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All Journal Publikasi Pendidikan Al Ishlah Jurnal Pendidikan Teorema: Teori dan Riset Matematika Indonesian Journal of Educational Development (IJED)
Nur Latifah
Universitas Muhammadiyah Prof. Dr. HAMKA
Education Languange, Linguistic, Communication & Media Mathematics Other

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Assessing the Effectiveness of Multimodal Text-Based Whole-Language Learning Materials for Children Ika Yatri; Nur Latifah; Mimin Ninawati
AL-ISHLAH: Jurnal Pendidikan Vol 16, No 4 (2024): AL-ISHLAH: JURNAL PENDIDIKAN
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v16i4.5908

Abstract

Whole Language is a teaching approach emphasizing the natural process of language acquisition, integrating reading, writing, speaking, and listening. This study addresses the need for Whole Language-based teaching materials that utilize multimodal texts to enhance Indonesian language learning for grade IV elementary students. This research developed and validated teaching materials based on the Whole Language approach. The materials incorporate steps such as Reading Aloud, Journal Writing, Sustained Silent Reading, Shared Reading, Guided Reading, Guided Writing, Independent Reading, and Independent Writing. A sample of grade IV students from West Jakarta was selected via simple random sampling. Validation involved three experts assessing material content, language, and media quality using Aiken's V. Validation scores were Aiken V = 0.75 (moderate) for material content, 0.86 (high) for language, and 0.83 (high) for media. These results indicate that the materials meet quality standards and are suitable for enhancing student engagement and comprehension. Findings demonstrate that Whole Language-based materials provide meaningful improvements in reading comprehension, motivation, and critical thinking skills. By emphasizing integrated skills and real-world contexts, these materials offer a holistic and effective learning experience. Whole Language-based teaching materials have the potential to significantly improve language learning outcomes and character education. Their implementation in classrooms can create a more engaging and meaningful learning environment, fostering both academic and personal growth in students.
Enhancing fifth-grade reading skills through RADEC and QuizWhizzer Ardita Putri Chahyani; Nur Latifah
Indonesian Journal of Educational Development (IJED) Vol. 7 No. 1 (2026): May 2026
Publisher : Lembaga Penelitian dan Pengabdian Kepada Masyarakat (LPPM) Universitas PGRI Mahadewa Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59672/ijed.v7i1.6232

Abstract

Reading ability remains a major issue in Indonesian primary schools, as reflected in students' low performance on global literacy assessments. This issue is frequently related to teacher-centered education and insufficient utilization of engaging digital learning resources. This study examines the effect of integrating the RADEC learning model with the QuizWhizzer platform on fifth-grade students' reading comprehension. The research population comprised fifth-grade children at SDN Tengah 07 Jakarta, and saturation sampling was used, with all students serving as research participants and separated into an experimental and control group. Pretests and posttests were administered using multiple-choice reading comprehension test instruments that included literal, inferential, critical, and creative features. Due to non-normal data distribution, the Wilcoxon signed-rank test was applied for analysis. The findings indicate improvement in both groups, with significantly greater gains in the experimental group. These findings demonstrate the usefulness of integrating structured learning models with interactive digital media in increasing engagement and understanding through active involvement and collaboration. Future research should investigate larger samples and longer implementation periods, as well as the incorporation of comparable digital platforms, to increase reading instruction in elementary school.
The Effectiveness of Inquiry Based Learning Assisted by Gizmos Irene Riana Khairunnisa; Nur Latifah
Publikasi Pendidikan Vol 16, No 2 (2026)
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70713/publikan.v16i2.83815

Abstract

Penelitian ini bertujuan untuk menganalisis keefektifan penerapan model Pembelajaran Berbasis Inkuiri yang didukung simulasi Gizmos terhadap hasil belajar IPAS siswa sekolah dasar. Penelitian ini memakai pendekatan kuantitatif dengan metode quasi-eksperimental dan desain nonequivalent control group design. Sampel penelitian terdiri dari dua kelas, yaitu kelas eksperimen dan kelas kontrol, dengan total 64 siswa. Instrumen yang dipakai adalah tes hasil belajar yang diberikan melalui pretest dan posttest. Analisis data dilakukan menggunakan analisis deskriptif, uji normalitas, uji homogenitas, uji Wilcoxon, uji Mann-Whitney, dan analisis N-Gain. Hasil penelitian menunjukkan bahwa ada perbedaan signifikan antara hasil belajar siswa di kelas eksperimen dan kelas kontrol, dengan nilai signifikansi 0,000 <0,05. Selain itu, peningkatan hasil belajar di kelas eksperimen berada pada kategori sedang (0,57), sedangkan di kelas kontrol berada pada kategori rendah (0,29). Dengan demikian, dapat disimpulkan bahwa penerapan Pembelajaran Berbasis Inkuiri yang didukung oleh Gizmos efektif dalam meningkatkan hasil belajar sains siswa sekolah dasar.
Inovasi Model Teams Games Tournament (TGT) berbantuan Ular Tangga Digital terhadap Minat Belajar Matematika Siswa Indria Aulia Hamidah; Nur Latifah
Teorema: Teori dan Riset Matematika Vol 11, No 2 (2026): September
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/teorema.v11i2.24533

Abstract

" Student interest in learning is a crucial factor in determining the overall success of the educational process. This study aims to examine the extent to which the innovative Teams Games Tournament (TGT) learning model, combined with digital Snakes and Ladders game media, influences the learning interest of third-grade elementary school students. A quantitative approach was employed using a quasi-experimental design—specifically, a posttest-only non-equivalent control group design. The sample was selected using a probability sampling method, specifically cluster random sampling. Data were collected via a learning interest questionnaire—validated prior to use—and administered to two groups: an experimental class and a control class, each consisting of 31 students. The results indicate that implementing the TGT model supported by the digital Snakes and Ladders game significantly influenced learning interest regarding multiplication operations with whole numbers up to 100; the experimental class achieved a higher average posttest score (70.58) compared to the control class (60.97). These findings demonstrate that the TGT model supported by the digital Snakes and Ladders game is effective in boosting third-grade students' interest in learning mathematics. The study implies that this model serves as an innovative and interactive alternative teaching strategy to enhance mathematics learning interest among elementary school students.
Co-Authors Ardita Putri Chahyani Indria Aulia Hamidah Irene Riana Khairunnisa Mimin Ninawati Yatri, Ika