PENGARUH MODEL PEMBELAJARAN MENULIS TERBIMBING TERHADAP KREATIVITAS DAN KETERAMPILAN MENULIS NARASI SISWA SEKOLAH DASAR

Munawaroh, Rimma (2013) PENGARUH MODEL PEMBELAJARAN MENULIS TERBIMBING TERHADAP KREATIVITAS DAN KETERAMPILAN MENULIS NARASI SISWA SEKOLAH DASAR. S2 thesis, Universitas Pendidikan Indonesia.

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Abstract

Keprihatinan terhadap rendahnya kreativitas dan keterampilan menulis narasi siswa, melatar belakangi penelitian ini. Inti permasalahan yaitu rendahnya kemampuan guru menentukan model pembelajaran yang berdampak kurang partisipasi siswa dalam belajar. Menulis terbimbing merupakan cara yang digunakan guru dalam membimbing siswanya untuk menuangkan ide,gagasan secara tertulis. Metode penelitian kuantitatif-quasi experimental design–nonequivalent control group design. Populasinya Gugus VIII Ki Hajar Dewantara diambil dua sekolah untuk sampel, objeknya siswa kelas V. Gain hasil prates-pasca tes variable keterampilan menulis narasi kelas kontrol 0,42 kelas eksperimen 0,82, variable kreativitas menulis kelas kontro l0,17,kelas eksperimen 0,76. Artinya pembelajaran menggunakan model pembelajaran Menulis Terbimbing memiliki pengaruh terhadap kreativitas dan keterampilan menulis narasi siswa sekolah dasar. Kata Kunci: Model Pembelajaran Menulis Terbimbing, Kreatifitas, Keterampilan Menulis Narasi, Sekolah Dasar The background of this research Concerns about the lack of creativity and narrative writing skills of students. The essense of the problems was the teachers ability to determine instructional models that have less impact to the students participation in teaching and learning process. Guided writing is a way that used by teachers in guiding students to create their idea in writing. This research use quantitative research methods quasi-experimental design-nonequivalent control group design. The population of this research was the VII cluster of Ki Hajar Dewantara the sample was taken from two school of grade V. Based on the research analysis the result of pre-test-post-test narrative writing skills variable control was 0,42 and the experimental class was 0,82, creative writing classes controversy variable was 10,17, and the experimental class 0,76. It means learning process using Guided Writing model has an influence to improve the students creativity and skills of elementary school students in writing narrative. Keyword: guided writing, creativity, writing narrative, elementary school

Item Type: Skripsi,Tesis,Disertasi (S2)
Subjects: Universitas Pendidikan Indonesia > Sekolah Pasca Sarjana > Pendidikan Dasar S-2
Divisions: Sekolah Pasca Sarjana > Pendidikan Dasar S-2
Depositing User: Riki N Library ICT
Date Deposited: 28 Oct 2013 04:19
Last Modified: 28 Oct 2013 04:19
URI: http://repository.upi.edu/id/eprint/2603

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