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Literasi: Jurnal Pendidikan Guru Indonesia
Published by Bale Literasi
ISSN : -     EISSN : 29634962     DOI : https://doi.org/10.58218/literasi.v1i2
Core Subject : Education,
Education Other
LITERASI: Jurnal Pendidikan Guru Indonesia adalah jurnal peer-review tentang pendidikan dan pelatihan guru. Jurnal ini dimaksudkan untuk menyediakan forum akademik bagi para peneliti yang tertarik dengan pembahasan isu-isu pendidikan dan keguruan saat ini dan yang akan datang, khususnya pendidikan dasar. Semua artikel akan ditinjau oleh para ahli sebelum diterima untuk publikasi. Setiap penulis bertanggung jawab penuh atas isi artikel yang diterbitkan. Jurnal ini terbit terbit setiap bulan Maret, Juni September, dan Desember Mulai tahun 2022. Jurnal ini terbuka untuk penulis di seluruh dunia tanpa memandang kebangsaan.
Arjuna Subject : Umum - Umum
Articles 254 Documents
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The Effect of Implementing the Cooperative Integrated Reading and Composition (CIRC) Model with BUDI Media on Improving Reading Comprehension Skills Among Elementary School Students Meilisa; Indah Nurmahanani; Nenden Permas Hikmatunisa
Literasi: Jurnal Pendidikan Guru Indonesia Vol. 5 No. 2 (2026): Juni
Publisher : Lembaga Bale Literasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/literasi.v5i2.3226

Abstract

This study was motivated by students’ low reading comprehension skills, particularly in analyzing the deeper intrinsic elements of a story, as well as their reliance on learning resources that lack interactivity. This study aims to determine the effect of and improvement in students’ reading comprehension skills through the Cooperative Integrated Reading and Composition (CIRC) model supported by the BUDI media. This study uses a quantitative approach with a quasi-experimental design involving 40 fifth-grade students at an elementary school in Purwakarta Regency, with the experimental and control classes each consisting of 20 students. Data collection instruments consisted of an essay test and an observation sheet. The results showed that the Cooperative Integrated Reading and Composition (CIRC) model supported by BUDI significantly improved students’ reading comprehension, as evidenced by a higher post-test average score (90.25) for the experimental class compared to the control class (78.25). The contribution of the effect was 44.7%, and the increase in N-Gain was 69% for the experimental class compared to 33% for the control class. Thus, the Cooperative Integrated Reading and Composition (CIRC) model supported by the BUDI media proved to be more effective in improving the reading comprehension of elementary school students compared to the STAD model.
Development of Snakes and Ladders Game Media in Procedural Text Learning for Grade VII Students Athiyya Azzahra; Rina Devianty
Literasi: Jurnal Pendidikan Guru Indonesia Vol. 5 No. 2 (2026): Juni
Publisher : Lembaga Bale Literasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/literasi.v5i2.3239

Abstract

This research arose due to the lack of understanding and participation of students in learning about procedural texts that still use traditional methods. The purpose of this research is to create a learning media in the form of a snakes and ladders game that focuses on procedural texts and reaches the distance to which the media is feasible, easy to use, and effective. The method applied in this research is Research and Development (RnD) using the ADDIE model which includes five stages: analysis, design, development, implementation, and evaluation. The tools used in the research consist of validation sheets from material experts and media experts, questionnaires to assess teacher and student responses, observation sheets for student activities, and pretest and posttest tests. Data collection was carried out through observation, questionnaires, and tests. To analyze the data, the percentage analysis method was used for validity analysis, practicality, and N-Gain calculations to determine the effectiveness of the media. The research findings show that the snakes and ladders game received a validation percentage from material experts of 90.7% and from media experts of 88.6%, which is categorized as very feasible. The results of the practicality test showed an average percentage of 91% which is categorized as very good. Furthermore, the N-Gain value of 89.7% indicates a high or effective category. Thus, this snakes and ladders learning medium has proven appropriate, practical, and effective for use in textual teaching procedures for seventh-grade junior high school students
Implementation of the Discovery Learning Model in Islamic Religious Education Learning to Build Students' Critical Thinking Awareness at SMAN 4, Bima City Salaini; Sri Jamilah; Kaharuddin
Literasi: Jurnal Pendidikan Guru Indonesia Vol. 5 No. 2 (2026): Juni
Publisher : Lembaga Bale Literasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/literasi.v5i2.3252

Abstract

This study aims to determine the implementation of the discovery learning model in Islamic Religious Education learning to build students’ critical thinking awareness at SMAN 4 Bima City. This research was motivated by the low level of student activeness and critical thinking skills in the learning process. The research method used was descriptive qualitative research with a field research approach. The results of the study showed that the implementation of the discovery learning model was able to improve students’ activeness, participation, and critical thinking skills in the learning process. Students became more enthusiastic in learning, more confident in expressing opinions, and more active in discussions and group collaboration. In its implementation, the teacher acted as a facilitator who provided stimulation in the form of questions and problems related to the learning material, so that students were encouraged to seek and discover concepts independently. The learning process through this model made learning more interactive, enjoyable, and student-centered (student centered learning). The supporting factors in the implementation of the discovery learning model included student activeness, the availability of learning media and resources, and a conducive learning environment. Meanwhile, the inhibiting factors included limited learning time and differences in students’ abilities in understanding the material. Therefore, it can be concluded that the discovery learning model is effective in Islamic Religious Education learning because it can improve students’ critical thinking awareness and create a more active and Learning resources and a conducive learning environment also became supporting factors
Implementation of the 5E Learning Cycle Learning Model Assisted by YouTube to Improve Writing Skills for Observation Report Texts in Class VIII Students of MTsN 2 Buleleng Elfina Damayanti; I Gede Nurjaya; Kadek Wirahyuni
Literasi: Jurnal Pendidikan Guru Indonesia Vol. 5 No. 2 (2026): Juni
Publisher : Lembaga Bale Literasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/literasi.v5i2.3253

Abstract

The results of the study indicate that the application of the Learning Cycle 5E learning model assisted by YouTube can improve students' writing observation report texts. The success criteria in this study were determined by achieving a minimum of 80% learning mastery and positive student responses toward the learning model implementation. The findings showed that students’ writing skills improved in each cycle. In cycle I, the average score of students reached 73.3 with a learning mastery percentage of 70.4%. In cycle II, the average score increased to 84.4 with a learning mastery percentage of 92.6%, indicating that the success criteria had been achieved. In addition, student responses to the implementation of the Learning Cycle 5E learning model assisted by YouTube also increased. In cycle I, the average score of student responses was 25.6, categorized as very positive, and increased in cycle II to 27.3, also categorized as very positive. Thus, the implementation of the Learning Cycle 5E learning model assisted by YouTube has been proven effective in improving the observation report text writing skills of class VIII-C students of MTsN 2 Buleleng.
Improving Elementary School Students' Reading Literacy Through the Use of Picture Story Media I Nengah Yusa Yusyana; Ni Nyoman Kurnia Wati; Ni Nyoman Lisna Handayani
Literasi: Jurnal Pendidikan Guru Indonesia Vol. 5 No. 2 (2026): Juni
Publisher : Lembaga Bale Literasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/literasi.v5i2.3257

Abstract

Reading literacy serves as the primary foundation for elementary school students to master various disciplines. However, initial observations in Grade V of SD Negeri 9 Seraya indicated that students' reading literacy levels remained low, with only 40% of students achieving the minimum mastery criteria. This study aimed to examine the effectiveness of picture story media in improving students' reading literacy. The research employed a one-group pretest-posttest design (pre-experimental). The research subjects were 27 fifth-grade students. Data collection was conducted through reading literacy tests, observation sheets, and student response questionnaires. The instruments had been tested for content validity (I-CVI = 0.89) and reliability (Cronbach's Alpha = 0.82–0.85). Data were analyzed using descriptive statistics and paired sample t-tests. The results showed that reading mastery increased from 40% in the pretest to 78% in the posttest. The mean pretest score (58.4; SD=12.3) significantly increased to 78.6 (SD=10.1) in the posttest (t(26)=8.47; p<0.001; Cohen's d=1.63 [very large effect]). Student responses to the picture story media were in the very positive category (mean score 34.2 out of 40). This study concludes that picture story media has been proven effective and significant in improving elementary school students' reading literacy. This research recommends the consistent use of picture story media, particularly for students with low initial abilities.
The Effectiveness of Digital-Based Learning in Improving Beginning Reading Ability of First-Grade Elementary School Students I Putu Suwekanaya; I Gede Suwindia; Kadek Aria Prima Dewi, PF
Literasi: Jurnal Pendidikan Guru Indonesia Vol. 5 No. 2 (2026): Juni
Publisher : Lembaga Bale Literasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/literasi.v5i2.3260

Abstract

This study aims to analyze the effectiveness of digital-based learning in improving the beginning reading ability of first-grade students at SD Negeri 2 Sulahan, Susut District, Bangli Regency. The research employed a mixed method approach with an embedded concurrent design. The research subjects were 24 first-grade students in the second semester of the 2024/2025 academic year. Data collection was conducted through beginning reading tests, observation sheets, student response questionnaires, and documentation. The instruments had been tested for content validity (I-CVI = 0.88) and reliability (Cronbach's Alpha = 0.84). Quantitative data were analyzed using descriptive statistics and paired sample t-tests, while qualitative data were analyzed using data reduction, data presentation, and conclusion drawing. The results showed that digital-based learning was effective in improving students' beginning reading ability. The mean pretest score (58.2; SD=10.4) significantly increased to 81.5 (SD=8.7) in the posttest (t(23)=11.42; p<0.001; Cohen's d = 2.33 [very large effect]). Learning mastery increased from 33.3% to 87.5%. Student responses to digital-based learning were very positive (mean score 86.5%). This study concludes that digital-based learning has been proven effective and is recommended for improving the beginning reading ability of first-grade elementary school students.
Implementation of the Wordwall Platform as an Effort to Improve Students' Mathematics Learning Achievement in Elementary School Kadek Lilik Dwi Cahyaningsih; I Putu Suardipa; I Komang Wahyu Wiguna
Literasi: Jurnal Pendidikan Guru Indonesia Vol. 5 No. 2 (2026): Juni
Publisher : Lembaga Bale Literasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/literasi.v5i2.3262

Abstract

This study aims to delineate the efficacy of employing the Wordwall application to optimize Mathematics learning outcomes for fourth-grade students at SD Negeri 5 Karangasem. The fundamental problem precipitating this research was the low fulfillment of learning mastery criteria due to the dominance of one-way teaching and the minimal use of interactive media, making Mathematics perceived as difficult by students. This study adopted a Classroom Action Research (CAR) design with a descriptive quantitative approach, executed across two cycles (comprising planning, action, observation, and reflection phases). The subjects involved 28 fourth-grade students. Data collection was conducted through cognitive tests, activity observation sheets, and documentation. Empirical findings indicate that utilizing Wordwall significantly boosted students' academic achievements. During the pre-cycle phase, the class average was only 55 with a classical mastery rate of 35.7%. Following the intervention in Cycle I, the average score climbed to 70 with a passing rate of 65%. In Cycle II, a sharper escalation occurred, with the average score hitting 85 and the classical mastery rate reaching 89%. Beyond cognitive improvements, field observations demonstrated increased motivation and active student participation, driven by interactive gamification elements such as quizzes, matching games, and random wheels. In conclusion, the Wordwall application is highly effective in elevating elementary students' Mathematics scores. This study recommends that educators integrate digital game-based media to construct dynamic and interactive learning environments while supporting digital acceleration in primary education.
Implementation of the Problem Based Learning (PBL) Model to Improve Critical Thinking Skills of Grade V Students in the PKN Subject at SDN 62 Kota Bima Muammar Muammar; Yayuk Kusumawati; Ikhsan Maulana
Literasi: Jurnal Pendidikan Guru Indonesia Vol. 5 No. 2 (2026): Juni
Publisher : Lembaga Bale Literasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/literasi.v5i2.3270

Abstract

This study aims to analyze the implementation of the Problem-Based Learning (PBL) model in improving critical thinking skills of fifth-grade students in Civics Education (PKN) at SDN 62, Bima City. The background of this study is based on the results of initial observations that indicate that the learning process in fifth grade is still dominated by simple lecture and question-and-answer methods, so that students tend to be passive and less involved in the process of in-depth thinking. This study uses a qualitative approach with descriptive methods. Data collection was carried out through observation, in-depth interviews, and documentation. Research informants included the principal, class teachers, and students. Data analysis was carried out interactively through the process of data reduction, data presentation, and drawing conclusions. The results of the study indicate that the implementation of the PBL model in Civics learning is able to encourage students to actively identify problems, analyze information, and formulate solutions systematically. Through contextual problem-based learning, students are trained to think analytically, argumentatively, and systematically. Thus, the PBL model can be an effective strategy in improving the critical thinking skills of elementary school students.
The Effect of Implementing the SQ3R Learning Model Assisted by Card Media on Elementary School Students Reading Comprehension Skills Abdah Birrul Walidain; Yayan Nurbayan; Wina Mustikaati
Literasi: Jurnal Pendidikan Guru Indonesia Vol. 5 No. 2 (2026): Juni
Publisher : Lembaga Bale Literasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/literasi.v5i2.3271

Abstract

The low reading and text comprehension skills among elementary school students call for an innovative learning model capable of actively engaging students in understanding reading texts. This study aims to analyze the effect of implementing the SQ3R learning model supported by card media on students’ reading and text comprehension skills. This study employed a quasi-experimental method using a nonequivalent control group design, conducted at SDN 2 Nagrikaler Purwakarta with fifth-grade students divided into an experimental class and a control class. Data collection techniques included pre-tests, post-tests, observations, and documentation. The results of the study indicate that the implementation of the SQ3R learning model with the aid of card media is capable of improving students’ ability to identify main ideas, understand explicit and implicit information, answer questions based on the text content, and draw conclusions from expository texts. Statistical analysis revealed a significant difference between the experimental and control classes, with the model contributing 56.1% to the improvement in students’ reading comprehension skills. Therefore, the SQ3R learning model supported by card media is recommended as an interactive and innovative learning strategy for Indonesian language instruction in elementary schools.
The Use of Technology in Islamic Religious Education Learning to Increase Student Learning Motivation at Muhammadiyah Senior High School, Bima City Reka Purnama; Lutfiyah; Kaharudin
Literasi: Jurnal Pendidikan Guru Indonesia Vol. 5 No. 1 (2026): Maret
Publisher : Lembaga Bale Literasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/literasi.v5i1.3291

Abstract

This study aims to describe the use of technology in Islamic Religious Education (IRE) instruction and its impact on student motivation at Muhammadiyah High School in Bima City. This study employs a descriptive qualitative approach, utilizing data collection techniques such as semi-structured interviews, participant observation, and documentation. The results indicate that the use of technology such as PowerPoint, educational videos, WhatsApp groups, and interactive quizzes plays a role in creating a more engaging, communicative, and contextual learning environment. The use of technology has been shown to enhance students’ attention, participation, and understanding of IRE content, particularly when the material is linked to digital phenomena and adolescent life. However, increased learning motivation does not occur automatically. Its success is heavily influenced by the quality of instructional design, the teacher’s pedagogical ability to guide reflective discussions, and the reinforcement of Islamic values within the learning process. Identified barriers include limited internet connectivity, insufficient learning devices, and teachers’ digital literacy. This study reaffirms that technology serves as a supporting tool, while teachers remain the primary facilitators in fostering meaningful learning motivation

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