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intan juniarmi
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Ludi Litterarri
Published by PT Anagata Sembagi Education
ISSN : -     EISSN : 30479983     DOI : 10.62872/g3ejx919
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Other
Ludi Litterarri (LL) is a peer-reviewed open access international journal established for the dissemination of cutting-edge knowledge in the elementary school field. All submitted manuscripts will be reviewed by the editors and then evaluated by a minimum of two Reviewers through a double-blind review process. This is done to ensure the quality of manuscripts published in the journal. The journal publishes original articles on current issues and trends occurring internationally in the fields of: (1) Learning models, (2) learning media, (3) teaching materials, (4) school management, (5) teacher management, (5) elementary school curriculum, (6) basic school learning (natural science, social science, mathematics, language, civics, religion, sports and arts).
Arjuna Subject : Ilmu Sosial - Linguistik dan Bahasa
Articles 20 Documents
 1   2 
Implementation of Differentiated Instruction in Realizing Inclusive Learning in Primary Schools Lestari, Fuji; Fadhilah, Nurul; Tasya, Amalia
Ludi Litterarri Vol. 1 No. 4 (2025): Ludi Litterarri - February
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/h49rkh89

Abstract

Inclusive learning in elementary schools emphasizes accessibility and diversity in education, ensuring that all students can learn without discrimination. Differentiated Instruction (DI) is an important approach in supporting inclusive learning by adjusting teaching methods based on students' needs, interests, and learning styles. However, the implementation of DI still faces various challenges, such as lack of teacher understanding, limited resources, and education policies that do not support curriculum flexibility. This study uses a literature study method to analyze the implementation of DI in inclusive learning in elementary schools. The results of the analysis show that the implementation of DI can improve student motivation and academic outcomes, but requires teacher readiness through ongoing training and more flexible policy support. In addition, the integration of learning technology can help overcome the constraints of differentiation in heterogeneous classes. Therefore, synergy is needed between the government, schools, and the education community in providing resources and regulations that support the success of DI. With the right strategy, DI has the potential to create a more inclusive, adaptive, and effective learning environment in improving the quality of elementary education
Implementation Of Independent Curriculum In The Course Of Aqidah And Morals In Grade Iv (Evaluation Study Of Min 13 Pidie Jaya) Aminah, Syetti; Dhiauddin, Dhiauddin; Saifuddin, Saifuddin
Ludi Litterarri Vol. 2 No. 1 (2025): Ludi Literarri - May
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/9zej9z66

Abstract

The Independent Learning Curriculum is an innovation in the world of education that gives students autonomy to determine their own learning path. In the context of this curriculum, students have the freedom to choose subjects, learning methods, and learning environments that can encourage creativity and innovation. This study aims to investigate teachers' understanding, implementation, and challenges and solutions faced in implementing the Independent Curriculum at MIN 13 Pidie Jaya, especially in the subject of aqidah akhlak in grade IV. The method used in this study is qualitative, with data collection techniques through observation, interviews, and document analysis. The research findings show that teachers' understanding of the Merdeka Belajar Curriculum is at a good level and continues to develop, although there is still a need for ongoing training. The implementation of the curriculum at MIN 13 Pidie Jaya shows significant progress, with the application of innovative learning methods and the use of technology that supports student interaction and understanding. In addition, this study also identified various challenges in implementation, including infrastructure and teacher competency issues. However, a commitment to continuous improvement and training is expected to overcome these obstacles, so that the learning process, especially in aqidah and akhlak, can take place effectively and in accordance with student needs.
The Existence Of Teachers Of Uptd Sdn 1 Samalanga In Forming Anti-Bullying Character Of Students Muhibuddin, Muhibuddin; Dhiauddin, Dhiauddin; Saifuddin, Saifuddin
Ludi Litterarri Vol. 2 No. 1 (2025): Ludi Literarri - May
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/k1ksaw06

Abstract

Bullying behavior in schools remains an issue that hinders the development of students' positive character. This study aims to identify the role of teachers, learning strategies, and supporting as well as inhibiting factors in the formation of anti-Bullying character at UPTD SD Negeri 1 Samalanga. The findings reveal that (1) teachers play a strategic role as role models in instilling values of empathy, tolerance, and respect for diversity through integration in the curriculum and school programs. Open communication between teachers, students, and parents is also a key to success. (2) Learning strategies involve interactive approaches, such as group discussions, role-playing, and social activities that strengthen solidarity. Collaboration with parents through seminars and regular meetings reinforces the synergy between school and family. The study concludes that UPTD SD Negeri 1 Samalanga has developed the "School Synergy-Based Anti-Bullying Character Model," emphasizing collaboration between teachers, students, and parents to create a child-friendly and Bullying-free school environment..
The Role Of Teachers In Improving The Ability To Read The Quran At State Elementary School 8 Jeumpa Ajamunzalifah, Ajamunzalifah; Saifullah, Saifullah; Murtadha, Murtadha
Ludi Litterarri Vol. 2 No. 1 (2025): Ludi Literarri - May
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/1yxar213

Abstract

This study aims to analyze the role of teachers in improving Qur'an reading ability at SD Negeri 8 Jeumpa. The ability to read the Qur'an correctly is a crucial aspect of Islamic religious education, yet students face challenges such as limited learning time, varying reading skills, and lack of family support. This qualitative descriptive research collected data through observation, interviews, and documentation. Research subjects included Islamic Religious Education teachers and upper-grade students. Primary data came from teachers and students, while secondary data was sourced from school documents and literature. The study found that teachers play a significant role in enhancing students’ Qur'anic reading, particularly in tajwid, makharijul huruf, adab in recitation, and rules of waqaf and wasal. Strategies such as peer learning, extra guidance, and use of digital media were effectively applied. Students in Grade III showed basic understanding but with pronunciation difficulties, while Grade IV students demonstrated more mastery, though some struggled with waqaf and recitation art. Main obstacles include limited time, ability gaps, and minimal parental support. Solutions implemented involve peer methods, extended learning hours, teacher training, intensive mentoring, small group teaching, and parental involvement, all contributing to improved Qur'an reading proficiency among students.
Effectiveness Of Using Audio Visual MediaIn Fiqih Learning At Min 12 Pidie Jaya Rahmiati, Rahmiati; Dhiauddin, Dhiauddin; Saifuddin, Saifuddin
Ludi Litterarri Vol. 2 No. 1 (2025): Ludi Literarri - May
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/nkxjw112

Abstract

This study examines the effectiveness of using audio-visual media in teaching fiqh at MIN 12 Pidie Jaya. The learning process is an interaction that results in behavioral changes, where the role of teachers in creating a conducive learning environment is crucial. The use of modern learning media is expected to improve student understanding and create a more dynamic and interesting learning atmosphere. Although attention to this media is increasing, there are still some shortcomings in its integration with more common traditional learning methods. The method used in this study was qualitative, with data collection through observation, interviews, and document analysis. The results showed that the application of audio-visual media significantly increased student enthusiasm and made it easier to understand fiqh concepts. Students became more active and showed greater interest in the material, thus creating an interactive and enjoyable learning atmosphere. However, this study also identified several challenges, such as limited internet access, technical problems related to devices, and lack of training for teachers. These findings emphasize that although audio-visual media has great potential, these challenges need to be overcome so that fiqh learning can take place effectively. This study concludes that the integration of technology in education is an important step to prepare students for the digital era
Learning Doesn't Have to Be About Sitting Still: The Revolution of Active Learning in Elementary Schools Through Outdoor Learning Methods Rosmaria, Rosmaria; Mamonto, Samuel
Ludi Litterarri Vol. 2 No. 1 (2025): Ludi Literarri - May
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/0pswpt49

Abstract

This study examines the application of outdoor learning methods as an alternative to learning in elementary schools that have been dominated by passive conventional methods. Conventional methods that focus on lectures and written assignments have proven to be less effective in encouraging active involvement, creativity, and the development of 21st-century skills such as critical thinking and collaboration. Outdoor learning offers a dynamic learning paradigm with direct experience outside the classroom, which not only increases students' motivation and conceptual understanding, but also strengthens social skills and environmental awareness. This approach allows for cross-disciplinary integration and contextual learning that is relevant to the needs of the 21st century. The study used a descriptive qualitative approach with observations, interviews, and documentation studies on teachers, students, and principals who have implemented outdoor learning. The results show that outdoor learning is able to improve the quality of learning through meaningful real experiences, strengthen students' emotional and cognitive involvement, and support the development of soft skills. However, challenges in the form of compiling assessment indicators and limited facilities need to be overcome. In conclusion, outdoor learning is an innovative pedagogical strategy that is effective in preparing students to become holistic individuals who are adaptive and ecologically and socially responsible...
STEM Education In Elementary Schools: Readiness Of PGSD Teachers In Interpreting Science And Technology From An Early Age Widyatiningtyas, Reviandari
Ludi Litterarri Vol. 2 No. 2 (2025): Ludi Literarri - August
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/hs5jc705

Abstract

STEM education in elementary schools requires the pedagogical readiness of PGSD teachers as the main foundation for successful implementation. Teachers play a strategic role as facilitators connecting concepts in science, technology, engineering, and mathematics with meaningful learning experiences. However, various studies indicate that teachers' STEM literacy is still limited, particularly in integrating theory with practice, resulting in conventional learning that does not foster critical, creative, and collaborative thinking skills. Other obstacles arise from limited facilities, a lack of supporting resources, and limited access to relevant digital learning resources. Furthermore, general and unsustainable teacher training leads to low confidence in designing project-based learning. Resistance to methodological changes also slows STEM adoption, primarily due to administrative burdens and a school culture that remains solely focused on academic achievement. To address this, strategies to strengthen teacher competency are needed through practice-based training, ongoing mentoring, the development of learning communities, and the use of digital technology. Collaboration with universities and industry is also crucial in enriching teachers' STEM literacy. This study uses a qualitative literature review to map the readiness, obstacles, and strategies for strengthening PGSD teacher competency. The study results confirm that teachers' pedagogical readiness is a crucial prerequisite for STEM to truly become a means of transforming 21st-century education, not just a formal discourse.
Coaching And Mentoring Models In Increasing The Capacity Of Novice Elementary School Teachers Demena, Widelmina K.; Padang, Nasri Indra; Lewaherilla, August
Ludi Litterarri Vol. 2 No. 2 (2025): Ludi Literarri - August
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/r9x7sz56

Abstract

Beginning elementary school teachers face complex challenges when entering the workforce, particularly in classroom management, curriculum adaptation, and meeting professional expectations. Despite possessing theoretical knowledge from higher education, limited practical experience often undermines self-confidence and potentially hinders the quality of learning. This situation emphasizes the need for systematic professional mentoring to ensure a more effective transition to the workforce. Coaching and mentoring have emerged as relevant strategies capable of bridging the gap between theory and practice. Coaching focuses on reflective empowerment through structured dialogue, while mentoring emphasizes the transfer of professional skills and values from senior teachers to beginning teachers. The integrated application of both creates synergy in strengthening teacher capacity across cognitive, affective, and practical aspects. This literature review examines the effectiveness of coaching and mentoring as models for continuous professional development. The analysis shows that these strategies not only improve instructional skills but also strengthen beginning teachers' professional identity, foster a collaborative culture in schools, and positively impact student learning outcomes. With appropriate policy support, coaching and mentoring can be strategic instruments for improving the quality of elementary education. Therefore, the integration of these two approaches should be viewed as a long-term investment in teacher capacity building and achieving national education goals
Emotional Literacy In An Era Of Anxiety: Integration Of Mental Health Into The Elementary School Curriculum Tasya, Amalia
Ludi Litterarri Vol. 2 No. 2 (2025): Ludi Literarri - August
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/05eec351

Abstract

This study aims to explore the implementation of emotional literacy and mental health integration in the elementary school curriculum, focusing on their impact on children's social, emotional, and academic development. The study was conducted at SD Negeri 10 Makassar using a qualitative approach using a case study design. Data were collected through interviews with the principal, teachers, and students, as well as direct observation of the implementation of emotional literacy and mental health. The results indicate that although there have been efforts to introduce emotional literacy, its implementation is still limited to ad-hoc activities and has not been systematically integrated into the curriculum. Mental health integration is also still responsive to emerging problems, rather than structured prevention. Some challenges faced include limited time within the curriculum, lack of training for teachers, and stigma surrounding mental health issues. However, there is significant potential to improve this education system with better training support for teachers and a change in school culture that is more open to mental health issues. This research is expected to contribute to the development of a more holistic curriculum, one that focuses not only on academic achievement but also on students' emotional and psychological well-being.
Freedom to Learn or Freedom to Learn?A Critical Review of the Implementation of the Independent Curriculum in the 3T Regions Tasya, Amalia
Ludi Litterarri Vol. 2 No. 2 (2025): Ludi Literarri - August
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/0kk6mr49

Abstract

This study aims to analyze the implementation of the Independent Curriculum in 3T (Disadvantaged, Frontier, and Outermost) regions, focusing on the challenges, opportunities, and impacts faced in the context of specific local needs. The Independent Curriculum, introduced in 2021, aims to give educational institutions autonomy in developing curricula tailored to student needs and local contexts. Despite its significant potential for improving the quality of education, the implementation of the Independent Curriculum in 3T regions faces various obstacles, including limited infrastructure, limited access to technology, and a shortage of trained teaching staff. This study used qualitative methods with a descriptive analytical approach, involving in-depth interviews, observations, and documentation studies in two 3T regions: North Lombok Regency and Mahakam Hulu Regency. The results show that although project-based learning and the concept of "learning independence" can be implemented well, successful implementation depends heavily on the provision of adequate resources and ongoing training for teachers. In conclusion, although the Independent Curriculum has significant potential to improve the quality of education in 3T regions, challenges related to resources and teacher readiness must be addressed immediately for this curriculum to be implemented effectively

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