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All Journal Edu Cendikia: Jurnal Ilmiah Kependidikan
Veronika Banjarnahor
Universitas Negeri Medan
Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Peran Guru dalam Mengatasi Kesulitan Membaca dan Menulis pada Siswa Sekolah Dasar dengan Hambatan Intelektual: The Role of Teachers in Overcoming Reading and Writing Difficulties in Elementary School Students with Intellectual Disabilities Sartika Sari Sinaga; Veronika Banjarnahor; Esra Theresia Sinambela
Edu Cendikia: Jurnal Ilmiah Kependidikan Vol. 5 No. 01 (2025): Research Articles, April 2025
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/educendikia.v5i01.5723

Abstract

Education at the elementary school level is a crucial stage for children to recognize and understand letter symbols as a basis for reading and writing. For this reason, reading and writing skills are closely related to a person's language or communication skills in their social environment. The role of teachers in providing services for students with intellectual disabilities in reading and writing is not only as an educator but also as a facilitator and motivators in helping students achieve their best potential. This study uses literature study research by analyzing by comparing the results of previous studies through journals that are relevant to the study of the problems being studied. Language in social communication (the relationship between language, society, and ecology) Students in schools more often use regional languages, namely Malay, in communicating both during learning in the classroom and the school environment. This habit causes students' Indonesian language vocabulary to be lacking, impacting the following lessons. This can be seen in students who have difficulty understanding interactive communication during the learning process even though they use Indonesian and understand the contents of the reading. The impact of this difficulty is that students' learning achievements are often below the KKM. This student does not understand the punctuation in a text, writes irregularly, is not fluent in reading, and even has difficulty communicating with his interlocutor. The role of teachers can overcome the difficulties of students who experience intellectual barriers academically in reading and writing at SDN 004 Teluk Durian Elementary School by implementing various strategies and appropriate approaches.
Pengembangan Modul Ajar Berbasis Ekologi pada Materi Teks Eksposisi untuk Meningkatkan Literasi Bahasa Siswa SD: Development of Ecology-Based Teaching Modules on Expository Text Material to Improve Elementary School Students' Language Literacy Veronika Banjarnahor; Khairil Anshari; Wisman Hadi
Edu Cendikia: Jurnal Ilmiah Kependidikan Vol. 6 No. 02 (2026): Research Articles, August 2026
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/educendikia.v6i02.8596

Abstract

Language literacy is a skill involving reading, listening, comprehending, analyzing, and critically evaluating information, followed by the ability to express that information in written text. Observations at SD Negeri 104212, Patumbak District, Deli Serdang Regency, revealed low student literacy scores (65.27) and an average Indonesian language subject score of only 54.77. Furthermore, the teaching method employed was the lecture method; there were no practical activities or literacy projects, and the teaching materials were inadequate—specifically, the quantity of materials did not match the number of students. The study utilized the Research and Development (R&D) method based on the ADDIE model, comprising five stages: Analysis, Design, Development, Implementation, and Evaluation. Subject matter expert validation yielded a final score of 83% (classified as "Highly Suitable"), while design expert validation resulted in a final score of 90.6% (classified as "Highly Suitable"). Practicality testing by the teacher resulted in a score of 87.5% ("Highly Practical"), and testing with 25 students yielded an average score of 92% ("Highly Practical"). Effectiveness testing showed that the average score rose from 55.00 in the pre-test to 90.00 in the post-test, with a classical mastery rate of 100%. The N-Gain test result was 0.767, falling into the "High" category. These findings lead to the conclusion that the developed ecology-based teaching module is suitable, practical, and effective for improving language literacy regarding exposition texts for fifth-grade students at SDN 104212, Patumbak District.
Co-Authors Esra Theresia Sinambela Khairil Anshari Sartika Sari Sinaga Wisman Hadi