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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 Effectiveness of Canva AI Media on Fifth-Grade Students' Science Literacy: A Pre-Experimental One-Group Pretest-Posttest Study at SD Negeri 3 Budakeling I Gusti Gede Ariana; Made Adi Nugraha Tristaningrat; I Made Ari Winangun
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.v5i2.3296

Abstract

The low science literacy of elementary school students is a serious concern amid 21st-century competency demands. PISA 2022 data placed Indonesia near the bottom in science literacy, while locally, fifth-grade students at SD Negeri 3 Budakeling demonstrated suboptimal science literacy achievement. This study aims to analyze the effectiveness of Canva AI as a supporting medium for science literacy in fifth-grade science learning at SD Negeri 3 Budakeling. A quantitative approach with a pre-experimental one group pretest-posttest design was employed. The research subjects consisted of 25 students. Data were collected through a science literacy test based on four indicators: observing phenomena, understanding science concepts, analyzing data, and communicating science. Data analysis employed descriptive statistics, paired t-test, and N-Gain. Results showed an increase in mean science literacy scores from 49.00 (pretest) to 79.25 (posttest), with an N-Gain value of 0.59 (medium category). The paired t-test yielded t = 14.73 (p < 0.001), confirming statistically significant improvement. These findings affirm that Canva AI, through its text-to-visual and AI-powered collaborative design features, effectively delivers concrete and engaging representations of scientific phenomena, meaningfully supporting elementary students' science literacy development
The Influence of Digital Educational Comic Media on the Reading Comprehension Ability of Grade V Students in MIN 6 Medan City Syazwina Dinda Damara Rais; Riris Nurkholidah Rambe
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.v5i2.3307

Abstract

This study aims to determine the effect of using Digital Educational Comics media on the reading comprehension skills of fifth-grade students at MIN 6 Medan City. The study employed a quantitative approach using a quasi-experimental design. The research subjects consisted of 54 students divided into an experimental group and a control group, with 27 students in each group. Data were collected through pre-tests and post-tests measuring students' reading comprehension skills. Data analysis was conducted using the Wilcoxon Signed Rank Test because the data did not meet the assumption of normality. The findings revealed that the use of Digital Educational Comics media significantly improved students' reading comprehension skills. The Wilcoxon test results showed a p-value of 0.000 (< 0.05), indicating a significant difference between the pre-test and post-test scores of students in the experimental group. The integration of visual and textual elements in Digital Educational Comics facilitated students' understanding of reading materials, making the learning process more interactive, engaging, and effective. Therefore, Digital Educational Comics can be considered an innovative learning medium to enhance reading comprehension skills among elementary school students.
TGH Said Amin's Contribution to the Development of Islamic Education in Bima City Mujahidin Al Falah; Ilham; Ferdiansyah
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.v5i1.3310

Abstract

This research is motivated by the important role of local religious figures in the development of Islamic education in the region, particularly in Bima City. TGH Said Amin is known as one of the figures who contributed to this field. The purpose of this study is to describe TGH Said Amin's contribution to the development of Islamic education in Bima City and to analyze the supporting and inhibiting factors. The method used is library research, which is research conducted by reviewing various literature sources relevant to the research focus. The approach used in this study is a descriptive qualitative approach. The results of the study show that TGH Said Amin played a role as the founder and developer of Islamic educational institutions such as Islamic boarding schools and madrasas which became centers for the development of morals and knowledge for the young generation of Bima. The teaching method applied is integrative, combining the sorogan and bandongan traditions with modern materials and strengthening Arabic. Intellectual contributions through preaching and training Quran teachers have expanded the impact of education to the wider community. This success is supported by community social capital, government support, and a network of cleric, despite facing constraints such as limited funding and the challenges of modernization. Overall, TGH Said Amin acts as an agent of change, making Islamic education in Bima City more character-based, structured, and relevant to contemporary needs, both in character and adaptive.
Application of the Audio Lingual Method to Improve Speaking Skills in Indonesian Language Learning for Class II Students of MIS Nurul Ilmi, Bima City Nadira; Sukrin; Fuaddudin
Literasi: Jurnal Pendidikan Guru Indonesia Vol. 5 No. 1 (2026): Maret
Publisher : Lembaga Bale Literasi

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Abstract

This study aims to determine the application of the audio-lingual method in improving speaking skills in Indonesian language learning for second-grade students at MIS Nurul Ilmi, Bima City. This type of research is Classroom Action Research. The results of the study concluded that the process of speaking through method ALM (Audio Lingual Method) with the use of Indonesian language videos in cycle II is known to have experienced positive changes compared to cycle I. These changes can be seen from the observation notes that the researcher wrote after carrying out the speaking process using the ALM (Audio Lingual Method) with the use of Indonesian language videos. There was an increase in speaking skills of second-grade students of MIS Nurul Ilmi Kota Bima after conducting research on speaking using the ALM (Audio Lingual Method) method with the use of Indonesian language videos. This increase in speaking skills can be seen from the results of the pre-cycle, cycle I, and cycle II. The average speaking test score in the pre-cycle stage was 60.5 which was in the sufficient category and the completion was 4.167%. In cycle I, the average score reached 67.3 with the sufficient category and the completion was 20.833%. In cycle II, the average score increased by 10.67 from cycle I to 78 with the good category and the completion was 95.833%. There was a change student behavior Class II of MIS Nurul Ilmi, Bima City, after participating in the Indonesian language speaking skills through the ALM (Audio Lingual Method) method and Indonesian language videos, experienced changes in honest, responsible, creative, communicative, independent, tolerant, and democratic behavior in a positive direction.
Implementation of the Case Method Learning Model in Civics Learning to Improve Critical Thinking Skills of 5th Grade Students at SDN Inpres Padende Virdania; Umar; Fuaddudin
Literasi: Jurnal Pendidikan Guru Indonesia Vol. 5 No. 1 (2026): Maret
Publisher : Lembaga Bale Literasi

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Abstract

This study aims to determine the application of the case method learning model in Civics learning to improve critical thinking skills of fifth-grade students at SDN Inpres Padende. This type of research is Classroom Action Research. The results of the study concluded that the average evaluation result for cycle I was 81 with a classical completion percentage of 58%. Meanwhile, the average evaluation result for cycle II was 89, with a classical completion rate of 92%. This means the ideal classical completion target of 85 has been achieved. The percentage increase from cycle I to cycle II was 34%. Improvements can also be seen from the results of the teacher activity observation sheet in cycle I, namely 74% with a category of being implemented quite well and increasing in cycle II to 89% and categorized as being implemented well. The percentage increase from cycle I to cycle II was 15%. Based on the conclusions obtained, to improve the case study learning model, the researcher suggests that teachers innovate in implementing the learning process. The choice of learning method must be tailored to the characteristics of the material and student abilities. Teachers can develop methods that support the implementation of learning. Careful planning makes learning effective and efficient, thereby achieving learning objectives. With a more engaging learning method, it will help students learn and understand the material, one of which is by using the case study learning model.
Implementation of Problem Based Learning Method to Improve Reading Skills in Fifth Grade Students of SDN 3 Sila Rezki Amelia; Abdussahid; Fuaddudin
Literasi: Jurnal Pendidikan Guru Indonesia Vol. 5 No. 1 (2026): Maret
Publisher : Lembaga Bale Literasi

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Abstract

The objectives of this study are: 1) to represent the application of the Problem Based Learning model in developing reading skills; 2) to develop reading skills with the Problem Based Learning model. Classroom Action Research (CAR) is a qualitative research. Each cycle consists of planning, implementation, observation, and reflection stages. The subjects of this study were 25 female students. The data collection system used was observation, documentation, and tests with triangulation validity testing of sources and techniques. The Miles and Huberman model was used for data analysis. The results showed that students' reading ability in the pre-action period reached an average of 59.60 with classical completeness of 32%. Cycle 1 reached an average of 65.5 with classical completeness of 52%. Cycle 2 obtained an average value of 76.40 and classical completeness of 72%. Based on these facts, it can be said that the reading ability of fifth-grade students of SDN 3 Sila can be improved by using the Problem Based Learning model.
Early Childhood Education Teachers' Creativity in Implementing Deep Learning to Improve Early Childhood Cognitive Abilities at JA Warraihan Kindergarten, Bima City Nurtanti; Agus Salam; Wahyu Mulyadi
Literasi: Jurnal Pendidikan Guru Indonesia Vol. 5 No. 1 (2026): Maret
Publisher : Lembaga Bale Literasi

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Abstract

This study aims to analyze the strategies of PAUD teachers in implementing deep learning at JA Warraihan Kindergarten, Bima City. The research used a descriptive qualitative approach with PAUD teachers as subjects. Data was collected through observation, in-depth interviews, and documentation, then analyzed through reduction, presentation, and drawing conclusions. The research focus includes teacher strategies in planning, implementing, and evaluating learning as well as supporting and inhibiting factors. The results show that teachers apply the strategy systematically through three stages. At the planning stage, the teacher adapts activities to the theme and characteristics of the children. In implementation, the teacher acts as a facilitator who encourages exploration and interpretation of learning experiences. In the evaluation, the teacher carries out continuous assessment of the child's development. The use of animal models increases engagement, understanding, and the quality of learning. Supporting factors include teacher creativity and student enthusiasm, while obstacles include limited facilities and teacher understanding.
Teachers' Challenges in Implementing Deep Learning Assessment in Indonesian Language Instruction at YLPI Perhentian Marpoyan Junior High School, Pekanbaru Zikry Jawilovia; Muhammad Mukhlis
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.v5i2.3323

Abstract

This study was motivated by the persistence of various challenges in implementing deep learning assessment in Indonesian language learning within the Merdeka Curriculum at the junior high school level. Assessment in the Merdeka Curriculum emphasizes not only learning outcomes but also diagnostic, formative, and summative assessments conducted continuously throughout the learning process. However, in practice, teachers still encounter various obstacles in the planning, implementation, and follow-up stages of assessment. This study aimed to identify and describe the problems faced by teachers in implementing deep learning assessment in Indonesian language learning at SMP YLPI Perhentian Marpoyan Pekanbaru. This research employed a qualitative approach using a case study method. Data were collected through questionnaires and in-depth interviews with Indonesian language teachers at SMP YLPI Perhentian Marpoyan Pekanbaru. Data analysis was conducted through data reduction, data display, and conclusion drawing. Data validity was ensured through source triangulation and persistent observation. The findings revealed that teachers experienced several challenges in implementing learning assessments. In the planning stage, teachers faced difficulties in time allocation, developing assessment instruments, and determining assessment rubrics and learning achievement criteria. During implementation, large class sizes and limited instructional time hindered teachers from conducting observations, providing feedback, and implementing authentic assessments effectively. In the follow-up stage, teachers encountered difficulties in analyzing assessment results, conducting remedial and enrichment programs, and establishing coordination with parents and other teachers regarding students’ learning outcomes. The study concludes that the implementation of deep learning assessment in Indonesian language learning at SMP YLPI Perhentian Marpoyan Pekanbaru has not been fully optimized due to constraints related to time management, administrative demands, classroom conditions, and limited training and collaborative support. Therefore, strengthening assessment training programs, enhancing school support, and promoting collaboration among teachers are necessary to improve the effectiveness of assessment implementation in the Merdeka Curriculum and better accommodate students’ learning needs.
Based Learning Method in Increasing Student Interaction and Interest in Islamic Religious Education Learning at SMAN 1 Woha Alamsyah; Ruslan; Sri Jamilah
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.v5i1.3354

Abstract

This study aims to examine the implementation of the Based Learning method in increasing student interaction and interest in learning Islamic Religious Education at SMAN 1 Woha. This research uses a qualitative approach, with data collected through interviews, observation, and documentation. The results of the study show that the application of the Based Learning method in Islamic Religious Education (PAI) learning shows significant effectiveness in increasing interaction and interest in learning. Through this approach, students are confronted with contextual problems related to everyday life, thus encouraging them to gain a deeper and more applicable understanding of Islamic Religious Education (PAI) material. Furthermore, Based Learning also contributes to strengthening students' social skills, such as communication and group collaboration , and increasing their sensitivity to social issues in their surroundings, particularly by enhancing interaction and learning interest.
Implementation of the Recitation Method in Learning Islamic Religious Education for Optimization Study Students on the Material of Reading the Quran and Morals at Al Maliky High School Muhammad; Ilham; Irwan
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.v5i1.3373

Abstract

Study This background behind by the lack of understanding student in the learning process teach so that result in they No Can finish problems given by the teacher as well lack of his participation part students in the learning process. This show indication to low results Study student in the learning process teaching. Research This is study qualitative. Deep data collection techniques study This that is observation, interviews and documentation. Observation used For collect data and view target research, methods interview used For know information about implementation method recitation in learning Islamic education? For optimization Study students on the material reading the Koran and Morals at Al Maliky High School. Based on results research that has been writer do, after the data is collected and analyzed so researchers conclude: Implementation method recitation in Islamic Religious Education learning at Al Maliky High School is carried out in two stages. First, the activity beginning, namely the teacher makes and prepares the lesson plan, second, the core activity, namely consists of from explanation material, in activity This, the teacher explains the material presented, next student given chance For ask, in activity this is also available stage evaluation, where the teacher gives task to student with share group For discuss material. Next, the teacher assesses results discussion. Stages furthermore is activity Finally, the teacher explains return material that has not been understood by students and provide in conclusion.

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