Kuwinta Gadhis Mahadewi, - (2024) PERBEDAAN KEMAMPUAN MEMBACA PEMAHAMAN PESERTA DIDIK FASE B SEKOLAH DASAR BERDASARKAN MODEL RECIPROCAL TEACHING DAN MODEL CIRC : Cooperative Integrated Reading and Composition. S1 thesis, Universitas Pendidikan Indonesia.
![[img]](http://repository.upi.edu/style/images/fileicons/text.png) |
Text
S_PGSD_2003798_Title.pdf Download (632kB) |
|
Text
S_PGSD_2003798_Chapter1.pdf Download (223kB) |
|
Text
S_PGSD_2003798_Chapter2.pdf Restricted to Staf Perpustakaan Download (329kB) |
|
Text
S_PGSD_2003798_Chapter3.pdf Download (361kB) |
|
Text
S_PGSD_2003798_Chapter4.pdf Restricted to Staf Perpustakaan Download (430kB) |
|
Text
S_PGSD_2003798_Chapter5.pdf Download (185kB) |
|
Text
S_PGSD_2003798_Appendix.pdf Restricted to Staf Perpustakaan Download (6MB) |
Abstract
Keterampilan berbahasa memiliki empat aspek, salah satu aspeknya yaitu membaca. Membaca pemahaman merupakan kegiatan membaca untuk menangkap suatu pokok pikiran yang mendalam dari suatu bacaan sehingga pembaca mendapatkan kepuasan tersendiri setelah membaca. Idealnya, peserta didik dapat melibatkan pemahaman terhadap apa yang dibaca, apa yang dimaksud, dan apa implikasi dari suatu teks bacaan. Namun ditemukan adanya permasalahan pada tingkat kemampuan membaca pemahaman peserta didik yang masih belum merata, terdapat peserta didik yang masih kesulitan dalam memahami suatu teks bacaan yang ia baca. Terdapat beberapa model pembelajaran yang dapat digunakan untuk meningkatkan kemampuan membaca pemahaman peserta didik yaitu model pembelajaran Reciprocal Teaching dan Model pembelajaran CIRC. Penelitian ini berfokus pada perbedaan kemampuan membaca pemahaman peserta didik fase B SD berdasarkan model pembelajaran Reciprocal Teaching dan Model pembelajaran CIRC. Tujuan penelitian ini adalah untuk mendeskripsikan perbedaan kemampuan membaca pemahaman peserta didik fase B SD berdasarkan model pembelajaran Reciprocal Teaching dan Model pembelajaran CIRC. Penelitian ini menggunakan metode kuantitatif dengan desain Pretest Posttest Nonequivalent Control Group. Partisipan pada penelitian ini adalah peserta didik kelas IV salah satu sekolah dasar di Kota Bandung. Hasil penelitian yang didapat yaitu terdapat perbedaan kemampuan membaca pemahaman peserta didik fase B SD. Perbedaan terletak pada indikator menceritakan kembali isi teks bacaan menggunakan kalimat sendiri. Sedangkan, pada indikator menentukan ide pokok, membuat dan menjawab pertanyaan sesuai dengan isi teks bacaan, dan menyimpulkan isi teks bacaan tidak terdapat perbedaan. Language skills have four aspects, one of which is reading. Reading comprehension is a reading activity to capture a deep thought from a reading so that readers get their own satisfaction after reading. Ideally, learners can involve understanding what is read, what is meant, and what the implications of a reading text are. However, there is a problem in the level of reading comprehension ability of students who are still uneven, there are students who still have difficulty in understanding a reading text that they read. There are several learning models that can be used to improve students' reading comprehension skills, namely the Reciprocal Teaching learning model and the CIRC learning model. This research focuses on the differences in reading comprehension skills of phase B elementary school students based on the Reciprocal Teaching learning model and the CIRC learning model. The purpose of this study was to describe the differences in reading comprehension skills of phase B elementary school students based on Reciprocal Teaching learning model and CIRC learning model. This research used a quantitative method with Pretest Posttest Nonequivalent Control Group design. The participants in this study were fourth grade students of one of the elementary schools in Bandung City. The results of the research obtained are that there are differences in reading comprehension skills of phase B elementary school students. The difference lies in the indicator of retelling the content of the reading text using their own sentences. Meanwhile, in the indicators of determining the main idea, making and answering questions according to the content of the reading text, and summarizing the content of the reading text there is no difference.
| Item Type: | Thesis (S1) |
|---|---|
| Additional Information: | https://scholar.google.com/citations?hl=en&user=XcnTcu8AAAAJ ID SINTA Dosen Pembimbing Ani Hendriani: 5994782 Dwi Heryanto: 5994735 |
| Uncontrolled Keywords: | perbedaan kemampuan membaca pemahaman, model pembelajaran Reciprocal Teaching, model pembelajaran CIRC (Cooperative Integrated Reading and Composition) differences in reading comprehension skills, Reciprocal Teaching learning model, CIRC (Cooperative Integrated Reading and Composition) learning model. |
| Subjects: | L Education > L Education (General) L Education > LB Theory and practice of education > LB1501 Primary Education |
| Divisions: | Fakultas Ilmu Pendidikan > Pedagogik > PGSD Bumi Siliwangi |
| Depositing User: | Kuwinta Gadhis Mahadewi |
| Date Deposited: | 13 Aug 2024 09:21 |
| Last Modified: | 13 Aug 2024 09:21 |
| URI: | http://repository.upi.edu/id/eprint/119693 |
Actions (login required)
 |
View Item |