Kajian Kesulitan Belajar Membaca Menulis Permulaan (MMP) di Sekolah Dasar

Widyaningrum, Heny Kusuma; Hasanudin, Cahyo

doi:10.21070/pedagogia.v8i2.2219

Cited by 33 publications

(36 citation statements)

References 8 publications

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“…However, the current problem is that many children still do not like reading activities (Anggraeni et al, 2021;Antara & Aditya, 2019;Windrawati et al, 2020). This is because students feel that reading is a tiresome activity so that students rarely have the intention to read (Cici Marantika, 2019;Widyaningrum & Hasanudin, 2019). There are still many children who do not understand the benefits of reading.…”

Section: Introductionmentioning

confidence: 99%

The Use of E-Mind Map in Online Think-Pair-Share-Based Reading Learning on Students’ Reading Comprehension

Hardiyanti

Myartawan

Hadisaputra

2021

JPBI

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There are still many students who do not like reading. Students feel that reading is a tiring activity, so students rarely have the intention to read. Students feel bored when reading and make students fast. This is the main reason why students do not like to read. This study aims to analyse the effectiveness of using e-mind maps in online reading learning based on Think-Pair-Share on the reading comprehension of Indonesian EFL students. This research is a pre-experimental study with a one-group pretest-posttest design. The sample consists of 32 class students. The techniques used to collect data are observation and interviews. Data were collected through pretest and posttest and analysed using descriptive and inferential statistics assisted by SPSS version 24. The results showed that the average posttest score of students was 91.13, which was higher than the average student pretest score of 75.72, and there were significant differences. The important difference between the mean pretest and posttest scores (Sig. (two-sided) was .000 < .05). Therefore, it can be said that the e-mind map in online reading learning based on Think-Pair-Share has a positive and significant effect on the reading comprehension of Indonesian EFL students. The research implication is that teachers can use e-mind map integration in online Think-Pair-Share settings. The application of e-mind in online Think-Pair-Share settings can facilitate students in learning and create a pleasant learning atmosphere so as to improve students’ reading comprehension, especially in learning English skills such as speaking, listening, and writing.

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Section: Introductionmentioning

confidence: 99%

The Use of E-Mind Map in Online Think-Pair-Share-Based Reading Learning on Students’ Reading Comprehension

Hardiyanti

Myartawan

Hadisaputra

2021

JPBI

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“…Sejalan dengan beberapa hasil penelitian terdahulu bahwa anak kelas rendah di SD/ MI masih dalam tahap mengenal, memahami, membaca dan menulis permulaan (MMP), baik tentang huruf abjad maupun huruf arab/ Al Qur'an sehingga kita sebagai guru harus sabar dan telaten dalam mengajarkannya (Muhyidin et al, 2018;Widyaningrum & Hasanudin, 2019;Halimah, 2014;Fauziah, 2018;Firman, 2019;Suastika, 2019).…”

Section: Gambar 2 Dokumentasi Pembelajaran Luring Home Visit Methodsunclassified

Pembelajaran Baca Tulis Al Qur'an melalui Home Visit Method pada Siswa Madrasah Ibtidaiyah Bondowoso

Fajri¹,

Zakiyah²,

Pertiwi³

et al. 2022

ATL

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Abstrak: Pelaksanaan pembelajaran selama pandemi COVID-19 dilakukan secara dalam jaringan (daring) dan luar jaringan (luring). Pelaksanaan pembelajaran daring memiliki keterbatasan ketersediaan perangkat pembelajaran. Mengatasi keterbatasan tersebut MI Nurul Rahman melaksanakan pembelajaran luring dengan home visit method pada pembelajaran Baca Tulis Al Qur'an. Penelitian ini bertujuan untuk mengetahui bagaimana penerapan, faktor pendukung dan penghambat pembelajaran luring home visit method dalam belajar Baca Tulis Al Qur'an. Penelitian ini merupakan penelitian kualitatif dengan menggunakan teknik pengumpulan data observasi, wawancara dan dokumentasi. Pelaksanaannya satu sampai dua kali pertemuan dalam seminggu. Hasil penelitian menunjukkan bahwa dalam pelaksanaan pembelajaran home visit method, guru harus beradaptasi dengan keadaan, mampu merancang pembelajaran sesuai karakteristik siswa, materi, mampu memberikan motivasi, reward, memilih dan memilah materi yang diprioritaskan karena terkendala waktu pelaksanaan. Faktor pendukung pelaksanaan yaitu guru dan siswa dapat berinteraksi langsung dengan siswa sehingga pembelajaran akan lebih efektif, namun faktor penghambatnya kesulitan mengatur waktu dan materi karena keterbatasan waktu yang tersedia.Abstract: The implementation of the learning process during the COVID-19 pandemic is carried out both online and offline. However, its implementation may experience limited availability of the learning tools. Overcoming the limitation, the Islamic elementary school (MI) Nurul Rahman carried out the offline learning using home visit method in learning to read and write the Qur'an. This study aims to find out how the application, supporting and inhibiting factors of offline learning home visit method in learning to read and write the Qur'an. This research was a qualitative research using data collection techniques of observation, interviews and documentation. The implementation was done one to two times a week. The results showed that in the implementation of the home visit method, the teacher had to adapt to the circumstances, be able to design learning according to the characteristics of the students, the learning materials, be able to provide motivation, reward, select and sort out the prioritized materials due to time constraints. The supporting factor for such implementation was that teachers and students could interact directly each other so that the learning would be more effective, but the inhibiting factor was the difficulty of managing time and materials due to the time limit.

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“…By analyzing the level of reading comprehension questions, the teacher will find out whether students are already thinking critically or are still thinking at a low level. Students-initiated questioning had a significant positive effect on the student's questioning skills and reasoning (Widyaningrum & Hasanudin, 2019).…”

Section: Introductionmentioning

confidence: 93%

The Levels Of Questions Used In The English Textbook Entitled “Stop Bullying Now”For The Xi Grade Of Senior High School

Wahyuni

2021

JPBI

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Reading comprehension in Indonesian students is very weak. It is proven by Pisa 2018, a result which states that from a comparison between science, mathematics, and reading comprehension, Indonesian students are ranked 74th in the sixth from bottom. This article aims to analyze the level of questions used in an English textbook entitled "Stop Bullying Now" for class XI SMA published by the Ministry of Education and Culture of the Republic of Indonesia in 2017. This analysis uses Barrett's taxonomy to test reading comprehension. Questions in the book with content analysis of qualitative research. Based on Barrett's taxonomy, there are five levels of reading comprehension questions: literal comprehension, reorganization, inferential, evaluation, and appreciation. The results showed that the level of literal understanding (7.45%), reorganization (0 %), inferential (39.36%), evaluation (36.17%), and appreciation (17.02%). This shows that the higher-level comprehension is dominant over lower-level comprehension, but the level is not evenly distributed in all texts. The results of this study can provide an overview of the level of reading comprehension questions used in the English textbook entitled "Stop Bullying Now," which is helpful for teachers as a guide in learning English reading comprehension.

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Kajian Kesulitan Belajar Membaca Menulis Permulaan (MMP) di Sekolah Dasar

Cited by 33 publications

References 8 publications

The Use of E-Mind Map in Online Think-Pair-Share-Based Reading Learning on Students’ Reading Comprehension

The Use of E-Mind Map in Online Think-Pair-Share-Based Reading Learning on Students’ Reading Comprehension

Pembelajaran Baca Tulis Al Qur'an melalui Home Visit Method pada Siswa Madrasah Ibtidaiyah Bondowoso

The Levels Of Questions Used In The English Textbook Entitled “Stop Bullying Now”For The Xi Grade Of Senior High School

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