Pengaruh Lingkungan Literasi di Kelas terhadap Kemampuan Membaca Permulaan Anak

Sinaga, Esra Sangelia; Dhieni, Nurbiana; Sumadi, Tjipto

doi:10.31004/obsesi.v6i1.1264

Cited by 11 publications

(11 citation statements)

References 26 publications

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“…Before literacy habituation is carried out the teacher prepares learning media such as preparing books, flash cards / edu cards, picture books, crayons, pencils, and colored pencils and other media that are placed on the table to be played freely according to the child's wishes. This is in accordance with the opinion according to Sinaga et al (2021), the classroom literacy environment is one of the factors that can affect early childhood understanding/ability to read. The presence of a good literacy environment in the classroom provides a meaningful and appropriate literacy resource space for early childhood development, with the aim of creating rich early childhood literacy experiences and early childhood reading, and encouraging literacy development.…”

Section: Implementation Of Language Literacy Learningsupporting

confidence: 91%

Implementation of Language Literacy Learning in Group A of PAUD Al-Kautsar Cilegon Banten

Rosmawati,

Kusumawardani,

Rosidah

2023

tematik

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Language literacy or pre-literacy in early childhood is the ability to read and write and analyze, respond, and use language that can be applied through reading corners, drawing activities, and a culture of reading at home in collaboration between parents and schools. This study aims to determine the application of literacy learning and the methods and media applied to literacy learning in group A of PAUD Al-Kautsar Cilegon. This research uses descriptive qualitative research. Data collection used in this research is observation, interview, and documentation. The results showed that the application of language literacy learning in group A of PAUD Al-Kautsar Cilegon looks quite optimal in its application by the literacy program that should be, starting from the arrangement of classes and environments rich in literacy as well as facilities provided by schools such as reading corners and in its application children are not taught directly to read and write but are introduced to reading and writing with habituation activities that have been designed by the school, and in its application there are several learning methods and various learning media that support the application of literacy learning.

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Section: Implementation Of Language Literacy Learningsupporting

confidence: 91%

Implementation of Language Literacy Learning in Group A of PAUD Al-Kautsar Cilegon Banten

Rosmawati,

Kusumawardani,

Rosidah

2023

tematik

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“…Bahasa Indonesia sering diajarkan di sekolah dasar dari kelas satu sampai kelas enam. Pembelajaran bahasa Indonesia di sekolah dasar biasanya terjadi di kelas rendah dan kelas tinggi (Sinaga et al, 2022). Pembelajaran bahasa Indonesia di sekolah dasar merupakan salah satu pembelajaran yang unik.…”

Section: Pendahuluanunclassified

Inovasi Pembelajaran Bahasa Indonesia Dengan Media Big Book Pada Siswa Kelas 3 Di MIS Ar-Razzaq Rumbai

Risani¹,

Risnawati²

2023

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Agar pembelajaran dapat berlangsung dengan cara yang efektif dan bermanfaat bagi siswa, guru harus mahir dalam berbagai metode dan media pengajaran. Saat ini, ada kekurangan jenis media yang relevan yang dapat digunakan dalam bidang pendidikan. Siswa mendapat manfaat dari penggunaan media bigbook. Siswa kelas 3 di MIS Ar-Razzaq Rumbai akan berpartisipasi dalam sebuah penelitian untuk mengeksplorasi dampak dari penggunaan big book sebagai media pembelajaran bahasa Indonesia terhadap hasil pembelajaran sebelumnya. Penelitian ini merupakan penelitian kuantitatif yang menggunakan strategi penelitian yang secara konseptual mirip dengan eksperimen yang menyertakan kelompok kontrol. Penelitian ini lebih berfokus pada "eksperimen semu" daripada eksperimen yang sebenarnya. Teknik bigbook terbukti memberikan pengaruh yang signifikan terhadap hasil belajar siswa, dibuktikan dengan nilai thitung sebesar 2,611 dan nilai ttabel sebesar 2,101. Menurut temuan penelitian ini, penggunaan bigbook sebagai alat pengajaran meningkatkan pembelajaran siswa. Hasil uji regresi sederhana menunjukkan bahwa F hitung = 38,224 dengan tingkat signifikansi 0,000 0,05, sedangkan hasil analisis koefisien regresi menunjukkan bahwa t hitung = 3,675 dengan signifikansi 0,000. Hal ini menunjukkan bahwa media Bigbook lebih mendorong penggunaan Ha daripada H0 yang menyatakan bahwa media Bigbook memiliki pengaruh terhadap kemampuan siswa dalam berkomunikasi dalam bahasa Indonesia

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“…The module comprehension test aims to find out whether the STEM-based modules used already use language that can be understood and understood by users or not. The comprehension test of this module was carried out using questions according to Sinaga et al (2021) which consisted of four parts, namely: (1) the main idea of discourse;…”

Section: A) Module Comprehension Test Analysismentioning

confidence: 99%

Viability Analysis of the Development of STEM-Integrated Module on Alternative Energy Topics

Fitrianti,

Suwarma,

Kaniawati

2023

J. Pendidik. Fis. Teknol.

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The study aims to determine the feasibility that STEM-based physics modules on alternative energy topics. The method used in this research is Research and Development with a 4D development model (Four-D Models). The validity test was conducted by two lecturers of the Master of Physics Education at the Indonesian University of Education and one physics teacher at a senior high school in Karawang. Readability test conducted by 7 students of grade x. The instruments used are material conformity instruments with STEM aspects, teaching material feasibility test instruments, and student readability sheets. Based on the results of the study, it can be concluded that the STEM-based physics module on the topic of alternative energy developed is feasible because it obtains valid criteria in each validation category, including the component of material suitability with STEM, 0.8 is categorized as Valid. In the feasibility component of teaching materials (modules), 0.79 is categorized as Valid. In the presentation component, 0.79 is categorized as Valid. In the linguistic component, 0.8 is categorized as Valid. Meanwhile, the readability test results conducted were at a high criterion of 86.43%. Thus, the development of STEM-based physics modules on alternative energy topics is "feasible" to be widely applied.

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Pengaruh Lingkungan Literasi di Kelas terhadap Kemampuan Membaca Permulaan Anak

Cited by 11 publications

References 26 publications

Implementation of Language Literacy Learning in Group A of PAUD Al-Kautsar Cilegon Banten

Implementation of Language Literacy Learning in Group A of PAUD Al-Kautsar Cilegon Banten

Inovasi Pembelajaran Bahasa Indonesia Dengan Media Big Book Pada Siswa Kelas 3 Di MIS Ar-Razzaq Rumbai

Viability Analysis of the Development of STEM-Integrated Module on Alternative Energy Topics

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