Big Book Research Articles

Enhancing Elementary Students’ Oral Reading Fluency Through Repeated Reading and Big Books

Reading is crucial for learning across all disciplines and to develop an understanding of the ever-changing world. Recently, reading activities in schools have been hampered due to modular and distance learning effected by the COVID-19 pandemic. This study aimed to address students’ oral reading fluency (ORF) and contribute to their reading development in the English language by employing repeated reading and Big Books interventions. Words correct per minute (WCPM) and accuracy rates were the main ORF components measured in this study. The sample involved 21 students in the Grade 4 level at Tinoc Central School (TCS), Tinoc, Ifugao, Philippines. The study employed an action research design and the Dynamic Indicators of Basic Early Literacy Skills ? Oral Reading Fluency (DIBELS – ORF or DORF) assessment over three periods. The participants’ ORF and the effect of employing repeated reading and Big Books as interventions were quantitatively analyzed. Results indicate that most participants had ORF WCPM and accuracy rates below the Grade 4 benchmark goals for English reading, indicating that they were at risk of reading difficulties. Some participants even attained ORF WCPM and accuracy rates below their grade level. Conclusively, there were positive improvements in the participants’ ORF across the interventions, signifying the impact of repeated reading using Big Books on their reading fluency. Improved ORF fosters a deeper understanding of textual content and enhances communication skills, preparing students for better academic achievements and successful social interactions. Considering the study’s findings, using repeated reading and Big Books to support students’ English reading achievement is highly suggested for elementary reading enhancement.

Applying a Big History Analogy to Facilitate Information Sharing

Using analogies we generalize Tyler Volk’s combogenesis concept. A pedagogical application is a narrative that allows us to include some milestones of mathematics and physics in Big History courses. Applying the concept to books and book collections we suggest a philanthropic idea. This simple and potentially powerful application mixes low and high technology: using online bookstores, we propose the reproduction of personal book and video collections in public libraries. We give an example, at Simón Bolívar University in Venezuela, where this has already happened. We finish by proposing to use this idea to create a Big History book and video collection that could be donated to educational institutions around the world where a Big History course could be taught remotely.

The Influence of Big Book Media on Children's Empathetic Behavior

This research discusses the influence of using big-book media on children's empathetic behavior. The research method used is quasi-experimental. This research aims to increase children's empathetic behavior by using big book media. Based on the results of the t-test, the post-test scores of the experimental and control groups show that the significance value is 0.005. The significance value states that it is smaller than 0.05. then it can be stated that the hypothesis is accepted, which means there is a significant difference between the post-test results of the experimental group and the control group. Thus, it can be concluded that there is a significant difference in the posttest results of the experimental group whose learning used big book media and the control group whose learning used oral stories.

THE USE OF BIG BOOK MATHEMATICS MEDIA ON STUDENT LEARNING OUTCOMES ON BUILDING MATERIAL FLAT CLASS IV MIN 11 ACEH MIDDLE

The main problem in this research is that the process of learning mathematics in plane material only relies on memorizing formulas, this occurs in students who do not understand the material. This research aims to determine the influence of the big book mathematics media on the learning outcomes of class IV MIN 11 Central Aceh students. The research was conducted using quantitative methods with a Nonequivalent Group Design. The population in this study were all class IV students at MIN 11 Central Aceh, while the sample was class totaling 16 students and class totaling 14 students. This research instrument uses a learning outcomes test sheet and the data collection technique used is the test technique and uses the t-test in analyzing the data. Based on the results of the analysis that has been carried out, the average score obtained in the Pre-Test for the experimental class was 50.642 and for the control class with an average score of 46.437. Meanwhile, in the Post-Test, the average score obtained by the experimental class was 74.5 and the control class had an average score of 62.81. The results of statistical analysis obtained = 2.1047 and = 1.70, because > then Ho is rejected and Ha is accepted. Kerwords: Big Book Math Media, Learning Outcomes, Two-Dimentional Figure

Pengembangan Media Big Book Berbasis Problem Based Learning untuk Meningkatkan Kemampuan Bercerita Anak Usia Dini

Findings related to the low storytelling ability of young children and the need for learning media that can support storytelling learning are the background for this research. The aim of the research was to analyze the need, practicality and effectiveness of PBL-based Big Book media in improving the storytelling skills of young children. This research methodology is research and development (R&D). The sampling technique used in this research was total sampling. The research instruments were observation sheets and questionnaires. Data analysis uses descriptive analysis and t test. The research results show that PBL-based Big Book media meets the elements of validity, practicality and effectiveness and can be used in learning. The validation results of the two experts stated that PBL-based Big Book media was very feasible, where the material score was 84.6% and the media score was 88.0%. The media effectiveness test showed that the ability to tell stories in the experimental class (86%) was higher than the control class (68%). The difference test found that the mean storytelling ability of the experimental class was significantly different from the control class (p=0.000). Thus, it is concluded that PBL-based Big Book media is quite effective in improving storytelling abilities in young children.

Pengaruh Penggunaan Media Big Book terhadap Kesulitan Membaca Permulaan Peserta Didik Sekolah Dasar

This study aims to explore the effect of using Big Book media on the difficulties of beginning reading of elementary school students. This research was conducted with a focus on how the use of Big Book as a learning media can affect the learning process of beginning reading. In this research method using quantitative methods with the type of research used is Pre-experimental with One Group Pretest posttest Design desaign. One Group Pretest-Posttest is a study that first conducted a Pretest. Pretest is used to determine the difficulty of students' beginning reading before being given treatment and giving Postest after being given treatment. The purpose of giving Pretest and Postest is to accurately determine the results and as a comparison before and after being given treatment. The data collection technique used is a test, research instruments in the form of tests and documentation. The documentation method was used to obtain data on the list of students. While to analyse the data using the normality test (knowing the data obtained about normal or not), paired sample t-test. Data analysis techniques using normality test and hypothesis testing using Paired Sample T-Test. Data analysis techniques were carried out using normality tests and hypothesis testing using Paired Sample T-Test. Which resulted in a significance value of 0.000 ≤ 0.05 (Two-Tailed). The results show that Ho is rejected and Ha is accepted. The use of Big Book media has an effect on the initial reading difficulties of grade 1 students of SDN Wonoayu 2.

Improving Vocabulary Skills with Big Book Media in Elementary Students

Improving Vocabulary Skills with Big Book Media in Elementary Students

Peningkatan Literasi Sains Siswa Madrasah Ibtidaiyah melalui Pengembangan Media Big Book

The main key to increasing scientific literacy is student involvement in learning by using appropriate learning media such as big book media. This research aims to explain how to increase science literacy through the development of Big Book media. This research uses Research and Development research with the ADDIE model which includes five stages, namely analysis, design, development, implementation and evaluation. The subjects of this research were 30 class IV MINU KH participants. Sidoarjo believers. Data collection was carried out using observation, questionnaires, interviews, documentation and tests. The results of this research are the development of big book media to increase scientific literacy in science and science subjects based on the needs and conditions that occur in the field. Development of learning media using the ADDIE development model with emphasis on scientific literacy in the water cycle and livelihood material using the independent curriculum including a) Analysis, analysis of needs that occur in the field, b) Design, including arranging materials, preparing materials. c) Development, including the development of big book media, completeness of materials, and product validation. d) Implementation, namely testing the product on students, and analyzing student responses to the product. e) Evaluation, namely analysis of the effectiveness of a product. The development of big book media shows effectiveness in increasing scientific literacy in science subjects

Reading Proficiency of Grade Two Learners Using Big Books with Historical Content

This experimental research entitled “Reading Proficiency of Grade Two Learners Using Big Books with Historical Content” is a scientific study on the reading proficiency of grade two learners in Banago Elementary School I when using Big Books with Historical Content during the teaching-learning process especially in reading. It mainly utilized mother tongue language, Hiligaynon, as medium of instruction. Forty (40) grade two learners who were equally distributed into two groups, the control group and experimental group with twenty (20) learners, made up the subject-respondents of the study. Data were collected through experimental procedure where the experimental group was exposed to the use of big books with historical content while the control group used the regular big books. Mean, Frequency and Percentage, T-test and Spearman rho were used as statistical tools. Based on the scientific results of this study, a proposed reading enhancement program was crafted to further enhance reading performance of learners benefiting the implementers, teachers, and learners of the program. Findings of the study recommends on the use of big books with historical content to improve reading proficiency levels of primary learners when using Hiligaynon as medium of instruction in assessments and reading remediation. Results further suggested the development of additional localized and indigenized big books with historical content as well as big books across disciplines as supplementary learning materials in the delivery of instruction in Elementary Social Studies and reading remediation in Hiligaynon for Key Stage 1. Implementation of the proposed program in school and division level will be beneficial to the stakeholders, administrators, teachers, and learners in the primary level.

War in the Works of the National Literary Award “Big Book”: Historical Facts and Fiction

The article deals with the main aspects, ways of understanding and features of the artistic representation of war as a socio-historical phenomenon in contemporary Russian literature. As an example some books received the National Literary Award “Big Book” were chosen. Each work is analyzed as one of the options existing in Russian literature for revealing the war theme. The combination of these options clearly shows the variety of possible approaches of the writers to this topic.

Pengembangan Bigbook Berbasis Metode Eja Pada Pelajaran Bahasa Indonesia Untuk Meningkatkan Minat Belajar Siswa Di Sekolah Dasar

The development of the Big Book based on the spelling method in Indonesian language lessons to increase students' interest in learning in elementary schools is based on the understanding that high interest in learning plays a crucial role in achieving learning. The aim of this research is to test the effectiveness of bigbook media based on the spelling method based on learning interest in elementary school students. The method used in this study uses a library research method or approach. Library research (library research) is research in which data collection is carried out by collecting data from various literature. This method is based on the previous page list which is often used initially, but this is also available, but the Ledger is available on both sides of the screen and visually which means it is in the right place. Just the same, a lot of people who have nothing to do with anyone else want to know what to do, but what's going on here.

Use of Big Book Learning Media in Improving the Reading Ability of Class VII Students at SMPN 1 Tanjung Pura

The aim of this research is to improve the reading ability of class VII students at SMPN 1 Tanjung Pura by using the Big Book learning media. The method used in this research is a qualitative method. The research instruments are observation and interview guidelines. The data source for this research is the results of interviews with respondents. The results of observations in this study show that there are problems relating to reading ability in class VII students at SMPN 1 Tanjung Pura, there are 7 students who still 1) don't read fluently, 2) can't spell and hear correctly, 3) there are still those who don't know letters. perfectly, 4) Combining words, 5) Combining words into sentences 6) Sentences into paragraphs. Therefore, the solution offered to this problem is choosing to use big book learning media to change the monotonous way of learning in class by re-teaching the basics of reading and creating special reading learning media that are easy to understand and restore interest in reading for grade 7 students at SMPN 1 Tanjung. Temple. Using the Big Book learning media can help students to be more active in learning activities and facilitate students in understanding teaching materials, especially in learning to read, so that the learning objectives are also achieved with learning media such as the Big Book.

PENGEMBANGAN MEDIA PEMBELAJARAN BIG BOOK PADA TEMA TUGASKU SEHARI-HARI KELAS II SD

This development research aims to determine the feasibility of big book learning media on the theme of my daily tasks in class II SD. This research is a Research and Development (R&D) research with the 4D development model. The development steps taken by researchers are: 1) Pedefiisian stage (define), 2). Design stage, 3). Development stage, and 4). Dissemination stage with data collection techniques using a questionnaire. The data analysis technique uses descriptive qualitative. Validation was carried out by material experts, media experts, and learning experts. The overall results of the assessment by material experts obtained an average score of 78.75% with the criteria Valid (Eligible) to be used as learning media for grade II elementary school students on the theme of My Daily Tasks. The overall results of the assessment by media experts obtained an average score of 82% with very valid criteria to be used as learning media for grade II elementary school students on the theme of My Daily Tasks. And the overall results by learning experts obtained an average score of 88.75%. This percentage includes very valid criteria to be used as learning media in the learning activities of grade II elementary school students on the theme of My Daily Tasks.

Application of Media Big Book to Develop the Ability to Read the Beginning in Madrasah Ibtidaiyah

This study aims to explore the use of big book media in supporting grade 1 students at MI Al Marhamah Jember in developing their early reading skills. A big book is characterized by its large size, featuring bigger text and illustrations compared to standard books, which helps attract students' attention. This research employs a qualitative approach with a descriptive methodology, involving teachers and students as participants. The focus of the study is on the implementation of big book media to enhance the beginning reading abilities of first-grade students. Data was collected through observations, interviews, and documentation, while data analysis involved processes of data reduction, data presentation, and conclusion drawing. The findings indicate that the use of big book media effectively aids students in acquiring initial reading skills at MI Al Marhamah Jember. This is demonstrated by the students' ability to read text from the big books, pronounce syllables, spell out words, and connect syllables to form simple words. Moreover, many students showed progress in reading simple sentences fluently.

Developing Picture Story Book Media to Teach Speaking Skills in Kindergarten

Engaging media is necessary to stimulate children's speaking skills in kindergarten. The purpose of this study is (1) to describe the development of media big book picturesque stories for learning speech skills in children's kindergarten, (2) to describe the feasibility, practicality, and effectiveness of big book picturesque media for learning kindergarten speech skills. This research employed the research and development of Borg and Gall, which, due to time and cost limitations, then took only seven stages—data collection techniques using questionnaires and observations. Data is validated with media validity assessment by material experts and media experts—data analysis techniques using quantitative and qualitative data analysis. Design development plans using flowcharts, define access learning objectives, formulate indicators references, define media titles, compile storytelling, layout Big Book story images, create storyboards, and create validation lifts. Results from the validity of 88.3% (very decent), product practicality of 89% (efficient), and effectiveness of 83.42% (excellent). Thus, the media big book picture story is very decent, practical, and effective for learning speaking skills in kindergarten children

Review and Analysis of Big History Periodization Approaches

Big history may in fact be one very long “one damn thing after another,”* but even if we experience time as a continuum, dividing its expanse makes our discipline more “manageable” for psychological, teaching, research, discourse, and other reasons. Big history related books, like David Christian, Cynthia Stokes Brown, and Craig Benjamin’s 2014 textbook, Big History: Between Nothing and Everything, and several papers also often divide the time continuum into periods, but unlike other disciplines such as geology, we have no broadly agreed upon conventions for doing so. Big history pioneer, Fred Spier, in a recent JBH paper, “Thresholds of Big History – A Critical Review” (Vol 5, No. 1), criticized Christian’s “thresholds” schema for periodization and seemed skeptical of the very idea of periodization. As noted above, we believe that periodization is a worthwhile project to be undertaken, preferably by an ad hoc IBHA “working group.” We then suggest a general framework for how big history might be divided into time periods, and then anticipate some of the major challenges to developing any coherent periodization schema. So that we can better illustrate some of these challenges, we will end by taking deeper analyses of three possible big history “events” that might be used for demarcating one time period from another.

ANALISIS PENGGUNAAN MEDIA BIG BOOK DALAM MENGEMBANGKAN KEMAMPUAN BERBAHASA ANAK USIA 3-4 TAHUN

Language is a media for early childhood to express their feelings and experiences and communicate with others around them. This study aims to determine the impact of using big book media to develop the early childhood’s language skills aged 3-4 years. The method used in this study is a qualitative method under a descriptive approach. The results of study showed that the use of big book media empirically improve the early childhood’s language skills. The early childhood’s language skills generally develop at the level of: (1) acquiring new vocabularies, (2) fluency in pronouncing new vocabularies, (3) understanding the meaning of spoken vocabularies, and (4) being able to retell stories told by teachers based on various pictures listed in big book. In addition, the use of big book media also helps other aspects of early childhood’s development, such as: (1) cognitive aspects and (2) art aspects. In conclusion, empirically the use of big book media can help to develop the early childhood’s language skills aged 3-4 years.

Pengaruh Model Pembelajaran Kooperatif Tipe STAD Berbantuan Media Big Book Terhadap Hasil Belajar IPA Kelas IV SD

Learning is an activity carried out by educators in a programmed manner which can create a process of interaction between students and other students, educators and students and students and learning resources. In this study, researchers used Probability Sampling with a simple random sampling type, which means it is the simplest sample determining technique with a sample of 30 students. Data collection techniques use pretest and posttest test methods. The type of design used is One Group Pretest – Posttest Design and uses a quantitative approach. The population used was 30 students in class IV at SD Negeri Candiharjo. In the N-Gain test, the average result from the pretest was 46.667, while the posttest mean was 81.967 with a total of N or samples of 30, 16 male students and 14 female students. Based on the test data for the validity of the question items, normal data was also obtained with a total of 0.158, then entered into the Eta Square Test formula to get a final calculation result of 0.875, which indicates an increase in the use of the STAD type cooperative learning model assisted by Big Book media. It can be concluded that the use of the STAD type cooperative learning model assisted by Big Book media at Candiharjo State Elementary School has a great influence on students' learning outcomes.

Revolutions in the Twenty-First Century.

Review of ‘Handbook of Revolutions in the 21st Century: The New Waves of Revolutions, and the Causes and Effects of Disrup-tive Political Change’. Edited by Jack A. Goldstone, Leonid Grinin, and Andrey Korotayev. Springer, 2022. ISBN 978-3-030-86467-5.This is a big book in more ways than one. In its 41 chapters, readers will find much to keep them occupied. The volume’s range is vast, covering several hundred years of history and an equally expan-sive geography, offering grand theorising alongside granular analysis, and providing insights ranging from the descriptive to the predictive. Within this panorama, I would highlight four general themes that strike me as particularly significant: first, the book’s focus on waves; second, its insistence on the back-and-forth between history and theo-ry; third, its global frame of reference; and fourth, its attentiveness to non-progressive revolutionary currents, most notably religious revolutionary forces.

Pengembangan Buku Big Book “Miki Si Gajah Kecil” Sebagai Media Pengenalan Literasi Lingkungan

Environmental literacy is important for early childhood development as a cognitive experience of the natural environment. However, the introduction of environmental literacy in urban schools requires environmental literacy learning media. The purpose of the study was to develop an environmental literacy big book with the theme "Miki the Little Elephant". The research uses the R&D research method and the ADDIE development method, namely analyze, design, development, implementation, and evaluation. The data source is children and teachers at Taman Kurnia Kindergarten Denpasar. Data collection by observation, interview, and questionnaire instrument. Analysis with qualitative and quantitative descriptive results from the PAUD material expert test results, namely 3 Kindergarten teachers and 2 media expert lecturers. The research was limited to the validation test due to limited time for field testing. The results showed the value of expert validation score 90.00% very high qualification, the results of learning content expert test score 91.67% very high qualification, the results of design expert test score 85.00% high qualification, the results of media expert test score 85.71% high qualification. The conclusion is that the development of big book books as a medium for introducing environmental literacy is very feasible as an early childhood learning media