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All Journal Bima Journal of Elementary Education JOEBAS: Journal of Education, Behavior, and Social Studies
Ilham Jaya
Universitas Bani Saleh
Education

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PEMANFAATAN PERMAINAN CONGKLAK UNTUK MENINGKATKAN KEMAMPUAN BILANGAN PADA TK LABSCHOOL BANI SALEH Ilham Jaya; Widi Astuti
JOEBAS: Journal of Education, Behavior, and Social Studies Vol. 1 No. 1 (2025): JOEBAS: Journal Of Education, Behavior, and Social Studies
Publisher : LPPM Universitas Bani Saleh, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65624/joebas.v1i1.92

Abstract

Penelitian ini bertujuan untuk mengidentifikasi peningkatan kemampuan anak dalam mengenal bilangan melalui media permainan congklak di TK Labschool Bani Saleh. Penelitian ini menggunakan pendekatan kualitatif dengan jenis penelitian Tindakan Kelas. Indikator keberhasilan meliputi kemampuan anak dalam mengurutkan bilangan 1 sampai 10, mencocokkan lambang bilangan dengan jumlah biji congklak, serta membedakan antara jumlah yang banyak dan sedikit. Subjek dalam penelitian ini adalah 10 anak dari kelompok B2, terdiri dari 3 anak lakilaki dan 7 anak perempuan. Teknik pengumpulan data dilakukan melalui observasi dan dokumentasi, kemudian dianalisis secara kualitatif untuk mendeskripsikan hasil penelitian. Hasil penelitian menunjukkan bahwa permainan congklak mampu meningkatkan kemampuan anak dalam mengenal bilangan. Hal ini terlihat dari hasil pada siklus I dan II, di mana anak menunjukkan kemampuan yang sangat baik dalam mengurutkan bilangan dan mencocokkan lambang bilangan dengan jumlah biji congklak yang digunakan dalam permainan
Integrating Large Language Model as an Adaptive Reading Assistant to Enhance Reading Literacy among Fifth-Grade Elementary School Students in Indonesia Isna Muhammad Fathoni; Sarifatul Adawiyah; Raka Firman Baskara Permana; Ilham Jaya
Bima Journal of Elementary Education Vol. 4 No. 1 (2026): Bima Journal of Elementary Education
Publisher : STKIP Taman Siswa Bima

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37630/bijee.v4i1.4380

Abstract

Reading literacy is a fundamental competency determining academic success, yet Indonesian elementary students rank 71st out of 81 countries in PISA 2022. This study examined the integration of Large Language Models (LLMs) as adaptive reading assistants to enhance elementary students' reading literacy through three objectives: (1) developing an LLM-based adaptive reading assistant prototype; (2) measuring its effectiveness; and (3) exploring students' learning experiences. An explanatory sequential mixed-method design with a quasi-experimental nonequivalent control group involved 72 fifth-grade students from two public elementary schools in Bekasi (experimental n=36; control n=36). Data were collected through a PIRLS-adapted reading literacy test, classroom observations, and semi-structured interviews. Quantitative data were analyzed using ANCOVA with partial eta squared (η²ₚ) as the effect size estimator; qualitative data underwent reflexive thematic analysis. Results: (1) The prototype successfully delivered adaptive questioning, scaffolding, and Socratic dialogue; (2) the experimental group exhibited significantly higher gains (M=23.45) than the control group (M=9.82), F(1,69)=50.21, p<0.001, η²ₚ=0.42, 95% CI [10.97, 16.29], Cohen's d=1.42; and (3) students reported increased engagement, confidence, and self-regulated learning. This study is the first to operationalise cognitive apprenticeship principles in an Indonesian-language LLM prompt designed for elementary readers, combining a quasi-experimental evaluation with ethical safeguards for minors. LLM integration is an effective pedagogical strategy when complemented by teacher mediation.
Co-Authors Isna Muhammad Fathoni Raka Firman Baskara Permana Sarifatul Adawiyah Widi Astuti