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INDONESIA
Sintaks: Jurnal Bahasa dan Sastra Indonesia
Published by Medan Resource Center
ISSN : -     EISSN : 28091663     DOI : 10.57251
Core Subject : Humanities, Education,
Humanities Education Languange, Linguistic, Communication & Media
Sintaks: Jurnal Bahasa dan Sastra Indonesia is a peer-reviewed journal by Medan Resource Center. This journal accepts articles related to the Indonesian language; literature; language education; Classroom Action Research; literature review; learning material and media development; and learning assessment. The journal provides a means for teachers, any instructors of all levels of education, as well as students or practitioners who are interested in the area. The journal is published biannually in January and July and accepts articles in Bahasa Indonesia or English.
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 152 Documents
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Analisis Strategi Mengatasi Kesulitan Menghitung Kombinasi dengan Membagi pada Siswa Kelas 3 Sekolah Dasar Muhammadiyah 16 Medan Rekhi Windana; Ahmad Calam; Dewi Purnamasari
Sintaks: Jurnal Bahasa & Sastra Indonesia Vol. 6 No. 1 (2026)
Publisher : Medan Resource Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57251/sin.v6i1.2083

Abstract

Mathematics learning in elementary school plays an essential role in developing students’ logical reasoning, systematic thinking, and problem-solving skills. Nevertheless, many lower-grade students continue to experience difficulties in understanding fundamental mathematical concepts, particularly division and simple combinations. This study investigates how teachers address students’ difficulties in calculating combinations through division among second-grade students at SD Muhammadiyah 16 Medan City. Employing a qualitative descriptive approach, the research involved second-grade mathematics teachers and students as participants. Data were collected through classroom observations, semi-structured interviews, and documentation and were analyzed using the interactive model of Miles, Huberman, and Saldana with the support of NVIVO 15 software. The findings revealed that 11 students experienced significant difficulties related to understanding division as an equal-sharing process, connecting division concepts to simple combination problems, avoiding procedural errors, and translating word problems into mathematical operations. Repeated explanations emerged as the most dominant instructional strategy, complemented by gradual exercises, individual assistance, and contextual learning activities. Students demonstrated stronger conceptual understanding when instruction incorporated concrete examples and real-life situations. These findings highlight the practical importance of combining repetitive guidance with contextual and concrete learning experiences to improve mathematical comprehension and problem-solving abilities among elementary school students.
Efektivitas Penggunaan Media Pembelajaran Visual untuk Mengatasi Kesulitan Membaca Siswa Kelas IV Sekolah Dasar Negeri 06966 Kota Medan Dedek Ahmad; Ahmad Calam; Syahrina Anisa Pulungan
Sintaks: Jurnal Bahasa & Sastra Indonesia Vol. 6 No. 1 (2026)
Publisher : Medan Resource Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57251/sin.v6i1.2084

Abstract

Reading ability is a fundamental literacy skill that plays a crucial role in elementary students’ academic development. Nevertheless, many students continue to experience difficulties in reading fluency, reading speed, and reading comprehension, which may hinder their overall learning achievement. This study investigates the effectiveness of visual learning media in overcoming reading difficulties among 14 fourth-grade students at SD Negeri 060966 Medan City. A qualitative descriptive approach was employed, involving 14 students, one classroom teacher, and one school principal as research participants. Data were collected through classroom observations, semi-structured interviews, and documentation and were analyzed using the Miles, Huberman, and Saldana interactive model with the support of NVIVO 15 software. The findings indicate that visual learning media significantly enhanced students’ reading comprehension, motivation, concentration, and classroom engagement. Of the 14 students observed, 11 demonstrated noticeable improvement in understanding textual content after learning activities incorporated pictures and illustrations. Visual representations enabled students to interpret reading materials more concretely and meaningfully. However, limited digital facilities and insufficient technological competencies among teachers remained challenges to the optimal implementation of visual learning media. These findings highlight the practical value of integrating visual resources into elementary literacy instruction to support students experiencing reading difficulties.

Page 16 of 16 | Total Record : 152

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