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All Journal El Midad: Jurnal Jurusan PGMI
Nur Latifah
Universitas Muhammadiyah Prof Dr HAMKA, Indonesia
Religion Education Social Sciences Other

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THE EFFECT OF THE READ ALOUD METHOD ASSISTED BY THE EDUCAPLAY PLATFORM ON GRADE V STUDENTS Nur Latifah; Rayi Devi Safitri
El Midad Vol. 17 No. 2 (2025): EL MIDAD: JURNAL JURUSAN PGMI
Publisher : Universitas Islam Negeri Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/elmidad.v17i2.14008

Abstract

Minimnya akses literasi akibat renovasi perpustakaan di sekolah dasar menjadi tantangan serius dalam penguatan budaya baca peserta didik. Untuk menjawab masalah tersebut, diperlukan strategi pembelajaran literasi yang inovatif dan adaptif terhadap kondisi terbatas. Studi ini bertujuan untuk mengkaji pengaruh metode Read Aloud berbantuan platform Educaplay pada peserta didik kelas V. Studi ini menerapkan pendekatan kuantitatif dengan desain kuasi eksperimen memanfaatkan nonequivalent control cohort design. Sampel Studi meliputi 56 siswa yang dibagi menjadi dua grup, yaitu grup eksperimen yang mengikuti pembelajaran Read Aloud dengan Educaplay, serta grup kontrol yang menjalani pembelajaran secara konvensional. Pengumpulan data diterapkan dengan memanfaatkan tes pretest dan posttest, sedangkan analisis data dilaksanakan melalui uji t. Hasil Studi memperlihatkan adanya perbedaan signifikan antara kemampuan literasi siswa pada grup eksperimen dan grup kontrol, di mana skor rata-rata posttest grup eksperimen secara statistik lebih tinggi, yaitu 88,53, disandingkan dengan grup kontrol yang memperoleh skor 79,82. Hal ini membuktikan bahwasannya integrasi metode Read Aloud dan platform Educaplay secara efektif meningkatkan kemampuan literasi siswa. Temuan ini memperkuat pentingnya pemanfaatan strategi pedagogis yang dipadukan dengan media digital untuk menciptakan pengalaman belajar yang interaktif dan bermakna. Studi ini memberikan kontribusi dalam pengembangan pembelajaran literasi berbasis teknologi di sekolah dasar dan dapat menjadi alternatif yang relevan dalam kondisi pembelajaran terbatas.
STORYWEAVER’S INTEGRATED CIRC LEARNING MODEL: AN INNOVATIVE SOLUTION TO IMPROVING READING COMPREHENSION SKILLS IN ELEMENTARY SCHOOLS Nur Latifah; Rissa Alivia Zahra
El Midad Vol. 17 No. 2 (2025): EL MIDAD: JURNAL JURUSAN PGMI
Publisher : Universitas Islam Negeri Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/elmidad.v17i2.14079

Abstract

Low reading comprehension among elementary students remains a significant educational challenge in Indonesia, often stemming from passive instructional methods and low student engagement levels. At SDN Sukatani 5, many students faced difficulties in reading fluently and understanding texts, mainly due to teacher-centered and individual-based classroom practices. This situation underscores the urgent need for more engaging, student-centered learning strategies to enhance literacy skills. This study investigates the effectiveness of the Cooperative Integrated Reading and Composition (CIRC) model, which is supported by the StoryWeaver digital platform, in enhancing reading comprehension. Adopting a quantitative experimental design, the research involved 60 fourth-grade students, divided into two cohorts. The experimental cohort received the CIRC-StoryWeaver intervention, while the control cohort was taught utilizing traditional methods. Pre- and post-tests were administered, and data were analyzed using descriptive statistics, t-tests, and N-Gain scores. The outcomes revealed a significant improvement in the experimental cohort, by a post-test average score of 84.07 and an N-Gain of 60.97% (moderate effect), compared to the control cohort’s score of 79.70 and N-Gain of 49.07% (lower effect). These findings reinforce the relevance of constructivist approaches in literacy instruction and demonstrate the potential of digital tools, such as StoryWeaver, to support active, meaningful, and student-centered learning experiences.  
Co-Authors Rayi Devi Safitri Rissa Alivia Zahra