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All Journal Al-Ashr : Jurnal Pendidikan dan Pembelajaran Dasar Jurnal Cakrawala Pendas
Suci Herwani
Universitas Islam Negeri Sunan Kudus
Religion Education Languange, Linguistic, Communication & Media Mathematics Other

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INTEGRATION OF MULTIMODAL LITERACY WITH A DEEP LEARNING APPROACH TOWARDS ELEMENTARY SCHOOL STUDENTS' READING COMPREHENSION: A CASE STUDY Amalia Anisa Fitri; Suci Herwani
Jurnal Cakrawala Pendas Vol. 12 No. 2 (2026)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jcp.v12i2.17594

Abstract

This study aims to analyze the integration of multimodal literacy based on immersive learning in elementary school students' reading comprehension and its relationship to reading comprehension skills. Although multimodal literacy has been widely researched, studies that integrate it with an immersive learning approach in the elementary school context are still limited, particularly in examining students' meaning construction processes at the inferential and reflective levels. This study used a qualitative approach with a case study design conducted at SDN 04 Karangbener with one fourth-grade teacher and 17 fourth-grade students as subjects. Data were collected through observation, semi-structured interviews, and documentation, then analyzed using the Miles and Huberman model through the stages of data reduction, data presentation, and drawing conclusions with a thematic coding process. The results showed that the integration of video as an initial stimulus and digital text as a reinforcement of understanding was able to increase student engagement and facilitate cognitive integration between representations, so that understanding develops from the literal to the inferential and reflective levels as part of the immersive learning process. However, the implementation of learning still faces obstacles such as limited time, digital resources, and differences in student abilities. Theoretically, this research contributes to strengthening the integration of multimodal literacy and deep learning as a pedagogical framework in reading learning, while practically it shows that its effectiveness depends on the readiness of the learning environment and teacher competence.
THE IMPLEMENTATION OF THE BRAIN BASED LEARNING MODEL WITH THE PHONICS METHOD ASSISTED BY FLASH CARD ON THE BEGINNING READING ABILITY OF GRADE 1 STUDENTS AT MI NU TARBIYATUL ISLAM Nurul Azizah; Suci Herwani
Al-Ashr : Jurnal Pendidikan dan Pembelajaran Dasar Vol 11 No 1 (2026): Maret
Publisher : PGMI Fakultas Tarbiyah Universitas Islam Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56013/alashr.v11i1.5431

Abstract

Early reading instruction is a fundamental step in developing elementary school students' literacy skills. The learning process needs to be tailored to the characteristics and workings of the child's brain to make learning more effective and meaningful. One approach that can be applied is the Brain-Based Learning model with the Flash Card-assisted phonics method, which involves multisensory activities in introducing letter sounds and letter symbols. This study aims to describe the application of the Brain-Based Learning model with the Flash Card-assisted phonics method in teaching reading to first-grade students at MI NU Tarbiyatul Islam. This study used a qualitative descriptive approach with data collection techniques through observation, interviews, and documentation. The results showed that the application of this learning model helped students recognize letter sounds, connect letter sounds with letter symbols, and read syllables and simple words. In addition, students appeared to be more active participants and the learning atmosphere became more interesting and conducive. Thus, the application of Brain-Based Learning with the Flash Card-assisted phonics method can support the early reading learning process in elementary school students.
Co-Authors Amalia Anisa Fitri Nurul Azizah