Pengaruh Penerapan Metode Pembelajaran Tipe SAS (Struktural Analitik Sintetik) Terhadap Kemampuan Membaca Permulaan Siswa Kelas 1 Sekolah Dasar

    Yuli Ningsih, - (2023) Pengaruh Penerapan Metode Pembelajaran Tipe SAS (Struktural Analitik Sintetik) Terhadap Kemampuan Membaca Permulaan Siswa Kelas 1 Sekolah Dasar. S1 thesis, Universitas Pendidikan Indonesia.

    Abstract

    Metode SAS (Struktural Analitik dan Sintetik) adalah salah satu metode pembelajaran membaca dan menulis (MMP) bagi peserta didik permulaan, dengan cara menampilkan suatu kalimat utuh kemudian diurai menjadi kata, suku kata, dan huruf yang berdiri sendiri selanjutnya kalimat yang diurai tersebut digabungkan kembali kalimat yang utuh seperti sedia kala. Penelitian ini bertujuan meningkatkan kemampuan membaca permulaan dengan memberikan perlakuan metode SAS (Structural Analitik Sintetik) di kelas I SD EL Fitra. Metode penelitian yang digunakan adalah pre-eksperimental tipe one grup pretest-posttest design. data penelitian dikumpulkan melalui observasi, dokumentasi, dan tes (pretest-posttest) data dianalisis dengan menggunakan Uji Kolmogrov-smirnov dan uji Shapiro-Wlk >0,05 dengan hasil data berdistribusi normal sehingga analisis data dapat dilanjutkan dengan menggunakan Statistik Parametrik (Uji Paired Sample t test dan Uji N-Gain) untuk mengetahui pengaruh terhadap rata-rata sample. Hasil penelitian dapat dikatakan mampu meningkatkan kemampuan membaca permulaan siswa, dengan jumlah sampel 28 orang siswa menunjukkan hasil pretest memperoleh nilai rata-rata 67,07, kemudian setelah adanya treatmen dengan metode SAS (structural Analitik Sintetik) hasil posttest dengan rata-rata 88,43. hasil interpretasi uji paired sample t test diperoleh nilai sig (2 tailed), sebesar 0,000<0,005. Dapat disimpulkan terdapat pengaruh kemampuan membaca permulaan siswa dengan menggunakan metode SAS (Structural Analitik Sintetik).
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    The SAS (Structural Analytical and Synthetic) method is a method of learning to
    read and write (MMP) for beginning students, by displaying a complete sentence
    and then breaking it down into words, syllables and letters that stand alone and
    then combining the broken sentences back together. complete sentences as before.
    This study aims to improve initial reading skills by treating the SAS (Synthetic
    Structural Analytical) method in class I SD EL Fitra. The research method used
    was a pre-experimental type one group pretest-posttest design. research data were
    collected through observation, documentation, and tests (pretest-posttest). t test
    and N-Gain test) to determine the effect on the sample average. The results of the
    study can be said to be able to improve students' initial reading skills, with a total
    sample of 28 students showing that the pretest results obtained an average score of
    67.07, then after the treatment with the SAS (Synthetic Structural Analytical
    Structural) method the posttest results with an average of 88.43 . The results of the
    interpretation of the paired sample t test obtained a sig (2 tailed) value of 0.000
    <0.005. It can be concluded that there is an influence on students' initial reading
    ability using the SAS (Synthetic Structural Analytical) method.
    Keywords: SAS (Synthetic Structural Analytic) Method, Beginning Reading,
    Elementary School Students.

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    Official URL: http://repository.upi.edu
    Item Type: Thesis (S1)
    Additional Information: Indah Nurmahanani : https://scholar.google.co.id/citations?user=hxsi5NsAAAAJ&hl=id&oi=ao Nadia Tiara Antik Sari : https://scholar.google.com/citations?hl=id&user=FwaY25AAAAAJ ID SINTA Indah Nurmahanani: 5995562 Nadia Tiara Antik Sari : 6689078
    Uncontrolled Keywords: Membaca Permulaan, metode SAS, Struktural Analitik Sintetik.
    Subjects: L Education > L Education (General)
    L Education > LC Special aspects of education
    Divisions: UPI Kampus Purwakarta > PGSD UPI Kampus Purwakarta
    Depositing User: Yuli Ningsih
    Date Deposited: 01 Sep 2023 04:38
    Last Modified: 01 Sep 2023 04:38
    URI: http://repository.upi.edu/id/eprint/101235

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