar Siswa SDIT Al Ibrohimi Ramadhani, Isnaini Farikha; Ashari, Slamet
Manajemen Pendidikan Volume 19, No 2, Tahun 2024
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/jmp.v9i2.4856

Abstract

Schools are not merely institutions for learning; they are pivotal in molding character and fostering competitive youth. Primary education, particularly, lays the cornerstone for children's academic, social, and character development. In the contemporary educational landscape, literacy, numeracy, and religious education stand as indispensable pillars, essential not only as basic skills but also as the bedrock for academic prowess and daily life. Character development takes precedence, offering a sturdy moral and ethical scaffold for students. However, amidst the ever-changing times, the task of providing comprehensive education grows more intricate, prompting schools to embrace innovative programs that seamlessly integrate crucial elements such as literacy, numeracy, religious education, and character building. Enter the SMART Student Program, designed to bolster students' literacy, numeracy, and tahfidz skills while nurturing robust character traits. This study delves into the SMART Student Program's impact on enhancing students' literacy, numeracy, and tahfidz skills and its repercussions on character development. Employing a quantitative descriptive approach, data from questionnaires, program outcomes, and student attendance spanning two months are analyzed. Regression and correlation analyses reveal a significant positive correlation between the SMART Student Program and students' basic competencies, underscoring the pivotal role of school culture in shaping student character and academic performance The study reveals a significant correlation between school culture and students' basic competencies, supported by a significance value < 0.05. This study furnishes empirical evidence underscoring the significance of school culture in character formation and advocates for educational paradigms centered on character values.
Integration of Computational Elements in the Development of Teaching Materials to Enhance Reading Comprehension Skills of Elementary School Students: A Systematic Literature Review Ashari, Slamet; Citra Fitri Kholidya; Nurul Istiq’faroh
Jurnal Teknologi Pendidikan : Jurnal Penelitian dan Pengembangan Pembelajaran Vol. 11 No. 2 (2026): April
Publisher : UNDIKMA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jtp.v11i2.19035

Abstract

This study aims to examine the integration of computational thinking (CT) in developing teaching materials to enhance elementary students’ reading comprehension. Using a systematic literature review guided by PRISMA, 24 peer-reviewed articles published between 2020 and 2025 were analyzed, focusing on CT integration in reading instruction, the development of digital teaching materials and worksheets, and empirical evidence of effectiveness. The findings indicate that CT significantly improves reading comprehension through approaches such as story mapping, digital storytelling, gamification, and interactive worksheets, which support students in organizing ideas, identifying patterns, and constructing meaning from texts. The effectiveness is greater when CT is combined with narrative-centered learning, problem-based learning, and metacognitive strategies, as these approaches foster deeper engagement and critical thinking during the reading process. Additionally, CT-based interventions encourage active learning and promote students’ ability to interpret narrative texts more systematically. However, several limitations were identified, including small sample sizes, limited focus on interpretive comprehension, and context-specific implementations that may restrict generalizability. In conclusion, CT integration shows strong potential to improve elementary reading comprehension, but further comprehensive research is needed to explore long-term impacts, cross-cultural applicability, and the explicit integration of CT principles in literacy instruction, along with the development of standardized frameworks and teacher training programs to support effective and sustainable implementation.
Co-Authors Citra Fitri Kholidya Nurul Istiq’faroh Ramadhani, Isnaini Farikha