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All Journal Didaktik : Jurnal Ilmiah PGSD STKIP Subang Didaktika: Jurnal Kependidikan
Nina Mekalungi
Universitas Muhammadiyah Surakarta
Education Languange, Linguistic, Communication & Media Mathematics Other

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Komik Digital Berbasis Kearifan Lokal untuk Meningkatkan Literasi membaca Siswa Sekolah Dasar Nina Mekalungi; Markhamah; Fitri Puji Rachmawati; Murfiah Dewi Wulandari
Didaktika: Jurnal Kependidikan Vol. 14 No. 1 Februari (2025): Didaktika Jurnal Kependidikan
Publisher : South Sulawesi Education Development (SSED)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/27454312.1788

Abstract

Penelitian ini bertujuan untuk menganalisis efektivitas komik digital berbasis kearifan lokal dalam meningkatkan literasi baca siswa sekolah dasar secara kuantitatif. Literasi baca meliputi mengenali, memahami, menganalisis, dan mengevaluasi informasi dalam teks, yang penting di era digital saat ini. Penelitian ini menggunakan desain quasi eksperimen dengan pendekatan one group pretest-posttest. Sampel penelitian sebanyak 50 siswa kelas IV SD Negeri Banjarejo yang dipilih secara purposive sampling. Instrumen penelitian berupa tes literasi baca yang telah diuji validitas dan reliabilitasnya menggunakan SPSS. Hasil uji validitas menunjukkan 18 dari 20 soal valid (p<0,05) dengan nilai reliabilitas (Cronbach's Alpha) sebesar 0,845. Data dianalisis menggunakan uji t-sample berpasangan untuk mengukur peningkatan skor literasi baca. Hasil penelitian menunjukkan adanya peningkatan yang signifikan pada skor literasi membaca siswa, dengan skor rata-rata pretest 65,2 meningkat menjadi 82,5 pada posttest (t = 8,932; p < 0,001). Selain itu, 90% siswa menunjukkan pengucapan yang jelas, dan 84% merasa lebih percaya diri saat membaca. Temuan ini menunjukkan bahwa komik digital berbasis kearifan lokal efektif dalam meningkatkan keterampilan literasi membaca dan membangun rasa percaya diri siswa. Penelitian ini merekomendasikan penerapan komik digital sebagai alat pembelajaran yang inovatif dan relevan, serta perluasan studi dalam berbagai konteks pendidikan untuk mengoptimalkan manfaatnya.
STRATEGI PENANGANAN RESISTENSI SOSIAL SISWA BERKEBUTUHAN KHUSUS DI SEKOLAH INKLUSI Lilik Mustofiyah; Nina Mekalungi; Supriyono; Minsih; Ernawati
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 10 No. 3 (2024): Volume 10 No. 03 September 2024 In Press
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v10i3.3654

Abstract

The purpose of this research is to discover the factors that influence the social resistance of students with special needs in inclusive schools, find useful methods to reduce such social resistance, and study the role of teachers, other students, and parents in supporting social inclusion. Systematic Literature Review (SLR) is the methodology used. The results showed that elements such as stigma, lack of understanding, and limited resources significantly affect social resistance. Inclusive education, individualised approaches, teacher training and parent participation are successful strategies. To create an inclusive and supportive environment, parents, other students and teachers must work together. Inclusive schools give all students, including students with special needs, the opportunity to learn together in the same environment. Challenges faced include social resistance such as harassment, discrimination or exclusion. This social resistance can affect the growth of students with special needs as well as the overall learning environment. Therefore, inclusive education, anti-discrimination policies and support from all relevant parties are essential.This research found that awareness raising, teacher and parent training, and clear policies are the best ways to deal with social resistance. To create a supportive and inclusive school environment, co-operation between teachers, parents and the school community is essential. It is hoped that this research will provide practical suggestions on how to improve social inclusion and make a more equitable learning environment for all students.
Co-Authors Ernawati Fitri Puji Rachmawati Lilik Mustofiyah Markhamah Minsih Murfiah Dewi Wulandari Supriyono