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p-Index From 2021 - 2026
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This Author published in this journals
All Journal International Journal of Learning Reformation in Elementary Education Journal Of Education Research and Inovative (JERI)
Dian Widiantari
Universitas Islam Bunga Bangsa
Religion Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Neuroscience Social Sciences Other

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Testing the Effectiveness of the Cantol Roudhoh Method in Early Reading Acquisition: A Quasi-Experimental Study Among Islamic Kindergarten Learners Ulfah Amini; Eti Nurhayati; Dian Widiantari
International Journal of Learning Reformation in Elementary Education Vol. 5 No. 01 (2026): International Journal of Learning Reformation in Elementary Education
Publisher : The Indonesian Institute of Science and Technology Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56741/IISTR.ijlree.002016

Abstract

Early reading acquisition remains a persistent challenge in early childhood education, particularly in identifying instructional strategies that align with the cognitive and developmental characteristics of young learners. Although the Cantol Roudhoh method has been widely applied in Indonesian Islamic kindergarten settings, empirical evidence supporting its effectiveness through rigorous quantitative analysis remains limited. This study aimed to examine the effectiveness of the Cantol Roudhoh method in improving early reading skills among Group A learners in an Islamic kindergarten in Cirebon Regency, Indonesia. A quasi-experimental design using a one-group pretest–posttest approach was employed. The participants consisted of 25 children selected through saturated sampling. Data were collected using a structured early reading assessment instrument that had undergone expert validation and reliability testing, yielding a Cronbach’s Alpha coefficient exceeding 0.70. Descriptive analysis revealed a notable increase in students’ reading performance, with the mean score rising from 7.44 in the pretest to 17.30 in the posttest. Inferential statistical analysis further confirmed a statistically significant difference between the two measurements (t = 14.687, p < 0.05). These findings indicate that the Cantol Roudhoh method effectively enhances early reading acquisition through multisensory and associative learning processes. The study provides empirical support for the integration of structured multisensory instructional strategies in Islamic early childhood education and contributes to the growing body of literature on effective approaches to early literacy development.
Penerapan Ice Breaking dalam Layanan Bimbingan Klasikal untuk Menstimulasi Konsentrasi Belajar Siswa Nakhma’ussolikhah; Nurul Ainadhynanty; Dian Widiantari; Ficky Adi Kurniawan
Journal Of Education Research and Inovative Vol. 2 No. 1 (2026): JERI April 2026
Publisher : CERDAS AKADEMIKA NUSANTARA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64624/jeri.v2i1.164

Abstract

This study aims to describe the implementation of ice breaking in classical guidance services and analyze students’ responses to the use of ice breaking as a strategy to stimulate the learning concentration of eleventh-grade students at MAN 1 Cirebon. This research employed a qualitative approach with a case study design. Data were collected through observation, interviews, and documentation. The research informants consisted of one Guidance and Counseling teacher and seven eleventh-grade students, while classroom observation was conducted in one class consisting of 35 students. The data were analyzed thematically through data reduction, coding, theme grouping, and narrative presentation. The results show that ice breaking was implemented flexibly at the beginning, middle, or end of the service according to students’ conditions. The Guidance and Counseling teacher used ice breaking when students began to feel bored, sleepy, less responsive, or unfocused. Students’ responses indicate that ice breaking created a more relaxed, enjoyable, and less tense classroom atmosphere. Students also felt fresher, more enthusiastic, and more prepared to participate in the service. However, the benefits of ice breaking depended on activity variation, teacher facilitation, and its relevance to the service material. The findings imply the need for varied, contextual, and meaningful activities overall.
Co-Authors Eti Nurhayati Ficky Adi Kurniawan Nakhma’ussolikhah Nurul Ainadhynanty Ulfah Amini