IMPLEMENTASI MODEL VAK (VISUAL, AUDITORI, KINESTETIK) BERBANTUAN MEDIA GIM BELAJAR MEMBACA MENULIS ANAK PADA PEMBELAJARAN MEMBACA PERMULAAN PESERTA DIDIK DISLEKSIA

Rizky Dharmawan, - and Yeti Mulyati, - and Siti Hamidah, - (2025) IMPLEMENTASI MODEL VAK (VISUAL, AUDITORI, KINESTETIK) BERBANTUAN MEDIA GIM BELAJAR MEMBACA MENULIS ANAK PADA PEMBELAJARAN MEMBACA PERMULAAN PESERTA DIDIK DISLEKSIA. S1 thesis, Universitas Pendidikan Indonesia.

Abstract

Membaca merupakan keterampilan fundamental yang menjadi dasar bagi keberhasilan akademik dan mencerminkan kemajuan intelektual suatu bangsa. Namun, banyak siswa di Indonesia, khususnya di kelas awal, masih menghadapi kesulitan membaca permulaan yang kerap berkaitan dengan disleksia. Penelitian ini bertujuan untuk menawarkan model pembelajaran multisensori Visual, Auditori, dan Kinestetik (VAK) dengan bantuan gim Belajar Membaca Menulis Anak dalam meningkatkan kemampuan membaca permulaan pada peserta didik disleksia. Metode penelitian yang digunakan adalah pendekatan kuantitatif dengan desain Single Subject Research (SSR). Subjek penelitian terdiri atas tiga peserta didik yang terindikasi disleksia. Data diperoleh melalui tes, wawancara, dan dokumentasi untuk mengetahui profil kemampuan membaca sebelum dan sesudah intervensi. Proses pembelajaran dilakukan dalam tiga fase, yaitu Baseline 1 (A), Intervensi (B), dan Baseline 2 (A’). Hasil penelitian menunjukkan bahwa ketiga subjek memiliki karakteristik kesulitan belajar yang konsisten dengan ciri disleksia, seperti hambatan fonologis, keterbatasan memori kerja, dan kesulitan menulis. Setelah penerapan model VAK berbantuan gim edukasi, seluruh subjek mengalami peningkatan kemampuan membaca permulaan. Subjek 1 dan 2 mengalami peningkatan skor rata-rata dari fase Baseline 1 ke Baseline 2, sedangkan Subjek 3 menunjukkan peningkatan paling signifikan, dari rata-rata 14,1% menjadi 78,7%. Analisis data juga menunjukkan persentase tumpang tindih (overlap) pada Subjek 3 sebesar 0%, yang menguatkan efektivitas intervensi. Dengan demikian, model VAK berbantuan gim Belajar Membaca Menulis Anak terbukti efektif dalam meningkatkan kemampuan membaca permulaan pada peserta didik disleksia. Model ini direkomendasikan sebagai alternatif strategi intervensi, sementara penelitian lanjutan disarankan untuk mengintegrasikan unsur taktil dan membandingkannya dengan metode pembelajaran lainnya. Reading is a fundamental skill that forms the basis for academic success and reflects the intellectual progress of a nation. However, many students in Indonesia, especially in the early grades, still face difficulties in early reading, which are often related to dyslexia. This study aims to offer a Visual, Auditory, and Kinesthetic (VAK) multisensory learning model with the help of the Learning to Read and Write for Children game to improve early reading skills in students with dyslexia. The research method used is a quantitative approach with a Single Subject Research (SSR) design. The research subjects consist of three students diagnosed with dyslexia. Data was collected through tests, interviews, and documentation to determine reading ability profiles before and after the intervention. The learning process was conducted in three phases: Baseline 1 (A), Intervention (B), and Baseline 2 (A’). The research results showed that all three subjects exhibited learning difficulties consistent with dyslexia characteristics, such as phonological barriers, working memory limitations, and writing difficulties. After implementing the VAK model with the educational game, all subjects experienced improvements in their initial reading skills. Subjects 1 and 2 experienced an increase in average scores from the Baseline 1 phase to Baseline 2, while Subject 3 showed the most significant improvement, from an average of 14.1% to 78.7%. Data analysis also showed an overlap percentage of 0% for Subject 3, reinforcing the effectiveness of the intervention. Thus, the VAK-assisted “Belajar Membaca Menulis Anak” game model has proven effective in improving early reading skills among dyslexic students. This model is recommended as an alternative intervention strategy, while further research is suggested to integrate tactile elements and compare them with other learning methods.

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Item Type:	Thesis (S1)
Additional Information:	https://scholar.google.com/citations?view_op=new_profile&hl=en ID SINTA Dosen Pembimbing: Yeti Mulyati : 5993970 Siti Hamidah : 6709938
Uncontrolled Keywords:	Model VAK, Membaca Permulaan, Disleksia, Gim Edukatif, Single Subject Research. VAK Model, Initial Reading, Dyslexia, Educational Game, Single Subject Research.
Subjects:	L Education > L Education (General) L Education > LB Theory and practice of education
Divisions:	Fakultas Pendidikan Bahasa dan Sastra > Jurusan Pendidikan Bahasa dan Sastra Indonesia > Program Studi Pendidikan Bahasa dan Sastra Indonesia
Depositing User:	Rizky Dharmawan
Date Deposited:	01 Oct 2025 09:02
Last Modified:	01 Oct 2025 09:02
URI:	http://repository.upi.edu/id/eprint/141542

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