Pengaruh Metode Pembelajaran SQ3R terhadap Hasil Belajar Bahasa Indonesia

Yulia, Dwi Sandra Fera; Wahjoedi, Wahjoedi; Sapto, Ari

doi:10.17977/jptpp.v4i6.12537

Cited by 8 publications

(8 citation statements)

References 4 publications

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“…This method is considered capable of making the reading process more effective and meaningful (Aziz, 2019;Syamsiah et al, 2012). By expressing ideas about things that are read using their own sentences it will be easier to remember (Aziz, 2019;Harnanik, 2016;Syamsiah et al, 2012;Yulia et al, 2019).. In the study using SQ3R, the researcher started by motivating students and digging up information about descriptive text in terms of its characteristics and generic structure.…”

Section: Discussionmentioning

confidence: 99%

Comparing Students' Learning Result on Reading Comprehension Through SQ3R and Reciprocal

Sunarti¹,

Chairunnisa²,

Irwan³

et al. 2021

JIPP

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Banyak siswa yang mengalami kesulitan belajar bahasa Inggris. Siswa merasa bahwa bahasa Inggris adalah mata pelajaran yang rumit, sehingga berdampak pada kemampuan bahasa Inggris siswa yang rendah. Penelitian ini bertujuan untuk menganalisis pemahaman membaca siswa yang dibelajarkan menggunakan SQ3R, pemahaman membaca siswa yang dibelajarkan menggunakan Reciprocal, dan menganalisis teknik yang lebih efektif antara SQ3R dan Reciprocal dalam pemahaman membaca siswa. Penelitian ini menggunakan desain pretest-posttest control group design. Populasi dalam penelitian ini adalah siswa kelas sepuluh berjumlah 35 orang siswa. Penelitian ini menggunakan sampel kelas yang terpilih dengan menggunakan simple random sampling. Prosedur analisis data menggunakan statistik deskriptif dan inferensial. Hasil penelitian menunjukkan bahwa kedua metode tersebut sama-sama efektif dalam mengajar pemahaman bacaan. Hasil uji T-test pretest-posttest paired sample test terdapat perbedaan nilai siswa yang signifikan antara sebelum dan sesudah diberikan perlakuan, baik pada kelas Reciprocal, maupun kelas SQ3R. Hal ini dibuktikan dengan hasil uji-t (independent sample test), diperoleh hasil t-hitung 0,242 < t-tabel pada taraf signifikan 5% (2,042) atau 1% (2,75). Hasil analisis menunjukkan bahwa 2.042>0.242<2.75. Hal ini membuktikan bahwa tidak ada perbedaan yang signifikan antara kelas yang dibelajarkan menggunakan Reciprocal dan SQ3R. Pengajaran Reciprocal sama baiknya dengan metode SQ3R dalam meningkatkan pemahaman membaca siswa. Dapat disimpulkan bahwa Reciprocal Teaching sama efektifnya dengan metode SQ3R dalam pembelajaran membaca pemahaman siswa.

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Section: Discussionmentioning

confidence: 99%

Comparing Students' Learning Result on Reading Comprehension Through SQ3R and Reciprocal

Sunarti¹,

Chairunnisa²,

Irwan³

et al. 2021

JIPP

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“…Hal ini sesuai dengan tujuan nasional yaitu mencerdaskan seluruh masyarakat Indonesia (Hidayah et al, 2020;Susmiati, 2020). Pendidikan ini sesungguhnya dilakukan secara sadar dan juga sistematis dalam mewujudkan suasana belajar yang menyenangkan dan aktif sehingga dapat meningkatkan potensi seseorang yang cerdas dan memiliki kepribadian JJPGSD P-ISSN: 2614-4727 E-ISSN: 2614-4735 yang mulia (Ayatiningsih, 2019;Yulia et al, 2019). Hal inilah yang menyebabkan pendidikan merupakan faktor utama yang akan membangun sebuah bangsa beradab dan bermartabat.…”

Section: Pendahuluanunclassified

Multimedia Interaktif Pembelajaran Tematik Kelas IV Sekolah Dasar

Sulistianti

Tegeh

2022

mimb.pgsd undiksha

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This era of globalization expects teachers to be able to apply technology to improve learning activities so that learning activities can run optimally. Some teachers are less able to use models or media that are suitable for students so that it has an impact on learning outcomes and low motivation. This study aims to develop interactive multimedia for class IV social studies learning materials. This type of research is development using the Hannafik and Peck model. The method used in collecting data is a questionnaire. The subjects of this research are 1 learning design expert, 1 learning media expert, and 1 learning content expert. The test subjects were 9 grade IV students. The instrument used is a questionnaire. The data analysis technique used is descriptive qualitative and quantitative analysis. The results of the study are the assessments of learning content experts, namely 92.9% (very good). The results of the assessment of learning design experts are 88% (good). The results of the assessment of learning media experts are 83% (good). The results of the individual trial were 92.66% (very good) and the small group trial was 92.66% (very good). It was concluded that the media got good qualifications and deserved to be used in thematic learning.

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“…The implementation of monotonous education also affects student interest. Less interesting learning activities will cause student motivation to be very low in learning (Kibtiah et al, 2021;Yulia et al, 2019). Low interest and motivation will impact low quality and low learning outcomes (Maison et al, 2019;Wibowo, 2018).…”

Section: Introductionmentioning

confidence: 99%

Animated Video on the Topic of Plants and Their Functions in Science Learning

Suwastawan

Renda²

2022

mimb.pgsd undiksha

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Teachers only use textbooks obtained from schools. Package books are considered less helpful for students because, without teacher guidance, students cannot understand the material well. This study aims to develop an animated video learning media on plant parts and their functions in science learning for fourth grade in elementary schools. This type of research is the development of the ADDIE model. The research subjects were two material experts and two media experts. The test subjects consisted of 2 teachers and three fourth-grade elementary school students. This study uses a questionnaire (questionnaire), interviews, observation, and documentation. This study uses a rating scale instrument. In this study, two data analysis techniques were used, namely qualitative descriptive analysis and quantitative descriptive analysis. The research results from learning material experts are 93.3% (Very Valid), and teaching media experts are 88.9% (Very Valid). The results of the practicality test from the teacher are 95.5% (very feasible), and the results of the student response test are 97.2% (very possible). It was concluded that animated videos were suitable for use in learning. This research implies that teachers in learning can use videos.

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Pengaruh Metode Pembelajaran SQ3R terhadap Hasil Belajar Bahasa Indonesia

Cited by 8 publications

References 4 publications

Comparing Students' Learning Result on Reading Comprehension Through SQ3R and Reciprocal

Comparing Students' Learning Result on Reading Comprehension Through SQ3R and Reciprocal

Multimedia Interaktif Pembelajaran Tematik Kelas IV Sekolah Dasar

Animated Video on the Topic of Plants and Their Functions in Science Learning

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