PENGEMBANGAN BUKU RAMAH CERNA BERMUATAN NILAI BERNALAR KRITIS KATEGORI PEMBACA B2 DI SEKOLAH DASAR

Authors

  • Ilma Vitaloka Ginardi Universitas Bhayangkara Jakarta Raya
  • Sani Aryanto Universitas Bhayangkara Jakarta Raya

DOI:

https://doi.org/10.46306/jpee.v3i2.72

Keywords:

Literacy, Digestive Friendly Books, Pancasila Student Profile, Critical Reasoning. , Literasi, Buku Ramah Cerna, Profil Pelajar Pancasila, Bernalar Kritis

Abstract

Literacy is a means that is needed by every individual, this is because literacy is needed to keep up with the times. However, as is known, the literacy rate in Indonesia tends to be low. Digest-friendly books are suggestions that can be used and are believed to be a solution in improving literacy in early childhood, especially at the elementary school level. Therefore, the purpose of this study is to provide a comprehensive overview in the process of developing a digestible book that contains the value of the Pancasila Student Profile and contains the critical reasoning value of the B2 early reader category in elementary school. The research uses a Research and Development (R&D) research design through the ADDIE development model, including five steps, namely Analysis Design, Development, Implementation, and Evaluation. The target of this research is grade 1 elementary school with a total of 25 people at SDN Margahayu V, Bekasi City. This research was carried out by filling out questionnaires and implementing digestible books using workshop sheets as assessments and the use of digestible books to make it easier for teachers to teach and develop children's ability to reason critically. However, the results of this study are considered successful in developing a digestible book that makes it easier for teachers in the process of teaching early literacy and is categorized as very good with a percentage of 88%.

Downloads

Download data is not yet available.

References

Afnida, M. (2020). Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini Literasi dalam Pendidikan Anak Usia Dini : Persepsi dan Praktik Guru di Prasekolah Aceh Abstrak. 4(2), 971–981. https://doi.org/10.31004/obsesi.v4i2.480

Arifin, N. (2018). Buku Ajar Metodologi Pendidikan. In Universitas Pendidikan Ganesha: Singaraja.

Aryanto, S., Agustina, P. A., Erlianda, M., Puspitasari, A. P., & Silaen, A. E. (2023). Buku Ramah Cerna Berbasis Human Security Untuk. Journal of Professional Elementary Education, 2(2), 225–238.

Aryanto, S., Muchlisin, A., Pasaribu, N., Sumirat, F., Pancasila, P. P., & Dini, L. (2023). Berbasis Human Security. 4(3), 6614–6625.

Aryanto, S., Putri Ayuni Agustina, Meyke Erlianda, Anggraeni Eklecia Silaen, Ade Putri Puspitasari, & Meliyanti. (2023). Pengembangan Buku Ramah Cerna Berbasis Human Security sebagai Upaya Penguatan Profil Pelajar Pancasila di Sekolah Dasar. Jurnal Elementaria Edukasia, 6(4), 1846–1860. https://doi.org/10.31949/jee.v6i4.6900

Aryanto, S., Wangsalegawa, T., Apriliana, T. A., Agustina, P. A., Erlianda, M., & Meliyanti, M. (2023). Conceptualization of Decodable Books Based on Human Security To Early Reader for Strengthening of the Pancasila Student Profile in Elementary School. Jurnal Cakrawala Pendas, 9(4), 735–749. https://doi.org/10.31949/jcp.v9i4.6390

Aulinda, I. F. (2020). Menanamkan Budaya Literasi Pada Anak Usia Dini Di Era Digital. TEMATIK: Jurnal Pemikiran Dan Penelitian Pendidikan Anak Usia Dini, 6(2), 88. https://doi.org/10.26858/tematik.v6i2.15550

Badan Standar, Kurikulum, dan A. P. (2022). Pedoman Perjenjangan Buku. Kementerian Pendidikan, Kebudayaan, Riset, Dan Teknologi, 021, 1–45.

Branch, R. M. (2010). Instructional design: The ADDIE approach. Instructional Design: The ADDIE Approach, 1–203. https://doi.org/10.1007/978-0-387-09506-6

D, D., Khasanah, M., & Putri, A. M. (2022). Penguatan Literasi, Numerasi, Dan Adaptasi Teknologi Pada Pembelajaran Di Sekolah. Eksponen, 11(2), 25–35. https://doi.org/10.47637/eksponen.v11i2.381

Ernawati, Y., & Rahmawati, F. P. (2022). Analisis Profil Pelajar Pancasila Elemen Bernalar Kritis dalam Modul Belajar Siswa Literasi dan Numerasi Jenjang Sekolah Dasar. Jurnal Basicedu, 6(4), 6132–6144. https://doi.org/10.31004/basicedu.v6i4.3181

Faturrahman, F., Setiawan, F., Astuti, W. D., & Khasanah, K. (2022). Analisis Kebijakan Program Penguatan Pendidikan Karakter. Tsaqofah, 2(4), 466–474. https://doi.org/10.58578/tsaqofah.v2i4.469

Gunawan, D. M. R., & Suniasih, N. W. (2022). Profil Pelajar Pancasila dalam Usaha Bela Negara di Kelas V Sekolah Dasar. MIMBAR PGSD Undiksha, 10(1), 133–141. https://doi.org/10.23887/jjpgsd.v10i1.45372

Julianto, I. R., Umami, A. S., & Semarang, U. N. (2023). Pola asuh keluarga dalam menumbuhkan minat baca anak sebagai implementasi literasi keluarga. 167–174.

Mardliyah, S., Siahaan, H., & Budirahayu, T. (2020). Pengembangan Literasi Dini melalui Kerjasama Keluarga dan Sekolah di Taman Anak Sanggar Anak Alam Yogyakarta. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 4(2), 892. https://doi.org/10.31004/obsesi.v4i2.476

Panjaitan, D. S. (2020). Pengembangan Media Pembelajaran Statistika Berbasis Multimedia Sebagai Sarana Pembelajaran. JUKI : Jurnal Komputer Dan Informatika, 2(1), 11–15.

Susilowati, Ayu Rizki, setiyadi, bambang. (2022). Pengembangan Buku Cerita Bergambar Berbasis Masalah untuk Meningkatkan Kemampuan Berpikir Kritis Siswa Sekolah Dasar. Jurnal Basicedu, 5(5), 3(2), 524–532. https://journal.uii.ac.id/ajie/article/view/971

Tafdila, K., Tursina, & Anra, H. (2022). Aplikasi CAI untuk Pembelajaran Logika Informatika. JUARA : Jurnal Aplikasi Dan Riset Informatika, 1(1), 107–112. https://doi.org/10.26418/juara.v1i1.53236

Zakiyah, Z., Arisandi, M., Oktora, S. D., Hidayat, A., Karlimah, K., & Saputra, E. R. (2022). Pengembangan Buku Teks Bahasa Indonesia Berbasis Media Komik Digital Bermuatan Keterampilan Berpikir Kritis. Jurnal Basicedu, 6(5), 8431–8440. https://doi.org/10.31004/basicedu.v6i5.3869

Downloads

Published

2024-09-30

How to Cite

Ginardi, I. V. ., & Aryanto, S. . (2024). PENGEMBANGAN BUKU RAMAH CERNA BERMUATAN NILAI BERNALAR KRITIS KATEGORI PEMBACA B2 DI SEKOLAH DASAR . Journal of Professional Elementary Education, 3(2), 133–145. https://doi.org/10.46306/jpee.v3i2.72