Reza Saeful Rachman, - and Vismaia S. Damaianti, - and Yeti Mulyati, - and Andoyo Sastromiharjo, - (2025) PENGEMBANGAN MODEL PEMBELAJARAN MANDIRI BERMUATAN STEAM-C DALAM PEMBELAJARAN MEMBACA PERMULAAN SISWA SEKOLAH RUMAH. S3 thesis, Universitas Pendidikan Indonesia.
Abstract
ABSTRAK Penelitian ini bertujuan mengembangkan Model Pembelajaran Mandiri Bermuatan STEAM-C (Science, Technology, Engineering, Arts, Mathematics, dan Character) untuk meningkatkan kemampuan membaca permulaan siswa sekolah rumah setara kelas 1 SD. Metode penelitian yang digunakan adalah Design-Based Research (DBR) yang mengacu pada kerangka Reeves (2006). Tahap pertama adalah identifikasi dan analisis masalah yang menunjukkan bahwa siswa memiliki ragam kesulitan membaca permulaan dan guru membutuhkan model pembelajaran yang efektif untuk mengatasinya. Tahap kedua adalah merancang model pembelajaran berdasarkan analisis permasalahan dan analisis kebutuhan serta prinsip pembelajaran mandiri dan integrasi konten STEAM-C. Validasi ahli menyatakan model ini layak digunakan. Tahap ketiga meliputi implementasi dan evaluasi melalui uji coba terbatas menggunakan desain single subject research tipe A-B-A terhadap lima subyek penelitian selama 13 sesi (3 sesi untuk fase baseline 1, 7 sesi untuk fase intervensi, 3 sesi untuk fase baseline 2) serta uji coba meluas terhadap 20 siswa. Tahap keempat adalah refleksi yang mencakup analisis hasil uji coba untuk mengidentifikasi keberhasilan dan kendala penerapan model, perumusan design principles sebagai acuan pengembangan di masa depan, serta penguatan implementasi model dalam konteks nyata melalui rekomendasi dan panduan praktis bagi guru maupun orang tua. Data dikumpulkan melalui tes, studi dokumentasi, angket, dan wawancara, kemudian dianalisis secara deskriptif. Hasil penelitian menunjukkan adanya peningkatan kemampuan membaca permulaan baik pada uji coba terbatas maupun meluas, baik secara individu maupun berdasarkan indikator kemampuan. Subyek penelitian mengalami peningkatan signifikan pada fase intervensi dibandingkan fase baseline 1. Selain itu pada fase baseline 2 meskipun persentase skor mengalami penurunan dibanding fase intervensi, perolehan skor pada fase baseline 2 lebih baik dari fase baseline 1. Respon positif dari guru, siswa, dan orang tua mengindikasikan bahwa model ini layak dan direkomendasikan untuk pembelajaran membaca permulaan di sekolah rumah. Kata kunci: pembelajaran mandiri, STEAM-C, membaca permulaan, sekolah rumah. Abstract This study aims to develop an Independent Learning Model with STEAM-C content (Science, Technology, Engineering, Arts, Mathematics, and Character) to improve the early reading skills of home-schooled students equivalent to first-grade elementary school. The research employed the Design-Based Research (DBR) method, referring to the framework proposed by Reeves (2006). The first stage involved identifying and analyzing problems, revealing that students faced various difficulties in early reading, and teachers required an effective instructional model to address these challenges. The second stage focused on designing the learning model based on problem and needs analysis, integrating principles of self-directed learning with STEAM-C content. Expert validation confirmed the model’s feasibility for implementation. The third stage encompassed implementation and evaluation through a limited trial using a single-subject research design of the A-B-A type with five participants over 13 sessions (3 sessions for baseline phase 1, 7 sessions for the intervention phase, and 3 sessions for baseline phase 2) as well as an extended trial involving 20 students. The fourth stage was reflection, which included analyzing the trial results to identify the model’s strengths and limitations, formulating design principles as a reference for future development, and strengthening the model’s implementation in real contexts through recommendations and practical guidelines for teachers and parents. Data were collected through tests, document studies, questionnaires, and interviews, and analyzed descriptively. The results indicated an improvement in early reading skills in both limited and extended trials, observed both at the individual level and by skill indicators. Participants showed significant improvement during the intervention phase compared to baseline phase 1. Although scores in baseline phase 2 declined compared to the intervention phase, they remained higher than those in baseline phase 1. Positive responses from teachers, students, and parents indicated that the model is feasible and recommended for early reading instruction in home-school settings. Keywords: self-directed learning, STEAM-C, early reading, home-school.
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Item Type: | Thesis (S3) |
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Additional Information: | https://scholar.google.com/citations?user=AGDkVBAAAAAJ&hl=en&oi=ao ID SINTA Dosen Pembimbing: 5993885 VISMAIA S DAMAIANTI 5993970 YETI MULYATI 5987306 ANDOYO SASTROMIHARJO |
Uncontrolled Keywords: | pembelajaran mandiri, STEAM-C, membaca permulaan, sekolah rumah |
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: | Fakultas Pendidikan Bahasa dan Sastra > Pendidikan Bahasa Indonesia - S3 |
Depositing User: | Reza Saeful Rachman |
Date Deposited: | 16 Oct 2025 06:52 |
Last Modified: | 16 Oct 2025 06:52 |
URI: | http://repository.upi.edu/id/eprint/142462 |
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