Azza Azkiya, Rukmawati Rukmawati

STRATEGI PENGELOLAAN KELAS INOVATIF TERHADAP PENGURANGAN KETIMPANGAN LITERASI BERBANTUAN TEKNOLOGI DIGITAL SISWA KELAS 1 SD

Introduction

Strategi pengelolaan kelas inovatif terhadap pengurangan ketimpangan literasi berbantuan teknologi digital siswa kelas 1 sd. Strategi pengelolaan kelas inovatif berbasis reward efektif mengurangi ketimpangan literasi siswa kelas 1 SD. Metode ini tingkatkan motivasi & turunkan tingkat literasi rendah signifikan.

Abstract

This study aims to explain classroom management strategies implemented to reduce literacy inequality among first-grade students at SD Negeri Munggangsari. Literacy inequality remains a serious problem at the elementary school level, primarily due to differences in learning motivation, access to reading materials, and support from the learning environment. This study used a descriptive qualitative approach and collected data through semi-structured interviews with teachers and observations of classroom learning processes. The study findings revealed that the main strategy implemented by teachers was providing rewards, such as praise, stickers, and positions as "Reading Leaders" for students who showed progress or active engagement in reading activities. This method proved effective in increasing student motivation and interest, as well as building a supportive and collaborative classroom atmosphere. The data obtained showed a very significant decrease in the number of students with low literacy levels from 42% to 19%, as well as an increase in the number of students with medium and high literacy levels. The conclusion of this study is that a reward-based classroom management method can significantly reduce literacy inequality among students. This method is recommended to be implemented routinely in the early grades of elementary schools, with training support for teachers and the provision of adequate literacy facilities.

Review

This study tackles the pertinent issue of literacy inequality among first-grade students, offering a practical and seemingly effective classroom management strategy. The abstract clearly articulates the problem's significance and the study's aim to explain strategies implemented at SD Negeri Munggangsari. A key strength lies in its focus on a reward-based approach, utilizing praise, stickers, and "Reading Leaders" to boost student motivation and engagement. The reported outcome – a significant reduction in low literacy levels from 42% to 19% – is compelling and suggests a positive impact on student learning and classroom atmosphere, making a strong case for the routine implementation of this method in early elementary education. However, a notable discrepancy exists between the title and the abstract's content. The title, "STRATEGI PENGELOLAAN KELAS INOVATIF TERHADAP PENGURANGAN KETIMPANGAN LITERASI BERBANTUAN TEKNOLOGI DIGITAL SISWA KELAS 1 SD," explicitly mentions "assisted by digital technology" and "innovative" strategies. Yet, the abstract solely details conventional reward systems without any elaboration on how digital technology was integrated or what made the strategies particularly "innovative" beyond the reward mechanism itself. Furthermore, while the study is stated to use a descriptive qualitative approach, it presents precise quantitative data regarding literacy level changes, which typically calls for a more robust quantitative or mixed-methods design to fully justify the "very significant decrease" observed. The qualitative data collection through interviews and observations would be excellent for explaining *why* changes occurred, but the precise numerical shifts need clearer methodological underpinning. To enhance the paper's contribution and clarity, several points should be addressed. First, the authors must either adjust the title to accurately reflect the content discussed in the abstract (if digital technology played a minor or no role) or substantially expand the abstract to detail the specific ways digital technology assisted the "innovative" classroom management strategies. Second, a clearer explanation of how the quantitative literacy data (42% to 19% figures) was derived and analyzed within the stated qualitative framework is crucial. Future research could benefit from a mixed-methods design to triangulate qualitative insights with robust quantitative assessments. Despite these points, the study's initial findings on the effectiveness of a reward-based system are promising and warrant further exploration, particularly in validating its impact across diverse educational settings and exploring its interaction with digital learning tools.

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