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All Journal Tadris: Jurnal keguruan dan Ilmu Tarbiyah Al-Mubin: Islamic Scientific Journal Journal of English Language and Education
Winarni, Dian
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Religion Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Other

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IMPLEMENTATION OF ILLUSTRATED STORY MEDIA IN IMPROVING STUDENTS' READING COMPREHENSION Winarni, Dian
Al-Mubin Jurnal Ilmiah Islam
Publisher : Department of Research and Community Service at the Ummul Quro Al-Islami Bogor Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51192/almubin.v8i2.2160

Abstract

This study aims to describe the implementation of picture story media in improving reading comprehension skills of third-grade elementary school students. The research employed a qualitative approach with a descriptive method. Data were collected through observations, interviews, and documentation involving teachers and students during the Indonesian language learning process. The results show that picture story media effectively attract students’ attention, increase their interest in reading, and help them better understand the content of the texts. Moreover, active student engagement during learning activities contributes to the development of meaningful learning experiences
Eight Graduate Profiles: Strategies for Developing Student Character in the Digital Era Rohmah, Rissana Aprilia; Yuanita, Pita; Winarni, Dian
Journal of English Language and Education Vol 10, No 6 (2025)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v10i6.1683

Abstract

In today's digital era, educational transformation requires strengthening the character that is integrated in technology-based learning. In modern character learning strategies, the eight dimensions of graduate profiles (DPL) are the basis for character education. The 8 DPL include faith and piety to God Almighty, citizenship, critical reasoning, creativity, collaboration, independence, health, and communication. In digital era learning, the integration of 8 DPLs can be achieved through the use of information and communication technology, hybrid learning, project-based learning, collaborative learning, and digital literacy. These methods can be used to shape and train students' character in a contextual, reflective, and sustainable manner. In online activities, students engage in online discussions, create digital works, create innovative presentations, think through blogs, and create digital character portfolios. By utilizing digital media, teachers act as facilitators, role models, and mentors. Teachers help students learn to collaborate across subjects, think critically, and communicate well through digital platforms. In addition, digital citizenship and digital health are also very important to maintain the safety, ethics, and well-being of students in the virtual environment. Schools, families, and digital communities work together to maintain character formation both in the real and virtual worlds. By implementing an 8-DPL-based learning strategy that is adaptive to technology, graduates are expected to become unique individuals, proficient in technology, and ready to compete and contribute in the era of globalization and digitalization.
Enhancing Early Reading Skills through the Glenn Doman Method Using Flashcards: A Mixed-Methods Study Winarni, Dian; Budiono; Husamah
Tadris: Jurnal Keguruan dan Ilmu Tarbiyah Vol 11 No 2 (2026): Tadris: Jurnal Keguruan dan Ilmu Tarbiyah
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/tadris.v11i2.29008

Abstract

Early reading proficiency remains a persistent challenge in Indonesian elementary education, where conventional spelling methods limit multisensory engagement and impede literacy outcomes. Addressing this gap, the Glenn Doman method, grounded in neuroplasticity theory and play-based pedagogy, offers a compelling alternative through structured flashcard stimulation. This study aimed to investigate the implementation process, reading performance outcomes, and pedagogical implications of the Glenn Doman flashcard method among first-grade students at a Muhammadiyah elementary school in East Java, Indonesia. A qualitative descriptive design with embedded quantitative support (pre–posttest) was employed. Data were collected from 122 first-grade students across four classes, four classroom teachers, and one school principal through classroom observations, semi-structured interviews, and document analysis over ten instructional sessions. Average reading scores improved from 51.8% (pretest) to 93.1% (posttest), representing a 41.3% gain across all five literacy indicators. Thematic analysis identified three principal themes: (1) teacher preparedness and adaptive instruction; (2) student engagement through visual and playful learning; and (3) instructional challenges and contextual adaptation. The Glenn Doman method effectively supports early literacy development through multisensory stimulation, joyful repetition, and culturally responsive pedagogical adaptation. The findings offer practical insights for teachers, school administrators, and policymakers engaged in advancing Indonesia's national literacy agenda (GLS) and SDG 4 goals.
Co-Authors Budiono Husamah Husamah Rohmah, Rissana Aprilia Yuanita, Pita