Rosita Karolina, - (2025) PENGARUH MODEL GAMIFIKASI BERBASIS MASALAH TERHADAP KEMAMPUAN MEMBACA PEMAHAMAN PESERTA DIDIK SEKOLAH DASAR: Penelitian Quasi Eksperimen pada Pembelajaran Bahasa Indonesia Kelas IV Sekolah Dasar. S1 thesis, Universitas Pendidikan Indonesia.
Abstract
Rendahnya kemampuan membaca pemahaman peserta didik serta kurangnya variasi model pembelajaran yang menarik dan efektif dalam meningkatkan keterampilan membaca menjadi latar belakang penelitian ini dibuat. Gamifikasi berbasis masalah diterapkan sebagai pendekatan inovatif yang mengintegrasikan elemen permainan dalam pembelajaran berbasis pemecahan masalah. Penelitian ini bertujuan untuk menganalisis Pengaruh Model Gamifikasi Berbasis Masalah terhadap Kemampuan Membaca Pemahaman Peserta didik Sekolah Dasar. Metode yang digunakan dalam penelitian ini yaitu kuasi eksperimen dengan desain nonequivalent pre-test-post-test control group. Sampel penelitian terdiri dari kelas IV SDN Cibiru 09 dan SDN Neglasari 01, yaitu kelas eksperimen yang menggunakan model gamifikasi berbasis masalah dan kelas kontrol yang menerapkan model discovery learning. Instrumen penelitian berupa tes membaca pemahaman yang diberikan sebelum dan setelah perlakuan. Data yang diperoleh dianalisis menggunakan uji statistik (uji normalitas, uji homogenitas, uji hipotesis, uji paired sample t-test, dan uji independent sample t-test) untuk mengetahui perbedaan hasil belajar antara kedua kelompok. Hasil penelitian menunjukkan bahwa peserta didik di kelas eksperimen mengalami peningkatan kemampuan membaca pemahaman yang lebih signifikan dibandingkan dengan peserta didik di kelas kontrol. Nilai rata-rata post-test kelas eksperimen lebih tinggi secara signifikan dibandingkan dengan kelas kontrol, yang dibuktikan melalui uji statistik yang menunjukkan perbedaan nyata antara kedua kelompok. Nilai rata-rata posttest kelas eksperimen yaitu 89,60, sedangkan nilai rata-rata post-test kelas kontrol yaitu 80,20. Adapun nilai tertinggi pada post-test kelas eksperimen yaitu 100,00, dan nilai terendah pada post-test kelas eksperimen yaitu 80,00, sedangkan nilai tertinggi post-test kelas kontrol yaitu 90,00, dan nilai terendah post-test kelas kontrol yaitu 70,00. Kesimpulan dari penelitian ini adalah bahwa model pembelajaran gamifikasi berbasis masalah efektif dalam meningkatkan kemampuan membaca pemahaman peserta didik sekolah dasar.
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The low reading comprehension ability of students as well as the lack of variation in interesting and effective learning models in improving reading skills became the background of this study. Problem-based gamification is implemented as an innovative approach that integrates elements of play in problem-solving-based learning. This research aims to analyze the influence of problem-based gamification learning on the reading comprehension ability of elementary school students. The method used in this research is quasi-experimental with a nonequivalent pre-testpost-test control group design. The research sample consists of class IV SDN Cibiru 09 and SDN Neglasari 01, which are experimental classes that use problem-based gamification models and control classes that apply the discovery learning model. The research instrument is in the form of a reading comprehension test given before and after treatment. The data obtained was analyzed using statistical tests (normality test, homogeneity test, hypothesis test, paired sample t-test, and independent sample t-test) to determine the difference in learning results between the two groups. The results of the study showed that the students in the experimental class experienced a more significant improvement in reading comprehension compared to the students in the control class. The average post-test score of the experimental class was significantly higher compared to the control class, which was proven by statistical tests that showed real differences between the two groups. The average score of the experimental class post-test is 89.60, while the average score of the control class post-test is 80.20. The highest score in the experimental class post-test is 100.00, and the lowest score in the experimental class post-test is 80.00, while the highest score in the control class post-test is 90.00, and the lowest score in the control class post-test is 70.00. The conclusion of this study is that the problem-based gamification learning model is effective in improving the reading comprehension skills of elementary school students.
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| Item Type: | Thesis (S1) |
|---|---|
| Additional Information: | https://scholar.google.com/citations?hl=en&user=Khhww28AAAAJ&scilu=&scisig=AKr7NagAAAAAaBIa5Sruxunmfh2czoz6kX_VDQM&gmla=AIfU4H6lSdOpBLioYLAIEu_vpoNaYe8etCjOL4SAKjSF6rU_EP7z9mIb9EQINlS-mJgW2T2QJs3I_9E91Gz1hHJuy55J292SIKHbfiA&sciund=7756028884000165362 ID SINTA Dosen Pembimbing Kurniawati: 6006759 Fully Rakhmayanti: 6745729 |
| Uncontrolled Keywords: | Gamifikasi, Membaca pemahaman, Problem-based learning., Gamification, Reading comprehension |
| 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: | Rosita Karolina |
| Date Deposited: | 08 May 2025 08:12 |
| Last Modified: | 08 May 2025 08:12 |
| URI: | http://repository.upi.edu/id/eprint/132749 |
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