Sri Dewi Nirmala, - (2018) KEMAMPUAN LITERASI DAN BERPIKIR KRITIS SISWA SD DALAM PEMBELAJARAN MEMBACA PEMAHAMAN BERBASIS TEMATIK TERPADU MELALUI MODEL FIVES DAN MODEL GUIDED READING. D3 thesis, Universitas Pendidikan Indonesia.
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Abstract
Membaca pemahaman merupakan bagian penting dari literasi dan berpikir kritis, karena melibatkan kemampuan memahami, menganalisis, mensintesis, dan mengevaluasi hasil bacaan. Rendahnya kemampuan memahami bacaan berdampak pada kemampuan literasi dan berpikir kritis, sedangkan rendahnya kemampuan literasi dan berpikir kritis berkorelasi dengan kemiskinan. Kemampuan literasi dan berpikir kritis siswa SD di Indonesia hingga saat ini berada pada tingkat kemampuan rendah. Demikian pula, hasil studi pendahuluan membuktikan kemampuan literasi dan berpikir kritis berada pada tingkat rendah yakni tingkat faktual literal. Penelitian ini bertujuan untuk mengetahui, menganalisis, dan mendeskripsikan kemampuan literasi dan berpikir kritis siswa SD pada sekolah-sekolah pelaksana GLS di Kabupaten Sukabumi, melalui penggunaan Model FIVES dan Model Guided Reading. Kedua model tersebut mampu mengembangkan kemampuan literasi dan berpikir kritis siswa. Metode yang digunakan adalah mixed method, melalui sequential explanatory design dengan metode campuran eksperimental dan kualitatif. Hasil penelitian adalah: (1) terdapat perbedaan peningkatan kemampuan literasi dan berpikir kritis siswa; (2) terdapat perbedaan peningkatan literasi dan berpikir kritis siswa berdasarkan KLA; (3) tidak terdapat perbedaan kemampuan literasi dan berpikir kritis siswa berdasarkan letak wilayah; (4) tidak terdapat pengaruh interaksi model pembelajaran dengan letak wilayah; (5) tidak terdapat pengaruh interaksi model pembelajaran dengan tingkat KLA; (6) kemampuan literasi meningkat pada tingkat menengah; pemahaman literasi meningkat pada tahap interpretatif/inferensial; kemampuan berpikir kritis meningkat pada tingkat tinggi; dan (7) terdapat delapan faktor penyebab kemampuan literasi dan berpikir kritis siswa SD. Penelitian ini merekomendasikan Model FIVES dan Model Guided Reading sebagai alternatif pilihan untuk meningkatkan kemampuan literasi dan berpikir kritis dalam pembelajaran membaca pemahaman berbasis tematik terpadu.;---Reading comprehension is an important part of literacy and critical thinking since it involves the ability to understand, analyze, synthesize, and evaluate reading result. Low ability to understand reading affects literacy and critical thinking skills, meanwhile low literacy and critical thinking skills relate to poverty. Literacy and critical thinking skills of elementary school students in Indonesia are currently at a low level. Similarly, the result of preliminary study proves that their literacy and critical thinking skills are low at factual literal level. The current study attempts to find out, analyze, and describe the elementary students’ literacy and critical thinking skills of the schools implementing school literacy movement in Sukabumi district, through the use of FIVES and Guided Reading models. Both models are able to develop student literacy and critical thinking skills. Mixed method is used by applying sequential explanatory design with experimental mixed method and qualitatif design. The result reveals that: 1) there are improvement differences in students literacy and critical thinking abilities, 2) there are improvement differences in students literacy and critical thinking based on their previous literacy ability, (3) there are not differences in students literacy skills and critical thinking based on the location of the region, (4) there is not any influence on the learning model interaction with the region, 5) there is not any influence on the learning models interaction towards the students previous literacy ability, 6) literacy skill increases at the secondary level; literacy understanding increases at the interpretative/inferential stage; critical thinking skill increases at a high level, and 7) there are eight factors cause elementary student literacy and critical thinking ability. The study recommends both models as an alternative choice to improve students’ literacy and critical thinking skills in integrated thematic reading comprehension.
| Item Type: | Thesis (D3) |
|---|---|
| Additional Information: | No. Panggil : D PD SRI k-2018; Promotor : Rahman; Co Promotor Bachrudin Mustafa; NIM. : 1502917. |
| Uncontrolled Keywords: | Kemampuan literasi dan berpikir kritis, membaca pemahaman, tematik terpadu, Model FIVES, Model Guided Reading, literacy skill and critical thinking, reading comprehension, integrated thematic, FIVES Model, and Guided Reading Model. |
| Subjects: | L Education > L Education (General) |
| Divisions: | Sekolah Pasca Sarjana > Pendidikan Dasar S-3 |
| Depositing User: | Isma Anggini Saktiani |
| Date Deposited: | 27 Jan 2020 03:18 |
| Last Modified: | 27 Jan 2020 03:18 |
| URI: | http://repository.upi.edu/id/eprint/44813 |
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