Jurnal Riset Madrasah Ibtidaiyah (JURMIA)

Analisis Peran Pojok Baca Sebagai Sumber Literasi dalam Meningkatkan Keterampilan Menyimak Siswa SDN 1 Tinigi

Sulistina Sulistina, Moh. Rudini, Hamna Hamna — Mon, 02 Feb 2026 00:00:00 +0000

The reading corner is a supporting program for the School Literacy Movement (GLS). SDN 1 Tinigi is one of the schools that has provided a reading corner, but its use is still limited to the habituation stage. This is the background for this research to be conducted with the aim of describing (1) The role of the reading corner as a source of literacy in improving the listening skills of 5th grade students of SDN 1 Tinigi, (2) Supporting and inhibiting factors in implementing the reading corner for 5th grade students of SDN 1 Tinigi. Using a mixed method approach with data collection through observation, interviews and documentation shows that the reading corner plays a role as a source of literacy in improving listening skills as seen from the large number of 5th grade students of SDN 1 Tinigi getting good grades. Acting as a source of literacy, the reading corner has 4 roles, namely as a facility for students to read in class, as a provider of nearby reading materials for students, as a comfortable place for students to read and as an interesting place for students to read. The supporting factor for implementing the reading corner in 5th grade students of SDN 1 Tinigi is that it is updated regularly. Meanwhile, the inhibiting factor in implementing the reading corner in class 5 of SDN 1 Tinigi is the students' low interest in reading.

Pengembangan Buku “Becari” Berbasis Metode Montessori pada Kegiatan Membaca Permulaan Siswa Kelas I

Devi Rusiana, Uci Ulfa Nur’afifah, Narendradewi Kusumastuti, Ririn Setyowati — Mon, 02 Feb 2026 00:00:00 +0000

According to the 2018 findings of the Program for International Student Assessment (PISA), the reading ability of lower-grade students in Indonesia is still considered inadequate due to a lack of learning motivation and their slow intellectual development. The purpose of this study was to develop a picture storybook entitled "Becari" to improve students' motivation and ability in learning to read. Research and development (R&D) was combined with a 3D model (Definition, Design, and Development). Data collection techniques included survey responses, expert validation surveys, interviews, and observations. 100% of material experts, 95% of learning experts, and 96% of media experts provided their opinions on the book's suitability; the opinions of these three experts were categorized as very suitable for use. The teacher and student response rates were 100% and 96%, respectively. The results of student and teacher responses were categorized as very good. The Becari book, which is based on Montessori techniques for early reading activities, can be used to help students learn to read, and is able to foster students' interest and enthusiasm for learning in participating in early reading learning activities.

Problematika Guru SD dalam Implementasi Pembelajaran Berdiferensiasi Kurikulum Merdeka di Sekolah Dasar

Putri Indah Wahyuningsih, Rahayu Pristiwati — Mon, 02 Feb 2026 00:00:00 +0000

The implementation of the Merdeka Curriculum requires elementary school teachers to apply differentiated instruction in order to accommodate students’ diverse learning needs and characteristics. However, in practice, teachers continue to encounter various challenges in integrating this approach. This study aims to describe the challenges faced by elementary school teachers in implementing differentiated learning within the Merdeka Curriculum. A qualitative case study method was employed, with third-grade teachers at SD Negeri 02 Pedes, Bantul, Yogyakarta, serving as the research subjects. Data were collected through observation, interviews, and documentation. Data analysis was conducted using the Miles and Huberman model, which consists of data reduction, data display, and conclusion drawing and verification. The findings indicate that teachers have made efforts to implement differentiated learning through content, process, and product differentiation based on diagnostic assessments. Nevertheless, teachers still experience difficulties, including limited understanding of the concept of differentiated learning, diversity in students’ abilities and characteristics, insufficient training and institutional support, limited use of technology, as well as time constraints and administrative workload. These findings suggest that the successful implementation of differentiated learning requires sustained support in the form of enhanced teacher competence, targeted professional development, and the provision of adequate facilities and infrastructure to ensure the optimal and inclusive achievement of the Merdeka Curriculum objectives.