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All Journal Al Ishlah Jurnal Pendidikan Social, Humanities, and Educational Studies (SHEs): Conference Series
Nila Febreiyani
Universitas Sebelas Maret
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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The Effectiveness of The School Literacy Movement with Illustrated Historical Storybook Media on Reading Skills in Grade II Elementary School Students in Selogiri Sub-District Nila Febreiyani; Rukayah Rukayah; Septi Yulisetiani
Social, Humanities, and Educational Studies (SHES): Conference Series Vol 8, No 1 (2025): Social, Humanities, and Educational Studies (SHEs): Conference Series
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/shes.v8i1.98915

Abstract

Keterampilan membaca merupakan keterampilan yang harus dimiliki oleh peserta didik dalam belajar mengajar. Penelitian ini bertujuan untuk mengetahui efektivitas gerakan literasi sekolah (GLS) dengan media buku cerita sejarah bergambar terhadap keterampilan membaca. Jenis penelitiannya adalah kuantitatif. Teknik pengumpulan data melalui tes membaca. Analisis data dilakukan dengan menggunakan teknik regresi linier sederhana dan uji-t. Hasil analisis data memberikan nilai korelasi (R) = 0.572; koefisien determinasi R Square = 0,863; untuk nilai signifikan sebesar 0.00 < 0,05 mendapatkan nilai t hitung 2,407 > t tabel 1.663 yang artinya menerima hipotesis alternatif. Kesimpulan penelian adalah gerakan literasi sekolah (GLS) dengan media buku cerita sejarah bergambar efektif terhadap keterampilan membaca pada peserta didik kelas II sekolah dasar di kecamatan Selogiri, dengan kontribusi pengaruh sebesar 86.5%
Building Stronger Literacy Foundations: Optimizing Phase A through Teacher Collaboration Nila Febreiyani; Karsono Karsono; Septi Yulisetiani
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 4 (2025): DECEMBER 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i4.8261

Abstract

This study explores how teacher collaboration within the Kelompok Kerja Guru (KKG/Teacher Working Group) enhances foundational literacy in Phase A (Grades 1–2) of Indonesian elementary schools. Responding to the persistent issue of low literacy performance among early-grade students, the research investigates collaborative strategies to improve reading and writing skills within the framework of the Kurikulum Merdeka. Employing a qualitative case study design, the study involved 8 public elementary schools in the Yudistira Cluster, Selogiri Subdistrict. Participants included school principals, teachers, and the KKG coordinator, selected through purposive sampling. Data were collected over nine months via interviews, observations, and document analysis, then analyzed using the Miles and Huberman framework. Findings indicate that systematic collaboration in planning, implementation, and evaluation—supported by reading corners, enriched libraries, and a 15-minute daily reading routine—led to improved student engagement and foundational literacy outcomes. Teachers employed differentiated instructional strategies, including the Alphabet, Phonics, SAS, and Global Methods, tailored to students’ initial abilities. KKG meetings served as reflective spaces to share best practices and design interventions based on student data. The study highlights the potential of teacher-led learning communities to strengthen literacy instruction in low-resource settings. It recommends sustained institutional support and further research using longitudinal methods to assess long-term student outcomes. Ethical clearance was obtained, and informed consent was secured from all participants.
Co-Authors Karsono Karsono Rukayah Rukayah Septi Yulisetiani