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All Journal International Journal of Language Teaching and Education EDUKASI : Jurnal Penelitian dan Artikel Pendidikan
Shinta Wardhani, Ratri
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Education Languange, Linguistic, Communication & Media Mathematics Social Sciences

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Pengembangan Scrapbook dalam Meningkatkan Motivasi Belajar Peserta Didik pada Pembelajaran IPAS Kelas III SD N Candirejo Andriyani, Ika; Utaminingtyas, Siwi; Shinta Wardhani, Ratri
Edukasi: Jurnal Penelitian dan Artikel Pendidikan Vol 18 No 1 (2026)
Publisher : Universitas Muhammadiyah Magelang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31603/32wsgj26

Abstract

The development of scrapbooks in this study focused on supporting tools in science learning, which focused on increasing the learning motivation of third grade students at Candirejo Elementary School. By implementing the R&D framework, using five steps from the ADDIE model. Data were collected through validation instruments for experts, student response questionnaires, and learning motivation questionnaires. The findings of this study revealed that scrapbooks are classified as having a very high level of feasibility for application in science learning. This is based on the validation score of material experts reaching 95% and media experts at 88.75%, the percentage of results is in the "Very Feasible" category. Student responses regarding the use of this media were also very good, indicated by the acquisition of a score of 4.5 in small-scale trials and increasing to 4.65 in large-scale trials. Analysis of media effectiveness using a paired t-test produced a significance value of 0.002 (<0.05) which proves a significant increase in learning motivation before and after using scrapbooks.
Teachers' Strategies for Addressing Reading Delays through Multisensory Learning: : A Case Study at Bendo Elementary School Youlandi Rahayu Sulistiyawati, Dhesta; Tri Puji Utami, Wulan; Trisnani, Novy; Shinta Wardhani, Ratri
International Journal of Language Teaching and Education Vol. 10 No. 2 (2026): International Journal of Language Teaching and Education
Publisher : Universitas Jambi, Magister Program of English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/ijolte.v10i2.58541

Abstract

Reading is a foundational skill that determines students' academic success, yet many elementary school students in Indonesia still experience reading delays. It aims to explore teachers' strategies in overcoming reading delays through multisensory learning at SD Negeri Bendo. A qualitative case study approach was employed, with data collected through in-depth interviews, participant observation, and documentation. The subjects were three lower-grade teachers and the school principal, selected purposively. Data were analyzed using Miles, Huberman, and Saldaña's interactive analysis model, with data validity ensured through source and technique triangulation. The findings reveal six key aspects of teachers' strategies: (1) planning through VAKT-based teaching modules tailored to students' characteristics; (2) implementation integrating visual, auditory, kinesthetic, and tactile activities in a sequential learning cycle; (3) supporting factors including school policy support, learning facilities, parental collaboration, and teacher professional commitment; (4) inhibiting factors dominated by students' heterogeneous reading abilities, time constraints, lack of structured implementation guidelines, and limited training; (5) teacher efforts through individual tutoring, varied media, regular evaluation, and parental collaboration; and (6) positive changes in students' letter recognition, syllable reading, simple word arrangement, as well as increased motivation and self-confidence associated with multisensory learning. The novelty of this research lies in its holistic examination of multisensory learning implementation in a specific elementary school context, revealing that the integration of teacher competence, school support, and parental involvement is key to success. The findings imply the need for structured implementation guidelines, teacher training, and strengthened school-parent collaboration to support more effective and inclusive literacy learning.
Co-Authors Ika Andriyani, Ika Trisnani, Novy Utaminingtyas, Siwi Wulan Tri Puji Utami Youlandi Rahayu Sulistiyawati, Dhesta