Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
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All Journal Pragmatik : Jurnal Rumpun Ilmu Bahasa dan Pendidikan
Nurul Husna Zakiyah
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Education Languange, Linguistic, Communication & Media

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Strategi Guru dalam Meningkatkan Kemampuan Membaca Siswa SD melalui Cerita Rakyat Nusantara Thalita Fitra Amaliya; Nurul Husna Zakiyah; Restia Amelia; Afriza Media; Ari Suriani
Pragmatik : Jurnal Rumpun Ilmu Bahasa dan Pendidikan  Vol. 3 No. 3 (2025): Juli: Pragmatik : Jurnal Rumpun Ilmu Bahasa dan Pendidikan
Publisher : Asosiasi Periset Bahasa Sastra Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/pragmatik.v3i3.1808

Abstract

This research aims to examine how elementary school teachers enhance students’ reading skills using Indonesian folklore as a learning medium. The study employed a qualitative descriptive approach, with data gathered through classroom observations, teacher interviews, and analysis of instructional materials. The results indicate that teachers apply various contextual teaching strategies, including guided reading, storytelling, group discussions, and vocabulary development using folklore texts. These methods help foster student engagement and improve reading comprehension. The study highlights the importance of integrating local cultural content into literacy instruction at the primary education level.
Dampak Pembelajaran Berdiferensiasi terhadap Hasil Belajar Siswa Sekolah Dasar: (A Systematic Literature Review) Nurul Husna Zakiyah; Irsyad Irsyad
Pragmatik : Jurnal Rumpun Ilmu Bahasa dan Pendidikan  Vol. 4 No. 3 (2026): Juli: Pragmatik : Jurnal Rumpun Ilmu Bahasa dan Pendidikan
Publisher : Asosiasi Periset Bahasa Sastra Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/pragmatik.v4i3.2861

Abstract

This study examined the impact of differentiated learning on the learning outcomes of elementary school students within the implementation of the Merdeka Curriculum. The Indonesian Programme for International Student Assessment (PISA) 2022 results indicated that, despite a rise in national ranking, Indonesian students' scores in literacy, numeracy, and science remained below the OECD average, raising concern about the effectiveness of student-centered learning strategies at the primary level. This article aimed to analyze and synthesize prior research findings regarding the implementation of differentiated learning and its impact on elementary school students' learning outcomes. A Systematic Literature Review (SLR) was conducted by searching Google Scholar, Garuda, ERIC, and Scopus databases using the keywords “differentiated learning,” “pembelajaran berdiferensiasi,” “elementary school,” and “sekolah dasar,” restricted to publications from 2021 to 2026. Fifteen relevant articles were thematically analyzed. The findings showed that differentiated learning, through content, process, and product differentiation, consistently improved cognitive learning outcomes, motivation, and active engagement of elementary students across subjects. Teacher readiness in diagnostic assessment was identified as a key supporting factor, while limited planning time remained the main obstacle. It was concluded that differentiated learning is a relevant strategy that should be strengthened in elementary classroom practice, supported by continuous teacher training.
Co-Authors Afriza Media Ari Suriani irsyad irsyad Restia Amelia Thalita Fitra Amaliya