https://journal.staitaruna.ac.id/index.php/jes <p style="text-align: justify;"><strong>TARUNATEACH: Journal of Elementary School</strong> is a double-blind peer-reviewed journal published by the Study Program of Pendidikan Guru Madrasah Ibtidaiyah (PGMI), Sekolah Tinggi Agama Islam Taruna Surabaya, Indonesia. The journal publishes research articles on Islamic primary education or primary education in Islamic countries. The articles of this journal are published bi-annually in March and September.</p> <p>The <strong>Focus and Scope</strong> of the <em>Journal of Elementary Education</em> center on the study, innovation, and development of elementary education. This journal encompasses various topics, including but not limited to teaching and learning strategies, curriculum development tailored to contemporary educational needs, and the psychological and social development of children at the elementary level. It also highlights the integration of technology in education to enhance learning experiences, as well as inclusive practices addressing the needs of diverse learners, including those with special needs. Additionally, it explores school management, educational policies, and their impact on improving the quality of elementary education. Furthermore, the journal emphasizes character education and the incorporation of Islamic values in fostering holistic student development. Through its focus, the journal aims to provide a platform for scholars and practitioners to contribute to the advancement of elementary education.</p> Sekolah Tinggi Agama Islam Taruna Surabaya en-US Tarunateach: Journal of Elementary School 3026-3921 https://journal.staitaruna.ac.id/index.php/jes/article/view/444 <p>Reading and writing skills are essential foundational abilities in primary education; however, not all students are able to master them optimally. This study aims to analyze basic literacy difficulties in a second-grade elementary student using a phoneme-grapheme approach and reviewed through cognitive, social, and behaviorist learning theories. This research employed a descriptive qualitative method with data collection techniques consisting of diagnostic tests and interviews. Five types of tests were administered to assess the student’s ability to recognize letter sounds, letter symbols, match sounds with letters, copy letters, and write letters from dictated sounds. The results showed that the student was able to recognize all letter sounds well but experienced significant difficulties in identifying letter symbols, matching sounds to letters, and writing them independently. The student demonstrated ability only with letters memorized by rote, particularly those found in their own name. Interviews also revealed that the student felt shy, lacked self-confidence, and showed low interest in reading and writing activities. These findings indicate that the student’s literacy difficulties stem from a weak phoneme-grapheme connection, compounded by cognitive limitations, minimal social interaction in learning, and low motivation. Therefore, an individualized, multisensory, and contextual learning approach is needed to support the student in developing literacy skills more effectively.</p> Ariska Dwi Aprilia Yuris Indria Persada Elvia Ardianti Ningrum Revi Belva Armilda Siti Romelah Copyright (c) 2025 Ariska Dwi Aprilia, Yuris Indria Persada, Elvia Ardianti Ningrum, Revi Belva Armilda, Siti Romelah https://creativecommons.org/licenses/by-sa/4.0 2025-03-01 2025-03-01 3 1 1 10 10.54298/tarunateach.v3i1.444