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All Journal TOFEDU: The Future of Education Journal Jurnal Pengabdian Masyarakat dan Riset Pendidikan
Midya Botty
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Humanities Education Languange, Linguistic, Communication & Media Mathematics Other

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Analysis of the Implementation of the Drill Method in Developing Reading Skills in Indonesian Language Learning for Grade 2 Students at MI Terpadu Arrahman Palemban Azzahra Nurul Nadilah; Midya Botty; Ines Tasya Jadidah
The Future of Education Journal Vol 4 No 6 (2025)
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Yayasan Pendidikan Tumpuan Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61445/tofedu.v4i6.541

Abstract

This study aims to investigate students’ reading ability, the implementation of the drill method in developing reading skills, and the supporting and inhibiting factors in its application. The research was conducted at MI Terpadu Arrahman Palembang. This is a qualitative study employing a descriptive research design. The data used in this study consist of primary and secondary data. Primary data were obtained directly without intermediaries, while secondary data were collected through intermediaries or literature review. Data collection techniques included observation, interviews, and documentation. Data analysis techniques consisted of data reduction, data presentation, and drawing conclusions. The results of this study indicate that: (1) The reading ability of second-grade students at MI Terpadu Arrahman is generally in the “fairly good” category. Students are able to read simple sentences, pronounce words correctly, and recognize letters accurately. Most students read fluently and have met the Minimum Competency Criteria (KKM) for basic reading skills. (2) The implementation of the drill method significantly aids students in developing reading skills, as this method emphasizes repetitive practice conducted in a structured and targeted manner. With this method, students become more fluent in recognizing letters, words, and sentences, as well as in proper pronunciation and intonation. (3) Supporting factors in the application of the drill method include a conducive learning environment, availability of facilities, high student motivation, and teacher competence. Family support such as parental involvement in home learning and concern for children's education also plays a key role. Inhibiting factors include students’ lack of focus during learning, shyness when asked to read aloud in front of the class, and boredom caused by repetitive activities, all of which pose challenges for teachers. External factors such as limited family support, restricted access to learning resources at home, and students’ socio-economic conditions also influence the implementation of the drill method.
Internalisasi Nilai-Nilai Moderasi Beragama melalui Mata Pelajaran Pendidikan Pancasila pada Peserta Didik di SDN 238 Palembang: Penelitian Riska Amalia; Midya Botty; Yunita
Jurnal Pengabdian Masyarakat dan Riset Pendidikan Vol. 4 No. 2 (2025): Jurnal Pengabdian Masyarakat dan Riset Pendidikan Volume 4 Nomor 2 (October 202
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jerkin.v4i2.3047

Abstract

This study investigates the internalization of religious moderation values through Pancasila Education among students at SDN 238 Palembang. The research aims to analyze the process, supporting and inhibiting factors, and the effectiveness of value internalization in the classroom. Employing a qualitative case study approach, the research involved all students of class I C, the Pancasila Education teacher, and the principal as key informants. Data were collected using interviews, observation, and documentation, with analysis conducted through Miles and Huberman’s interactive model. The findings reveal that the internalization process occurs in three stages: value transformation, value transaction, and value transinternalization. Supporting factors include adequate facilities, a conducive school environment, active family involvement, teacher facilitation, and student engagement. Inhibiting factors are limited student comprehension, external environmental influences, uncontrolled social media use, and low literacy culture. The study concludes that effective collaboration between school, family, and community is essential for fostering moderate character in students.
The Implementation of the Cooperative Integrated Reading and Composition (CIRC) Model on Students' Cooperation Attitudes at SDN 160 Palembang Iga Mawarni; Midya Botty; Ayu Nur Shawmi
The Future of Education Journal Vol 4 No 8 (2025): IN PROGRESS
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Yayasan Pendidikan Tumpuan Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61445/tofedu.v4i8.937

Abstract

This research is motivated by the problem of the lack of cooperation attitudes among second-grade students at SDN 160 Palembang, where interaction and collaboration within groups are still limited. To address this challenge, the study aims to describe the process of implementing the Cooperative Integrated Reading and Composition (CIRC) learning model and to analyze the supporting and inhibiting factors. Using a descriptive qualitative approach, this study involved the teacher and second-grade students of class II D as subjects. Data were collected through observation, interviews, and documentation, and were then analyzed using the Miles and Huberman interactive model, with validation through triangulation. The results of the study show that the CIRC model successfully fostered students' cooperation attitudes, self-confidence, and communication. This success was supported by the teacher's creativity and the use of effective learning media. However, the implementation of the model was hindered by an unfavorable classroom environment and limited time allocation. The study concludes that the CIRC model is effective, but it requires better classroom management strategies to achieve optimal results.
Co-Authors Ayu Nur Shawmi Azzahra Nurul Nadilah Iga Mawarni Ines Tasya Jadidah RISKA AMALIA YUNITA