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All Journal Didaktik : Jurnal Ilmiah PGSD STKIP Subang Bima Journal of Elementary Education
Perti Wahyuni Halawa
Universitas Battuta
Education

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EKSPLORASI DAN IDENTIFIKASI MINAT SERTA BAKAT ANAK BERDASARKAN PERKEMBANGAN USIA DAN PERAN LINGKUNGAN PENDIDIKAN PADA SETIAP JENJANG SEKOLAH Nur Wahyuni; Pujana Saputri; Cindy Fatika Sari Lubis; Perti Wahyuni Halawa; Naomi Gulo; Nofrianus Zai; Lestari Larosa
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.v12i01.11964

Abstract

This research aims to examine and identify children's interests and talents based on the stages of age development, as well as analyze the role of non-formal education in supporting the development process. The research was carried out at Sanggar Deli Nusantara using a descriptive qualitative approach. Data was collected through observation, interviews, and documentation by involving elementary school and junior high school (SMP) students, activity coaches, and parents as research informants. The findings of the study show that there are differences in the development of children's interests according to the age phase. Children at the elementary level are at the exploratory stage with a tendency to try various activities, while students at the junior high school level are starting to show more directed and consistent interest. Identified talents include verbal-linguistic, dramatic-expressive, interpersonal, intrapersonal, creative-imaginative, and leadership skills. The non-formal education environment plays a role as an adaptive and supportive learning space in increasing children's confidence, intrinsic motivation, and social skills. In addition, parental support is an important factor in maintaining the sustainability of children's potential development. The results of the study confirm that the development of interests and talents is a gradual process influenced by the development of age, the quality of the learning environment, and family involvement. Thus, non-formal education has a strategic role in supporting the development of children's potential in a comprehensive and sustainable manner.
Sastra Anak sebagai Media Konstruksi Imajinasi dan Nilai: Analisis Estetika dan Edukatif dalam Teks Anak Rubiah; Pujana Saputri; Cindy Fatika Sari Lubis; Perti Wahyuni Halawa; Naomi Gulo; Nofrianus Zai; Dewi Sartika Panggabean
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 02 (2026): Volume 12 No. 2, Juni 2026 Public
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i02.13562

Abstract

In the digital era dominated by instant visual media, children's literature faces challenges in maintaining its function as a medium for the construction of imagination and the transmission of value. This research aims to dissect the mechanism of literary texts in building children's imagination and analyze the synergy between aesthetic quality and educational content. Using qualitative descriptive methods and content analysis techniques in contemporary children's literary texts, this study explores the stylistic dimensions and pedagogy of literature. The results of the study show that the construction of children's imagination is triggered dialectically through the aesthetics of texts, such as the use of sensory diction, personification, and simple metaphors that serve as cognitive tools to train the Theory of Mind. Furthermore, educational values in modern literature are no longer didactic-authoritarian, but work through implied pedagogy and character identification mechanisms. These findings confirm that language aesthetics act as an "entry point" that lowers children's psychological defenses, so that moral values can be internalized subliminally. The proportional balance between delectare (pleasure) and prodesse (usefulness) is the main determinant in making children's literature a dialogical and effective moral laboratory for character formation in the modern era.
Designing a Contextual AI-Based Deep Learning Model Grounded in Melayu Deli Tradition to Improve Fifth Grade Elementary School Students' Creative Literary Literacy Dewi Sartika Panggabean; Yusi Tri Utari Panggabean; Zulvia Misykah; Perti Wahyuni Halawa; Anisa Ramadhani; Yuli Sutoto Nugroho
Bima Journal of Elementary Education Vol. 4 No. 2 (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.v4i2.5065

Abstract

Creative literary literacy among Indonesian elementary school students remains low, particularly in the appreciation of local cultural texts, because literary instruction is rarely connected to the cultural heritage that children experience in daily life. This study therefore designed and tested a Contextual AI-Based Deep Learning (CAIDL) model grounded in Melayu Deli tradition to improve the creative literary literacy of fifth-grade students. Following the five-stage Plomp research and development model, the study involved seven expert validators, 12 students in a small-group trial, three teachers, and 60 fifth-grade students at SDN Medan Deli assigned to an experimental group (n = 30) and a control group (n = 30). Data were collected through expert validation sheets, practicality questionnaires, and a 24-item creative literary literacy test (Cronbach's α = .91). The CAIDL model was rated very valid (88.80%), very feasible (87.08%), and very practical (89.37%). On the posttest, the experimental group significantly outperformed the control group, t(58) = 8.31, p < .001, Cohen's d = 2.14, with a mean N-Gain of 0.582 (medium category); the largest indicator-level effects were found for creative fluency (d = 1.71) and symbolic interpretation (d = 1.68). These findings indicate that integrating Melayu Deli cultural context, Socratic AI scaffolding, and deep learning pedagogy strengthens both the appreciative and the creative dimensions of elementary students' literary literacy and offers a replicable model for culturally grounded literacy instruction.
Co-Authors Anisa Ramadhani Cindy Fatika Sari Lubis Dewi Sartika Panggabean Lestari Larosa Naomi Gulo Nofrianus Zai Nur Wahyuni Pujana Saputri Rubiah Yuli Sutoto Nugroho Yusi Tri Utari Panggabean Zulvia Misykah