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Jurnal Teknologi Pendidikan : Jurnal Penelitian dan Pengembangan Pembelajaran
Published by Universitas Pendidikan Mandalika
ISSN : 25030620     EISSN : 26561417     DOI : https://doi.org/10.33394
Core Subject : Science, Education,
Computer Science & IT Education Languange, Linguistic, Communication & Media Other
Jurnal Teknologi Pendidikan (JTP) : Jurnal Penelitian dan Pengembangan Pembelajaran is scientific journal published by Program Studi Teknologi Pendidikan, Fakultas Ilmu Pendidikan dan Psikologi (FIPP) Universitas Pendidikan Mandalika (UNDIKMA). It has been published since 2016 with ISSN: 2656-1417 (Online) and ISSN: 2503-0620 (Print). JTP contains scientific articles from research and critical review in Education, Teaching and Learning which include : Learning Media, Multymedia, E-learning, Curriculum, Educational Technology, Learning Technology, Learning Design, Assessment, Development, Management, & Learning Evaluation. Language used in this journal are Bahasa and English (Preferred). JTP is available for free (open access) to all readers.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 2 Documents
 1 
Search results for , issue "Vol. 11 No. 2 (2026): April" : 2 Documents clear
Integration of Local Wisdom in Nonfiction Reading Instruction: A Theoretical Review through Barrett's Taxonomy of Reading Comprehension Eka Wahyuni, Mulva Dessy; Subrata, Heru; Hendratno
Jurnal Teknologi Pendidikan : Jurnal Penelitian dan Pengembangan Pembelajaran Vol. 11 No. 2 (2026): April
Publisher : UNDIKMA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jtp.v11i2.19029

Abstract

This study examines the integration of local wisdom-based instructional materials in nonfiction reading comprehension for elementary school students using Barrett’s Taxonomy as a theoretical framework. A systematic literature review was conducted on 20 empirical studies published between 2021 and 2025 that explore culturally responsive teaching materials in reading instruction, focusing on their development, implementation, and effectiveness in enhancing comprehension skills. The findings indicate that local wisdom-based materials consistently improve students’ literal, inferential, and evaluative comprehension, while also strengthening cultural identity, motivation, and engagement by connecting learning content to students’ real-life cultural contexts. Barrett’s Taxonomy supports this process by providing a structured progression from basic understanding to higher-order critical thinking, making reading instruction more systematic and meaningful. However, most existing studies still emphasize narrative texts and show limited explicit application of Barrett’s Taxonomy in nonfiction contexts, indicating a significant research gap. Additionally, variations in implementation and limited contextual diversity suggest the need for broader investigation. In conclusion, the integration of local wisdom-based materials with Barrett’s Taxonomy is an effective approach to enhancing nonfiction reading comprehension in elementary education, as it combines cultural relevance with structured cognitive development. Nevertheless, further research is needed to expand its application across different text types, improve instructional design models, and examine its long-term impact on students’ comprehension abilities and cultural understanding.
Integration of Computational Elements in the Development of Teaching Materials to Enhance Reading Comprehension Skills of Elementary School Students: A Systematic Literature Review Ashari, Slamet; Citra Fitri Kholidya; Nurul Istiq’faroh
Jurnal Teknologi Pendidikan : Jurnal Penelitian dan Pengembangan Pembelajaran Vol. 11 No. 2 (2026): April
Publisher : UNDIKMA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jtp.v11i2.19035

Abstract

This study aims to examine the integration of computational thinking (CT) in developing teaching materials to enhance elementary students’ reading comprehension. Using a systematic literature review guided by PRISMA, 24 peer-reviewed articles published between 2020 and 2025 were analyzed, focusing on CT integration in reading instruction, the development of digital teaching materials and worksheets, and empirical evidence of effectiveness. The findings indicate that CT significantly improves reading comprehension through approaches such as story mapping, digital storytelling, gamification, and interactive worksheets, which support students in organizing ideas, identifying patterns, and constructing meaning from texts. The effectiveness is greater when CT is combined with narrative-centered learning, problem-based learning, and metacognitive strategies, as these approaches foster deeper engagement and critical thinking during the reading process. Additionally, CT-based interventions encourage active learning and promote students’ ability to interpret narrative texts more systematically. However, several limitations were identified, including small sample sizes, limited focus on interpretive comprehension, and context-specific implementations that may restrict generalizability. In conclusion, CT integration shows strong potential to improve elementary reading comprehension, but further comprehensive research is needed to explore long-term impacts, cross-cultural applicability, and the explicit integration of CT principles in literacy instruction, along with the development of standardized frameworks and teacher training programs to support effective and sustainable implementation.

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