The Application of the Puzzle-Based Syllable Method to Improve Early Reading Skills in Elementary School Students: A Study in Islamic Elementary Education
DOI:
https://doi.org/10.24256/jiis.v5i1.7477Keywords:
Early Reading, Syllabic Method, Puzzle MediaAbstract
Early reading instruction is a foundational component of literacy development in elementary education, particularly within Islamic schooling contexts where cognitive skills are nurtured alongside moral and spiritual values. However, challenges such as limited engaging media and low student motivation often impede reading acquisition. This study aims to examine: (1) teacher and student activities in implementing a puzzle-based syllabic method, and (2) improvements in early reading skills among first-grade students at State Elementary School 435 Sanggalangi’. The study employed Classroom Action Research consisting of two cycles—planning, action, observation, and reflection—with a total of 19 students. Data were collected through observation, tests, and documentation, and analyzed using qualitative and quantitative descriptive techniques. The results show that the use of interactive puzzle media enhanced teacher performance and increased student participation in syllable assembly and sentence formation. Early reading skills improved significantly, with mastery rising from 57.89% in Cycle I to 89.47% in Cycle II. The integration of an engaging puzzle-based syllabic method, aligned with Islamic educational principles such as tarbiyah-oriented guidance and value-based learning, proved effective in stimulating students’ cognitive abilities, interest, and active involvement. This study contributes to the development of innovative, enjoyable, and value-integrated literacy instruction within Islamic elementary education.
References
Afliana, L. B., & Yohana. (2020). Guru dan pendidikan karakter. Indramayu: CV Adanu Abimata.
Ahmad, N., & Halim, S. (2020). Islamic perspectives on literacy development in early childhood. Journal of Islamic Education, 5(1), 66–79.
Al-Faruqi, I. R. (1982). Al-Tawhid: Its implications for thought and life. International Institute of Islamic Thought.
Al-Faruqi, I. R., & AbuSulayman, A. H. (1981). Islamization of knowledge: General principles and work plan. International Institute of Islamic Thought.
Ali, M. (2021). Peningkatkan kemampuan membaca dan menulis permulaan dengan media gambar untuk kelas 2 pada SDN 93 Palembang. PERNIK: Jurnal Pendidikan Anak Usia Dini, 4(1), 12–21.
Alsharari, N. (2020). Digital literacy in Islamic educational settings. International Journal of Education and Practice, 8(2), 345–357.
Anderson, R. C., Hiebert, E., & Wilkinson, I. (2018). Reading fluency and early literacy comprehension. Journal of Educational Psychology, 110(4), 495–508.
Afliana, L. B., & Yohana. (2020). Guru dan pendidikan karakter. Indramayu: CV Adanu Abimata.
Biemiller, A. (2017). Vocabulary and early reading development in children. Reading and Writing Quarterly, 33(3), 207–222.
Bintari, D. (2022). Media puzzle dalam meningkatkan kemampuan membaca awal siswa sekolah dasar. Jurnal Pendidikan Dasar Nusantara, 8(2), 80–92.
Brown, R., & Deavers, R. (2019). Syllabic segmentation and decoding among early grade readers. Reading Research Quarterly, 54(1), 112–130.
Cárdenas, J. M., & Hernández, P. A. (2020). Gamification techniques to enhance literacy in early graders. International Journal of Instruction, 13(2), 623–640.
Chung, K. K., & McBride, C. (2018). Cognitive predictors of early reading in syllabic languages. Journal of Experimental Child Psychology, 170, 107–122.
Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). Sage.
Darwisyah, N. (2021). Implementasi nilai-nilai Islam dalam pembelajaran bahasa di Madrasah Ibtidaiyah. Jurnal Pendidikan Islam Dasar, 3(1), 54–70.
Dorn, L. J., & Soffos, C. (2019). Teaching for deep comprehension. Stenhouse.
Fajri, I., & Hilmi. (2023). Upaya meningkatkan kemampuan membaca permulaan menggunakan media kartu suku kata di sekolah dasar. Jurnal Ilmiah Pendidikan Dasar, 8(1), 45–56.
Farida, S. (2019). Pembelajaran membaca permulaan dengan pendekatan fonetik di MI. Jurnal Madrasah, 11(2), 120–134.
Ghony, M. D. (2021). Penelitian kualitatif. Yogyakarta: Ar-Ruzz Media.
Goh, C., & Lee, J. (2018). Word recognition processes in early grade Asian learners. Asia Pacific Journal of Education, 38(1), 1–14.
Hassan, A., & Rahman, N. (2019). Integrating Islamic values in literacy instruction for primary schools. Journal of Islamic Education Studies, 7(2), 134–150.
Hidayati, U. (2020). Pendekatan tarbiyah dalam pengembangan literasi di sekolah dasar. Jurnal Pendidikan Islam Anak, 5(2), 101–115.
Ibrahim, S., & Ahmad, N. (2021). The role of Islamic pedagogy in strengthening learning motivation among elementary learners. International Journal of Islamic Pedagogy, 5(1), 22–37.
Indriani, R. (2021). Puzzle-based literacy games for reading readiness. International Journal of Modern Education, 3(4), 229–241.
Ismail, M., & Salim, A. (2020). Early literacy development in Muslim-majority countries: A pedagogical review. Journal of Muslim Educational Review, 4(3), 187–203.
Khoirunnisa, S. (2023). Analisis kesulitan membaca permulaan siswa sekolah dasar pada instrumen EGRA. Innovative: Journal of Social Science Research, 3(4), 890–901.
Lee, C., & Zhang, L. (2020). Phonological awareness and reading development: A cross-linguistic review. Language Learning, 70(3), 685–722.
Lin, Y. T., & Chen, S. (2022). Puzzle-based literacy games and reading fluency in primary schools. Computers & Education, 176, 104368. https://doi.org/10.1016/j.compedu.2021.104368
Liu, M. (2021). Gamified approaches for improving reading engagement in elementary students. Journal of Educational Technology Development, 15(1), 77–95.
Ma’arif, S. (2019). Konsep tarbiyah dalam pembelajaran literasi anak usia sekolah dasar. Jurnal Pendidikan Islam, 8(1), 55–70.
Mangesa, F. (2022). Kartu suku kata dalam meningkatkan kemampuan membaca permulaan. Jurnal Pendidikan Dasar Indonesia, 6(3), 120–130.
Maspupah, M., & Meliyani. (2023). Model pembelajaran dalam meningkatkan kreativitas siswa Madrasah Ibtidaiyah Al-Khoer. Proceedings UIN Sunan Gunung Djati, 3(5).
Megantara, K., & Wachid, A. (2021). Pembiasaan membaca melalui Gerakan Literasi Sekolah. Jurnal Onoma, 7(2), 250–265.
Mohamed, S., & Lim, K. (2019). Early literacy scaffolding: A meta-analysis of instructional interventions. Educational Research Review, 26, 45–60.
Muhammad Khakim Ashari, M. F., & Shiddiq, J. (2023). Religious digital literacy of students in Indonesia and Malaysia. TADRIS: Jurnal Pendidikan Islam, 18(1), 189–210. https://doi.org/10.19105/tjpi.v18i1.8794
Nasution, L. (2020). Media permainan edukatif dalam meningkatkan literasi awal siswa. Jurnal Inovasi Pendidikan, 7(2), 99–110.
Pangesti Apriliyana, N. (2025). Children and digital literacy: 21st century education challenges and strategies. Journal of Islamic Elementary Education, 3(1), 273–281. https://doi.org/10.32806/islamentary.v3i1.807
Perry, M. (2017). Decoding skills and syllable-based reading in early-grade students. Studies in Reading Instruction, 12(1), 44–59.
Puspita, D., & Wahyuni, S. (2021). The effectiveness of syllable card media in improving reading readiness. Indonesian Journal of Primary Education, 5(2), 99–110.
Rahmat, A. (2021). Meningkatkan kemampuan membaca permulaan melalui metode scramble. Aksara, 7(2), 130–142.
Rahimi, R., Saputra, R., Suroto, S., & Mohd. Adan, N. S. B. (2025). Implementation of digital literacy in Islamic education: Teachers’ strategies for character building in the era of growing social media use. Fitrah: Journal of Islamic Education, 6(1), 177–191. https://doi.org/10.53802/fitrah.v6i1.1129
Rezeki, A., & Wahyuni, C. N. (2020). Kreativitas guru dalam menumbuhkan minat belajar siswa di MIN 8 Aceh Barat. Edu Science, 7(1), 55–63.
Richards, J. C., & Rodgers, T. (2014). Approaches and methods in language teaching (3rd ed.). Cambridge University Press.
Snow, C. E., & Matthews, T. J. (2016). Reading and language in the early grades. Annual Review of Applied Linguistics, 36, 111–130.
Srinivasan, P., & Ray, A. (2022). Integrating puzzles in literacy learning for young learners. Journal of Early Childhood Literacy Studies, 10(2), 144–159.
Sukirman, S., Firman, F., Aswar, N., & Mirnawati, M. (2021). Pengaruh beberapa faktor determinan terhadap peningkatan minat baca mahasiswa. Jurnal Onoma, 7(1), 112–130.
Sulistyo, W. D. (2022). Islamic character values in learning literacy. Journal of Islamic Basic Education, 4(1), 75–89.
Syamsuddin, H. (2021). Media puzzle untuk pembelajaran membaca permulaan. Jurnal Inspirasi Pendidikan, 15(1), 45–56.
Tariq, R., & Abdullah, M. (2020). Literacy acquisition in Muslim primary schools. International Journal of Islamic Studies, 12(3), 201–220.
Thompson, J., & Chen, L. (2021). Early reading strategies in bilingual children. Journal of Early Childhood Research, 19(3), 317–330.
Wijaya, I. (2021). Professional teacher: Menjadi guru profesional. Bojong Genteng: CV Jejak.
Winarni, E. W. (2021). Teori dan praktik penelitian kuantitatif, kualitatif, PTK, R&D. Jakarta: Bumi Aksara.
Wong, M., & Yip, J. (2020). Gamified literacy intervention for early readers. British Journal of Educational Technology, 51(6), 2149–2165.
Yani, R. (2023). Penggunaan metode suku kata dalam meningkatkan kemampuan membaca awal. Jurnal Pendidikan Dasar Nusantara, 9(1), 12–23.
Yildiz, M., & Akyol, H. (2018). Reading comprehension and syllabic decoding skills. Education and Science, 43(195), 231–245.
Yusof, N., & Nordin, M. (2021). Islamic literacy pedagogy and student engagement. Journal of Muslim Educational Review, 3(2), 45–58.
Downloads
Published
How to Cite
Issue
Section
Citation Check
License
Copyright (c) 2025 Nasra Naman, Nursyamsi Nursyamsi
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with the Journal of Indonesian Islamic Studies agree to the following terms:
- Authors have retained full articles copyright and grant the Journal of Indonesian Islamic Studies right of first publication with the work simultaneously licensed under Creative Commons Attribution License (CC BY 4.0) that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors can enter into separate, additional contractual arrangements for the non-exclusive distribution of the Journal of Indonesian Islamic Studies published version of the work (e.g., post it to an institutional repository or edit it in a book), with an acknowledgment of initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) before and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (see also deposit policy and archiving on page journal).
