Peningkatan Kemampuan Literasi Dini dan Regulasi Diri Siswa yang Mengalami Kesulitan Belajar Membaca melalui Implementasi Media Digital Qreatif Edukatife
DOI:
https://doi.org/10.24256/tunascendekia.v9i2.12355Keywords:
kesulitan belajar membaca, literasi dini, media digital, qreatif edukatife, regulasi diriAbstract
Penelitian ini bertujuan untuk meningkatkan literasi dini dan regulasi diri murid kelas I yang mengalami kesulitan belajar membaca di SDN 001 Teluk Pandan melalui implementasi media digital 'Qreatif Edukatife'. Pemanfaatan media digital interaktif ini diharapkan dapat menjadi solusi inovatif untuk mengatasi hambatan membaca pada anak, sekaligus menstimulasi kemampuan mengontrol dan mengarahkan perilaku belajar mereka secara mandiri sejak usia dini. Metode penelitian yang digunakan adalah Penelitian Tindakan Kelas (PTK) yang dilaksanakan dalam dua siklus model Kemmis dan McTaggart. Penelitian ini bertempat di SDN 001 Teluk Pandan dengan subjek penelitian murid kelas I yang teridentifikasi mengalami kesulitan belajar membaca. Sumber data dalam penelitian ini diperoleh dari aktivitas murid, kinerja guru, dan hasil evaluasi perkembangan belajar. Teknik pengumpulan data yang diterapkan meliputi teknik observasi, tes kemampuan membaca, dan wawancara. Instrumen penelitian yang digunakan terdiri dari lembar observasi regulasi diri, instrumen tes literasi dini, dan pedoman wawancara. Sementara itu, teknik analisis data dilakukan secara deskriptif kualitatif untuk data proses hasil observasi serta wawancara, dan deskriptif kuantitatif untuk menghitung persentase ketuntasan nilai tes membaca murid. Kesimpulan hasil penelitian menunjukkan bahwa implementasi media digital 'Qreatif Edukatife' terbukti secara signifikan dapat meningkatkan literasi dini dan regulasi diri murid kelas I yang mengalami kesulitan belajar membaca. Murid menunjukkan peningkatan kemampuan dalam mengenal huruf, merangkai suku kata, serta memperlihatkan fokus dan kemandirian yang lebih baik selama proses pembelajaran. Berdasarkan hasil tersebut, disarankan bagi guru untuk memanfaatkan media digital interaktif ini sebagai variasi metode pembelajaran di kelas. Sekolah diharapkan dapat mendukung ketersediaan fasilitas teknologi yang memadai, dan bagi peneliti selanjutnya disarankan untuk mengembangkan media ini pada subjek atau kompetensi dasar yang lebih luas.
References
Bandura, A. (1997). Self-efficacy: The exercise of control. W.H. Freeman.
Clark, D. B., Tanner-Smith, E. E., & Killingsworth, S. S. (2016). Digital games, design, and learning: A systematic review and meta-analysis. Review of Educational Research, 86(1), 79–122. https://doi.org/10.3102/0034654315582065
Diamond, A. (2013). Executive functions. Annual Review of Psychology, 64, 135–168. https://doi.org/10.1146/annurev-psych-113011-143750
Ehri, L. C. (2005). Learning to read words: Theory, findings, and issues. Scientific Studies of Reading, 9(2), 167–188. https://doi.org/10.1207/s1532799xssr0902_4
Grabe, W., & Stoller, F. L. (2019). Teaching and researching reading (3rd ed.). Routledge. https://doi.org/10.4324/9781315726274
Kemmis, S., & McTaggart, R. (1988). The action research planner (3rd ed.). Deakin University Press.
Mayer, R. E. (2021). Multimedia learning (3rd ed.). Cambridge University Press.
Melby-Lervåg, M., Lyster, S. A. H., & Hulme, C. (2012). Phonological skills and their role in learning to read: A meta-analytic review. Psychological Bulletin, 138(2), 322–352. https://doi.org/10.1037/a0026744
Meyer, A., Rose, D. H., & Gordon, D. (2024). Universal design for learning: Principles, framework, and practice (2nd ed.). CAST Professional Publishing.
Plass, J. L., Homer, B. D., & Kinzer, C. K. (2015). Foundations of game-based learning. Educational Psychologist, 50(4), 258–283. https://doi.org/10.1080/00461520.2015.1122533
Rao, K., Ok, M. W., & Bryant, B. R. (2014). A review of research on universal design educational models. Remedial and Special Education, 35(3), 153–166. https://doi.org/10.1177/0741932513518980
Sailer, M., & Homner, L. (2020). The gamification of learning: A meta-analysis. Educational Psychology Review, 32(1), 77–112. https://doi.org/10.1007/s10648-019-09498-w
Sénéchal, M., & LeFevre, J.-A. (2002). Parental involvement in the development of children's reading skill: A five-year longitudinal study. Child Development, 73(2), 445–460. https://doi.org/10.1111/1467-8624.00417
Snowling, M. J., & Hulme, C. (2012). Annual research review: The nature and classification of reading disorders, a commentary on proposals for DSM-5. Journal of Child Psychology and Psychiatry, 53(5), 593–607. https://doi.org/10.1111/j.1469-7610.2011.02495.x
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Wood, D., Bruner, J. S., & Ross, G. (1976). The role of tutoring in problem solving. Journal of Child Psychology and Psychiatry, 17(2), 89–100. https://doi.org/10.1111/j.1469-7610.1976.tb00381.x
Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory Into Practice, 41(2), 64–70. https://doi.org/10.1207/s15430421tip4102_2
Downloads
Published
How to Cite
Issue
Section
Citation Check
License
Copyright (c) 2026 Sopiah, Ibnu Syamsi
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Please find the rights and licenses in Tunas Cedekia. By submitting the article/manuscript of the article, the author(s) agree with this policy. No specific document sign-off is required.
1. License
The non-commercial use of the article will be governed by the Creative Commons Attribution license as currently displayed on Creative Commons Attribution-ShareAlike 4.0 International License.
2. Author(s)' Warranties
The author warrants that the article is original, written by stated author(s), has not been published before, contains no unlawful statements, does not infringe the rights of others, is subject to copyright that is vested exclusively in the author and free of any third party rights, and that any necessary written permissions to quote from other sources have been obtained by the author(s).
3. User Rights
Tunas Cedekia's spirit is to disseminate articles published are as free as possible. Under the Creative Commons license, Tunas Cedekia permits users to copy, distribute, display, and perform the work for non-commercial purposes only. Users will also need to attribute authors and Tunas Cedekia on distributing works in the journal and other media of publications.
4. Co-Authorship
If the article was jointly prepared by more than one author, any authors submitting the manuscript warrants that he/she has been authorized by all co-authors to be agreed on this copyright and license notice (agreement) on their behalf, and agrees to inform his/her co-authors of the terms of this policy. Tunas Cedekia will not be held liable for anything that may arise due to the author(s) internal dispute. Tunas Cedekia will only communicate with the corresponding author.
5. Miscellaneous
Tunas Cedekia will publish the article (or have it published) in the journal if the article’s editorial process is successfully completed. Tunas Cedekia's editors may modify the article to a style of punctuation, spelling, capitalization, referencing and usage that deems appropriate. The author acknowledges that the article may be published so that it will be publicly accessible and such access will be free of charge for the readers as mentioned in point 3.
Â
Every accepted manuscript should be accompanied by "Copyright Transfer Agreement" prior to the article publication.
Tunas Cendekia: Jurnal Pendidikan Islam Anak Usia Dini is licensed under a Creative Commons Attribution 4.0 International License (CC BY 4.0)
