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All Journal IJoLE: International Journal of Language Education Journal of Childhood Development
Asep Kurnia Jayadinata
Universitas Pendidikan Indonesia, Indonesia
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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Interactive Digital Multimodal Teaching Materials Based on Socio-Scientific Issues to Improve the Ability to Read Socio-Scientific Texts and Critical Thinking of Elementary School Students Galih Dani Septiyan Rahayu; Asep Kurnia Jayadinata; Jajang Bayu Kelana
International Journal of Language Education Vol. 10 No. 1, 2026
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijole.v10i1.83710

Abstract

This study analyzes the effectiveness of interactive digital multimodal learning materials based on socio-scientific issues using a rational decision-making learning model on elementary school students' reading ability on socio-scientific and critical thinking skills. One group pretest-posttest design was implemented with three lesson plans. The instrument used was a written test aligned with indicators of reading ability in socio-scientific issues and critical thinking skills. The study sample comprised 76 fifth-grade elementary school students selected through purposive sampling. The results showed an overall increase in students' reading ability on socio-scientific issues and critical thinking skills. This increase occurred because interactive digital multimodal learning materials on socio-scientific issues, using a rational decision-making learning model, encouraged active, collaborative, and interactive learning, enabling students to analyze and evaluate information. Although the absence of a control group requires careful interpretation, these findings highlight the potential of interactive digital multimodal learning materials based on socio-scientific issues in improving reading ability and socio-scientific and critical thinking skills at the elementary school level. This study contributes to language education by supporting pedagogical innovation in facing the challenges of the 21st century.
Analysis of the Learning Process Block Centers Based on Mutual Cooperation in Forming Children's Character Through the Collaborative Reflection Model in Daycare Amanda Nur Adliyani; Asep Kurnia Jayadinata; Dhea Ardiyanti
Journal of Childhood Development Vol. 6 No. 2 (2026): Journal of Childhood Development
Publisher : Program Studi Pendidikan Islam Anak Usia Dini, Institut Agama Islam Ma'arif (IAIMNU) Metro Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/jcd.v6i2.8031

Abstract

The character of mutual cooperation is one of the values that need to be instilled from an early age through meaningful learning experiences. However, in practice, children are still found to play individually, lack sharing, and are not yet able to work together in group activities. This study aims to analyze the learning activities of the block center based on mutual cooperation through the Collaborative Reflection model and identify factors that support and hinder the formation of mutual cooperation character in children at Jagad Solution Daycare. The study used a qualitative approach with a case study design. Data were obtained through observations during five meetings, interviews with teachers, and documentation, then analyzed by data reduction, data presentation, and drawing conclusions. The results showed that the implementation of learning was carried out through the stages of habituation, Circle time, exploration of playing with blocks, reflection during the activity process, and reflection at the end of the learning. During the study, the character of mutual cooperation developed gradually, marked by an increase in children's ability to share, cooperate, accept friends' opinions, help complete tasks, and comply with play rules. Learning success is supported by the use of block media that encourages social interaction, consistent habituation, and the role of the teacher as a facilitator through trigger questions and reflective discussions. Meanwhile, differences in children's developmental stages, the still limited attention span of the 2-year-old age group, and the need for special assistance for some children are factors that influence the learning process. This study shows that the integration of a mutual cooperation-based block center with Collaborative Reflection has the potential to be an alternative learning strategy that supports the formation of early childhood character through collaborative play experiences and reflection.
Co-Authors Amanda Nur Adliyani Dhea Ardiyanti Galih Dani Septiyan Rahayu Jajang Bayu Kelana