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All Journal Didaktik : Jurnal Ilmiah PGSD STKIP Subang
Nazwa Alya Fasya
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Education

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Program Literasi Interaktif “CERDAS BACA – CERDAS BERANI” Sardi Pranata; Adam Tbn; Angel Kristina Panggabean; Ayu Mora Simarmata; Diniwaty Marbun; Estefanie Lamtiur Gultom; Fanny Putri; Grace Zipora Sembiring; Marcella Febrina Br Tarigan; Mutiara Seven Manalu; Nazwa Alya Fasya
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 11 No. 04 (2025): Volume 11 No. 04 Desember 2025 Published
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v11i04.9530

Abstract

This mini research was conducted at Anugerah Kasih Orphanage to identify developmental issues among children, particularly related to their self-confidence and reading ability. Observations and interviews showed that several children demonstrated low confidence in communication and had not yet achieved fluent reading skills at the elementary school level. This study employed a qualitative method through observation, interviews, and the use of educational interventions, including educational videos, interactive quizzes, and pop-up books. The results indicate that these learning media effectively increased the children's learning motivation, improved their self-confidence, and enhanced their reading skills. Therefore, the use of varied educational media is recommended to support children's development in orphanage settings.
Pengaruh Kesulitan Membaca terhadap Kepercayaan Diri Anak Usia 6–12 Tahun dalam Berkomunikasi: Studi di Desa Lau Dendang, Kecamatan Percut Sei Tuan, Kabupaten Deli Serdang Adam Elvano Tambunan; Dedek Fadilla Tri Julianta Tarigan; Nurul Afifah; Estefanie Lamtiur Gultom; Nazwa Alya Fasya; Sany Klara Nainggolan; Zaskia Aisyah; Grace Zippora Sembiring; Lina Margaret; Fauzi Kurniawan; Anifah Pilliang
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 01 (2026): Volume 12 No. 01, Maret 2026 Published
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i01.12209

Abstract

This qualitative descriptive study examines how reading difficulties influence self‑confidence in classroom communication among children aged 6–12 in Desa Lau Dendang. Using purposive sampling (n = 12), data were collected through classroom observation, semi‑structured interviews with students and teachers, and documentation of reading activities. Thematic analysis identified three main themes: reduced oral participation, reading anxiety manifesting as avoidance behaviors, and the mitigating role of teacher and parental support. Practical recommendations include targeted remedial reading, structured speaking opportunities, and family‑school collaboration to strengthen both literacy and communicative confidence.
Co-Authors Adam Elvano Tambunan Adam Tbn Angel Kristina Panggabean Anifah Pilliang Ayu Mora Simarmata Dedek Fadilla Tri Julianta Tarigan Diniwaty Marbun Estefanie Lamtiur Gultom Fanny Putri Fauzi Kurniawan Grace Zipora Sembiring Grace Zippora Sembiring Lina Margaret Marcella Febrina Br Tarigan Mutiara Seven Manalu Nurul Afifah Sany Klara Nainggolan Sardi Pranata Zaskia Aisyah