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All Journal Journal of Innovation and Research in Primary Education Attadrib: Jurnal Pendidikan Guru Madrasah Ibtidaiyah
Joni Guci, Ammar Abdullah
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Religion Humanities Education Languange, Linguistic, Communication & Media Mathematics Other

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Pembelajaran Tanggap Budaya (Culturally Responsive Teaching) di Kelas IV Sekolah Dasar Lapasere, Sisriawan; Julianti, Nengsih; Herlina, Herlina; Rizal, Rizal; Joni Guci, Ammar Abdullah
Attadrib: Jurnal Pendidikan Guru Madrasah Ibtidaiyah Vol. 8 No. 1 (2025): Islamic Primary Education based on Islamic values
Publisher : Institut Agama Islam Daruttaqwa Gresik

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54069/attadrib.v8i1.859

Abstract

This study aims to identify how to implement culturally responsive teaching in grade IV of SDN Inpres 1 Birobuli. The method used was qualitative descriptive with the subject of grade IV students of SDN Inpres 1 Birobuli, the respondents of this study were students with a total of 27 people and teachers of grade IV A of SDN Inpres 1 Birobuli. The instruments in this study are observation sheets, interview guidelines, document studies and questionnaires. Data collection was carried out by conducting observations, interviews, document studies, and questionnaires. The data analysis used was a qualitative analysis from Miles and Huberman. The results of the research show that the implementation of culturally responsive teaching at SDN Inpres 1 Birobuli has created inclusive and meaningful learning by integrating local culture. This method improves students' understanding, motivation, and tolerance, although it still needs optimization in all subjects. If this method is applied more consistently, it is expected to produce a younger generation that appreciates cultural diversity. The implication of this study is that the implementation of culturally responsive teaching (CRT) at SDN Inpres 1 Birobuli can create inclusive and meaningful learning by integrating local culture, which enhances students' understanding, motivation, and tolerance towards diversity. Although it has shown positive results, the implementation of this method still needs to be optimized across all subjects. Therefore, continuous efforts are required in teacher training and providing teaching materials that support the integration of local culture in learning, in order to produce a younger generation that appreciates and preserves Indonesia's cultural diversity.
Enhancing Reading Comprehension Through Mind Mapping: A Classroom Action Research Study with Fifth-Grade Elementary Students Azizah, Sarah; Aqil, Muhammad; Zulnuraini, Zulnuraini; Joni Guci, Ammar Abdullah; Wilade, Surahman; Lapasere, Sisriawan
Journal of Innovation and Research in Primary Education Vol. 5 No. 1 (2026)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v5i1.2963

Abstract

Reading comprehension remains a persistent challenge in elementary education, with students frequently struggling to organize textual information and identify main ideas. This study investigated the effectiveness of mind mapping strategies in enhancing reading comprehension among fifth-grade students. Employing a classroom action research design based on the Kemmis and McTaggart model, this study involved 33 fifth-grade students at SD Inpres 3 Tondo across two iterative cycles. Data were collected through observation sheets for teacher and student activities, reading comprehension rubrics, and documentation. Analysis combined descriptive statistics for quantitative data and thematic analysis for qualitative observations. Reading comprehension performance improved significantly from 63% (sufficient category) in Cycle I to 79% (good category) in Cycle II, representing a 16-percentage-point increase. Student engagement increased from 65% to 91%, while teacher effectiveness improved from 89% to 95%. An unexpected finding revealed that struggling readers benefited disproportionately from the intervention, showing 24-percentage-point gains compared to 12-percentage-point improvements among higher-performing students. The findings support dual coding theory and schema theory, demonstrating that visual-verbal integration through mind mapping facilitates deeper cognitive processing. Mind mapping proved effective as an accessible, low-cost intervention that transforms comprehension from an invisible individual activity into a visible collaborative process, with implications for literacy instruction in resource-constrained contexts.
Co-Authors Azizah, Sarah Herlina Herlina Julianti, Nengsih Muhammad Aqil Rizal Rizal Sisriawan Lapasere Surahman Wilade Zulnuraini