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All Journal YASIN: Jurnal Pendidikan dan Sosial Budaya
Zuniar, Meutia
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Social Sciences Other

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Pengembangan Flipbook Digital "FIKIR" tentang Keteladanan Rasulullah SAW pada Pembelajaran PAI Kelas 3 SD Zuniar, Meutia; Rahmadani, Mabda; Hapsyari, Stefi Sri; Aeni, Ani Nur
YASIN Vol 5 No 4 (2025): AGUSTUS
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/yasin.v5i4.5824

Abstract

The widespread use of advanced technology over time has driven significant changes in teaching strategies, prompting education to adapt through the implementation of technology based learning media. Islamic Religious Education (PAI) plays an important role in aligning students’ competency development with their characteristics by utilizing technology as an innovative learning medium that does not detach students from the digital world. This study aims to analyze the development of the digital flipbook “FIKIR” as an innovative learning medium to enhance students’ knowledge through an engaging approach. The method used is Design and Development research with the ADDIE model, which includes the stages of analysis, design, development, implementation, and evaluation. Validation results from subject matter and media experts show that the digital flipbook “FIKIR” falls into the category of highly suitable for use. Field trials indicate that most students reported the medium as helpful in supporting their learning process effectively. The conclusion of this study is that the development of the digital flipbook “FIKIR” has a positive impact on PAI learning, particularly for third grade students at SD Hegarmanah, and has the potential to become an adaptive and applicable technology based learning medium in primary education.
Disgrafia dalam Pembelajaran Menulis Narasi: Studi Literatur pada Peserta Didik SD Kelas Tinggi Zuniar, Meutia; Iswara, Prana Dwija
YASIN Vol 5 No 6 (2025): DESEMBER
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/yasin.v5i6.8305

Abstract

Dysgraphia, as a specific writing disorder, constitutes a significant barrier to narrative writing instruction among upper-grade elementary school students. This study aimed to analyze the characteristics of dysgraphia, its impact on narrative writing ability, and effective instructional strategies based on a synthesis of recent literature. A systematic literature review method was employed by analyzing 15 SINTA-indexed articles published between 2020 and 2025. The findings reveal that dysgraphia has multidimensional characteristics covering physical–motor aspects (difficulties with fine motor coordination, illegible handwriting), linguistic aspects (systematic spelling errors, limited vocabulary), and cognitive aspects (limited working memory capacity, poor organization of ideas. The impact of dysgraphia on narrative writing ability is reflected in low technical quality of writing, incoherent narrative structure, and psychological consequences such as anxiety and avoidance of writing activities. Effective instructional strategies identified in the reviewed studies include multisensory approaches, curriculum modification through product differentiation, the use of assistive technology, and intensive collaboration among teachers, parents, and specialists. The study concludes that comprehensive understanding of the characteristics of dysgraphia and the implementation of integrated inclusive instructional strategies have the potential to significantly improve students’ narrative writing ability, while also underscoring the urgency of developing identification and intervention models for dysgraphia that are contextually aligned with instructional needs in Indonesia.
Co-Authors Ani Nur Aeni, Ani Nur Hapsyari, Stefi Sri Prana Dwija Iswara, Prana Dwija Rahmadani, Mabda