This study aimed to develop a product of picture story teaching materials containing religious values. The aim is to determine the validity and practicality. The existing problems are the lack of available learning resources in schools, teaching materials in schools are not fully available, student achievement is still low. This study uses the ADDIE development model, the stages are Analysis, Design, Development, Implementation, and Evaluation. the results of the validation of 3 validators obtained an average result of 0.875 with the category "High validation". (2) The practicality of picture story teaching materials containing religious values obtained an average percentage of 95.5% in the "very feasible" category from the teacher's response and student responses obtained a percentage of 93.3% with the "very feasible" category. Based on these results, illustrated story teaching materials containing religious values can be said to be valid and practical to improve the learning achievement of 1st-grade elementary school students.
The rapid exchange of information through technology has caused a cultural change in Indonesia. This causes the local culture to be lost and the penetration of foreign cultures. This article aimed to analyze the need to develop Field Trip Model Virtual Reality for elementary school students. This study used the qualitative descriptive method. The 50 students and 28 teachers from an elementary school in Jakarta became participants. The data were collected using questionnaires form and interviews. The data were analyzed using triangulation. The result showed that the learning model was needed to increase cultural literacy. From questionnaire data show that (1) students need learning media that can make it easier to recognize the culture, (2) students' awareness of culture is still low, and (3) students need technology that allows users to feel the conditions as real from the three-dimensional effects. Keywords: media; VR, cultural, literacy, school
Integrasi bahasa dalam pembelajaran sains dianggap mampu meningkatkan keterampilan literasi sains siswa. Penelitian ini bertujuan untuk mengungkapkan persepsi guru tentang peran bahasa dalam proses pembelajaran sains dalam rangka mendukung pengembangan literasi sains siswa. Penelitian dilakukan dengan cara mewawancarai 9 orang guru SD dari berbagai level kelas mengadopsi pendekatan interpretatif untuk data kualitatif. Hasil penelitian mengungkapkan bahwa para guru memiliki persepsi yang baik tentang literasi sains dan memahami berbagai kesulitan siswa terkait dengan penggunaan bahasa dalam pendidikan sains, terutama pengaruh bahasa daerah, penggunaan kosa kata sains, dan menulis secara ilmiah. Guru mempunyai strategi menyelesaikan masalah bahasa dalam pendidikan sains yang dilakukan secara langsung di dalam pembelajaran sains dan di luar pembelajaran sains. Persepsi guru yang baik tentang literasi sains dan definis AKM akan mendukung keberhasilan implementasi pelaksanaan AKM.
This article has aimed to investigate the scientific literacy achievement of fourth-grade elementary school students. The research used a qualitative method with data collection techniques in interviews and open questions. This study involved a fourth-grade teacher and fourth-graduate students. Based on the existing theoretical framework, an assessment tool was developed, which measurement's ability to: a) recognize scientific concepts (nominal literacy); b) define some key concepts (functional literacy); c) use their understanding of scientific concepts to explain phenomena (conceptual literacy); and d) use their knowledge Science to read a short article (multidimensional literacy). The study results found that the nominal literacy assessment showed the students' knowledge of Science was still limited. Functional literacy assessment can be seen students' interest in Science which is still minimal. Conceptual literacy assessment results in students' understanding of everyday scientific phenomena are still lacking, with multidimensional literacy can be assessed students' understanding of paragraph reading is still limited.
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