Improving students' literacy skills through PBL model and interactive media canva class v theme II clean air for health at Pelita Private Elementary School
DOI:
https://doi.org/10.35335/cendikia.v13i6.3825Keywords:
Canva Interactive Media, Children development, Elementary School, Problem Based Learning, Teaching materialsAbstract
Pelita Private Elementary School fifth graders were studied. Pelita Private Elementary School has 30 fifth graders—14 boys and 16 girls. Students' reading, writing, and interest in reading suffer from the teacher's boring and versatile materials. In class, students don't understand literacy. Pelita Tanjung Morawa Private Elementary School's fifth-grade primary connection test and author's homeroom teacher interviews determined Cycle I's difficulty. This study examined students' reading skills. The researcher tested students' reading skills before cycle 1. Grade 5 literacy tests average 15%. VA students excelled. Low comprehension. This initial literacy test will help create activities and learning scenarios. Canva's interactive media improves student subject matter literacy in Cycle I. Air quality. Students' reading abilities were assessed using Canva's powerpoints. Health requires clean water. Student disinterest in reading invalidates this study. Before cycle 1, the researcher assessed students' primary reading skills. Fifth-grade researchers read 15%. Grade 5 A students have low comprehension. Canva's interactive media creates learning scenarios and activities from this initial literacy assessment. Some cycle II initiatives improved performance. Pelita Private Elementary School fifth graders used tests and questionnaires in lesson II in 2022/2023. 30% were middle class and 61.65% lower class. Pelita Private Elementary School 5th graders understood exam results with 61.65% very good, 30.15% good, 8.2% fair, and 0% poor. Students' reading comprehension is reading interest. 57.2 percent of students like reading and understand. Researchers found that Canva's attractive interactive media increased students' reading interest. Canva's interactive media improves students' reading and writing.
References
Ayumi, A. Y., Haryadi, H., & Pristiwati, R. (2021). Kajian Dan Rekonstruksi Penggunaan Media Buku Cerita Bergambar Dalam Menulis Teks Narasi. Asas: Jurnal Sastra, 10(2).
Catalano, G. D., & Catalano, K. (1999). Transformation: From teacher?centered to student?centered engineering education. Journal of Engineering Education, 88(1), 59–64.
Dickens, L., & Watkins, K. (1999). Action research: rethinking Lewin. Management Learning, 30(2), 127–140.
Dole, S., Bloom, L., & Kowalske, K. (2016). Transforming pedagogy: Changing perspectives from teacher-centered to learner-centered. Interdisciplinary Journal of Problem-Based Learning, 10(1), 1.
Garcia, I., Noguera, I., & Cortada-Pujol, M. (2018). Students’ perspective on participation in a co-design process of learning scenarios. The Journal of Educational Innovation, Partnership and Change, 4(1).
Hakim, L. (2016). Pemerataan akses pendidikan bagi rakyat sesuai dengan amanat Undang-Undang Nomor 20 Tahun 2003 tentang Sistem Pendidikan Nasional. EduTech: Jurnal Ilmu Pendidikan Dan Ilmu Sosial, 2(1).
Hidayat, T., Susilaningsih, E., & Kurniawan, C. (2018). The effectiveness of enrichment test instruments design to measure students’ creative thinking skills and problem-solving. Thinking Skills and Creativity, 29, 161–169.
Hinchcliff, M., & Mehmet, M. (2023). Embedding Canva into the marketing classroom: a dialogic and social learning approach to classroom innovation. Higher Education, Skills and Work-Based Learning.
Holt, E. W., Lombard, Q. K., Best, N., Smiley-Smith, S., & Quinn, J. E. (2019). Active and passive use of green space, health, and well-being amongst university students. International Journal of Environmental Research and Public Health, 16(3), 424.
Hussain, S. T., Lei, S., Akram, T., Haider, M. J., Hussain, S. H., & Ali, M. (2018). Kurt Lewin’s change model: A critical review of the role of leadership and employee involvement in organizational change. Journal of Innovation & Knowledge, 3(3), 123–127.
Hutasoit, S. A. (2021). Pembelajaran Teacher Centered Learning (TCL) dan Project Based Learning (PBL) dalam Pengembangan Kinerja Ilmiah dan Peninjauan Karakter Siswa. Jurnal Pendidikan Indonesia, 2(10), 1775–1799.
Jusnadi, I. (2016). Upaya Meningkatkan Hasil Belajar Lempar Cakram Menggunakan Modifikasi Alat Pada Siswa Kelas Xi Pemasaran Sekolah Menengah Kejuruan Mandiri Pontianak. IKIP PGRI PONTIANAK.
Kartini, T., & Rusman, R. (2018). Studi Evaluatif Kurikulum Diklat Berjenjang Tingkat Dasar Dalam Jaringan Terhadap Peningkatan Kompetensi Pendidik Paud. Diklus: Jurnal Pendidikan Luar Sekolah, 2(2), 74–86.
Kurniadi, H. (2022). Implementasi Pendekatan Saintifik dan PAKEM pada Pembelajaran PAI dalam Pembentukan Akhlak Siswa (Penelitian Kualitatif di MI Al-Husein Kecamatan Tigaraksa Kabupaten Tangerang). UIN Sultan Maulana Hasanuddin Banten.
Mettetal, G. (2002). The what, why and how of classroom action research. Journal of the Scholarship of Teaching and Learning, 6–13.
Nefillia, C., & Reinita, R. (n.d.). Validity of The Use of Canva Video Media In Integrated Thematic Learning Based On Problem Based Learning Models in Elementary Schools. DWIJA CENDEKIA: Jurnal Riset Pedagogik, 6(2), 239–252.
Ningrum, E. (2018). Evaluation of Learning System on Teacher Educational Profession Programs. Jounal Mimbar, 34(2), 123–134.
Payne, A. R. (2012). Development of the academic writing motivation questionnaire. University of Georgia.
Pishghadam, R., Derakhshan, A., Jajarmi, H., Tabatabaee Farani, S., & Shayesteh, S. (2021). Examining the role of teachers’ stroking behaviors in EFL learners’ active/passive motivation and teacher success. Frontiers in Psychology, 12, 707314.
Rusman, M. P. (2017). Belajar & Pembelajaran: Berorientasi Standar Proses Pendidikan. Prenada Media.
Santi, M. D., Nursyahidah, F., Nugroho, A. A., & Estiyani, E. (2023). Peningkatan Hasil Belajar IPA Melalui Model Problem Based Learning Berbantu Media Canva pada Siswa Kelas V SDN Pandeanlamper 03. Journal on Education, 5(4), 12272–12280.
Schein, E. H. (1996). Kurt Lewin’s change theory in the field and in the classroom: Notes toward a model of managed learning. Systems Practice, 9, 27–47.
Stringer, E. T. (2008). Action research in education. Pearson Prentice Hall Upper Saddle River, NJ.
Sumarni, W., Wardani, S., Sudarmin, S., & Gupitasari, D. N. (2016). Project based learning (PBL) to improve psychomotoric skills: A classroom action research. Jurnal Pendidikan IPA Indonesia, 5(2), 157–163.
Tarigan, J. (2008). User satisfaction using Webqual instrument: A research on stock exchange of Thailand (SET). Jurnal Akuntansi Dan Keuangan, 10(1), 24–47.
Tofan, S. (2015). Penggunaan Media Audio Visual untuk Meningkatkan Motivasi Danprestasi Siswa pada Pembelajaran Mata Diklat Sistem Bahan Bakar Bensindi Kelas XI Tkr Smk Hidayatul Ummah Balongpanggang. Jurnal Pendidikan Teknik Mesin, 4(01).
Tsai, C. (2007). Teachers’ scientific epistemological views: The coherence with instruction and students’ views. Science Education, 91(2), 222–243.
Untari, M. F. A., & Rahayu, W. (2022). Peningkatan Keaktifan dan Hasil Belajar Melalui Model Pembelajaran Problem Based Learning Berbantu Media Canva Tema 1 Kelas II SDN Sarirejo Semarang. Jurnal Pendidikan Dan Konseling (JPDK), 4(5), 2779–2794.
Wulansari, B. Y. (2017). Pelestarian Seni Budaya Dan Permainan Tradisional Melalui Tema Kearifan Lokal Dalam Kurikulum Pendidikan Anak Usia Dini. Jurnal INDRIA (Jurnal Ilmiah Pendidikan Prasekolah Dan Sekolah Awal), 2(1).
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 Ahmad Landong, Sukmawarti, Ika Nurjannah, Syilvia Cahyani Rambe, Azzahara Azzahara

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.


