Ula Waliyah Kultsum, - (2024) PENGARUH PEMBELAJARAN BERDIFERENSIASI TERHADAP KEMAMPUAN MEMBACA LANCAR SISWA SEKOLAH DASAR: Penelitian Kuasi Eksperimen Pada Siswa Kelas 1 SDN Cikuya 01 dan SDN Cikuya 02. S1 thesis, Universitas Pendidikan Indonesia.
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Abstract
Penelitian ini dilatarbelakangi oleh hasil studi pendahuluan mengenai kemampuan membaca siswa sekolah dasar yang rendah serta tidak mampu membaca kata dengan lancar dan akurat. Salah satu faktor penyebab siswa tidak dapat membaca lancar adalah tidak terakomodasinya kebutuhan belajar siswa yang berbeda-beda. Berdasarkan hal tersebut, upaya yang dapat dilakukan untuk meningkatkan kemampuan membaca lancar yaitu dengan menerapkan pembelajaran berdiferensiasi. Tujuan penelitian ini adalah untuk mengetahui pengaruh dan perbedaan pembelajaran berdiferensiasi terhadap kemampuan membaca lancar siswa sekolah dasar. Penelitian ini menggunakan pendekatan kuantitatif dengan metode kuasi eksperimen dan desain penelitian the matching-only pretest-posttest control group design. Sampel penelitian ini adalah 30 siswa kelas I di SDN Cikuya 01 sebagai kelas eksperimen dan 30 siswa kelas I di SDN Cikuya 02 sebagai kelas kontrol. Analisis data dilakukan melalui deskriptif data, uji normalitas, uji homogenitas, dan uji perbedaan rerata. Analisis data pada kelas eksperimen menujukan adanya pengaruh pembelajaran berdiferensiasi terhadap kemampuan membaca lancar siswa sekolah dasar, sebab pada uji Wilcoxon Signed Ranks nilai Sig. (2-tailed) sebesar 0,001 < 0,050. Lalu analisis data pada kelas eksperimen dan kelas kontrol melalui uji Mann Whitney U menyatakan bahwa terdapat perbedaan kemampuan membaca lancar pada komponen prosodi dengan nilai Sig. (2-tailed) sebesar 0,001 < 0,050. Sedangkan analisis terhadap komponen membaca lancar lainnya dinyatakan nilai Sig. (2-tailed) sebesar 0,823 > 0,050 pada komponen otomatisitas dan nilai Sig. (2-tailed) sebesar 0,115 > 0,050 pada komponen kecepatan. Maka dapat disimpulkan bahwa terdapat pengaruh dan perbedaan pembelajaran berdiferensiasi terhadap kemampuan membaca lancar siswa sekolah dasar, kecuali pada komponen otomatisitas dan komponen kecepatan. ------- This research is motivated by the results of a preliminary study on the reading ability of elementary school students who are low and unable to read words fluently and accurately. One of the factors that causes students to not be able to read fluently is the inability to accommodate the different learning needs of students. Based on this, efforts that can be made to improve fluent reading skills are by implementing differentiated learning. The purpose of this study is to determine the influence and difference of differentiated learning on the ability to read fluently in elementary school students. This study uses a quantitative approach with a quasi-experimental method and the matching-only pretest-posttest control group design. The sample of this study is 30 grade I students at SDN Cikuya 01 as an experimental class and 30 grade I students at SDN Cikuya 02 as a control class. Data analysis was carried out through data descriptiveness, normality test, homogeneity test, and mean difference test. Data analysis in the experimental class showed the influence of differentiated learning on the fluent reading ability of elementary school students, because in the Wilcoxon Signed Ranks test, the value of Sig. (2-tailed) was 0.001 < 0.050. Then the analysis of data in the experimental class and the control class through the Mann Whitney U test stated that there was a difference in fluent reading ability in the prosody component with a Sig. (2-tailed) value of 0.001 < 0.050. Meanwhile, the analysis of other fluent reading components was stated to have a Sig. (2-tailed) value of 0.823 > 0.050 in the automaticity component and a Sig. (2-tailed) value of 0.115 > 0.050 in the speed component. Therefore, it can be concluded that there are differentiated learning influences and differences on the ability to read fluently in elementary school students, except for the automaticity component and the speed component
| Item Type: | Thesis (S1) |
|---|---|
| Additional Information: | https://scholar.google.com/citations?hl=en&user=EB2CF4MAAAAJ&scilu=&scisig=ANI4uE0AAAAAZsz4-UL4MgFSLsR_t0ZKzx8klQA&gmla=AC6lMd8936N-yjdWVAB2lDtoMjITEhKJEaXILcffCS6CizWqM9QEn-hX8SofG85opAafmS9c8c5Qzuk7AxDBzWoXilOwJLj3TU6HiIc&sciund=1181050288593507050 SINTA ID : 257816 SINTA ID : 6754120 |
| Uncontrolled Keywords: | Membaca Lancar, Pembelajaran Berdiferensiasi, Sekolah Dasar, Fluent Reading, Differentiated Learning, Elementary School. |
| Subjects: | L Education > L Education (General) L Education > LB Theory and practice of education L Education > LB Theory and practice of education > LB1501 Primary Education |
| Divisions: | UPI Kampus cibiru > PGSD UPI Kampus cibiru |
| Depositing User: | Ula Waliyah Kultsum |
| Date Deposited: | 17 Sep 2024 02:34 |
| Last Modified: | 17 Sep 2024 02:34 |
| URI: | http://repository.upi.edu/id/eprint/121214 |
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