WIDHATAMA, ESTU GINANJAR (2025) IMPLEMENTASI PERAN LITERASI VISUAL DALAM PEMBELAJARAN MENULIS LAPORAN PADA SISWA KELAS VI SDN CILENG 3 KECAMATAN PONCOL KABUPATEN MAGETAN. S2 thesis, Universitas PGRI Madiun.
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Abstract
The objectives of this study are (1) To describe and explain the planning for implementing the role of visual literacy in learning to write reports for sixth-grade students of SDN Cileng 3, Poncol District, Magetan Regency, (2) To describe and explain the implementation of the role of visual literacy in learning to write reports for sixth-grade students of SDN Cileng 3, Poncol District, Magetan Regency. (3) To describe and explain the obstacles and solutions in implementing the role of visual literacy in learning to write reports for sixth-grade students of SDN Cileng 3, Poncol District, Magetan Regency. This study uses a descriptive qualitative approach. This research was conducted at SDN Cileng 3, Poncol District, Magetan Regency. The results of the study indicate that (1) The planning of the implementation of visual literacy in learning to write reports is carried out systematically by teachers. Teachers prepare lesson plans that include elements of visual literacy through the use of images, photos, and videos as sources of ideas and initial understanding. The materials and media are adapted to the context and experiences of students, so as to stimulate thinking and build writing readiness. This planning reflects the teacher's understanding of the learning needs of elementary school students, especially in compiling observation reports in a coherent and logical manner. (2) The implementation of visual literacy is carried out through three main stages: pre-writing, writing, and post-writing. In the pre-writing stage, students observe images as an initial source of information. The writing stage is carried out by organizing the results of observations into a report. Meanwhile, in the post-writing stage, students reflect on and improve their writing based on teacher feedback. The entire process shows that visual literacy is very helpful for students in understanding topics, exploring ideas, and compiling information in a structured manner. (3) Teachers face several obstacles in implementing visual literacy, but are able to overcome them with adaptive strategies. The obstacles faced include limited technological facilities, differences in students' abilities in reading images, and limited implementation time. The solutions implemented included the use of print media, individual guidance, the selection of simple visual materials, and the provision of clear assessment rubrics. These efforts have proven effective in supporting visual literacy-based writing learning.
| Item Type: | Thesis/Skripsi/Tugas Akhir (S2) |
|---|---|
| Kata Kunci: | LITERASI VISUAL, MENULIS LAPORAN |
| Subjects: | L Education > L Education (General) L Education > LB Theory and practice of education L Education > LB Theory and practice of education > LB1501 Primary Education |
| Divisions: | Fakultas Pascasarjana > Pascasarjana Pendidikan Ilmu Bahasa dan Sastra Indonesia |
| Depositing User: | WIDHATAMA GINANJAR ESTU |
| Date Deposited: | 22 Sep 2025 04:18 |
| Last Modified: | 22 Sep 2025 04:18 |
| URI: | http://eprint.unipma.ac.id/id/eprint/5030 |
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