PENGARUH STRATEGI PEMBELAJARAN DAN PENGETAHUAN AWAL TERHADAP KEMAMPUAN MENGEMBANGKAN PERANGKAT PENILAIAN KETERAMPILAN MENULIS TEKS DESKRIPSI

EDI PURYANTO, . (2021) PENGARUH STRATEGI PEMBELAJARAN DAN PENGETAHUAN AWAL TERHADAP KEMAMPUAN MENGEMBANGKAN PERANGKAT PENILAIAN KETERAMPILAN MENULIS TEKS DESKRIPSI. Doktor thesis, UNIVERSITAS NEGERI JAKARTA.

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Abstract

ABSTRAK Tujuan penelitian ini untuk mengetahui pengaruh strategi pembelajaran dan pengetahuan awal terhadap kemampuan mengembangkan perangkat penilaian keterampilan menulis teks deskripsi mahasiswa di Prodi Pendidikan Bahasa dan Sastra Indonesia, FBS, UNJ. Metode penelitian ini menggunakan penelitian eksperimental dengan sampel berjumlah 30 mahasiswa. Sampel 3PB 1 berjumlah 16 orang diperlakukan dengan strategi metakognisi dan sampel 3PB2 berjumlah 14 orang diperlakukan dengan strategi advance organizer. Instrumen penelitian berupa tes kemampuan mengembangkan perangkat penilaian keterampilan menulis teks deskripsi dan tes pengetahuan awal. Hasil penelitian dengan uji ANAVA menunjukan bahwa (1) terdapat perbedaan kemampuan mengembangkan perangkat penilaian keterampilan menulis teks deskripsi antara mahasiswa yang diberi perlakuan dengan strategi metakognisi dan strategi advance organizer; (2) terdapat pengaruh interaksi antara strategi pembelajaran (strategi metakognisi dan strategi advance organizer) dan pengetahuan awal (tinggi dan rendah) terhadap kemampuan mengembangkan perangkat penilaian keterampilan menulis teks deskripsi. Hasil belajar kemampuan mengembangkan perangkat penilaian keterampilan menulis teks deskripsi mahasiswa dipengaruhi strategi pembelajaran dan pengetahuan awal. Uji statistik dilanjutkan dengan uji Scheffe. Hasilnya menunjukkan bahwa (1) terdapat perbedaan hasil belajar kemampuan mengembangkan perangkat penilaian menulis teks deskripsi antara mahasiswa yang diberi perlakuan strategi metakognisi dan memiliki pengetahuan awal tinggi dengan yang diberi perlakuan dengan strategi advance organizer dan memiliki pengetahuan awal tinggi; (2) terdapat perbedaan hasil belajar kemampuan mengembangkan perangkat penilaian menulis teks deskripsi antara mahasiswa yang diberi perlakuan strategi metakognisi dan memiliki pengetahuan awal rendah dengan yang diberi perlakuan dengan strategi advance organizer dan memiliki pengetahuan awal rendah. Kata kunci: keterampilan menulis teks deskripsi, pengetahuan awal, perangkat penilaian, strategi metakognisi, strategi advance organizer ************* ABSTRAK The purpose of this study was to determine the effect of learning strategies and prior knowledge on the ability to develop descriptive text writing skills assessment tools for students in the Indonesian Language and Literature Education Study Program, FBS, UNJ. This research method uses experimental research with a sample of 30 students. Sample 3 PB 1 amounted to 16 people treated with metacognition strategy and sample 3 PB2 amounted to 14 people treated with advance organizer strategy. The research instrument was a test of the ability to develop a descriptive text writing skill assessment tool and a test of prior knowledge. The results of the study with the ANOVA test showed that(1) there is a difference in the ability to develop a descriptive text writing skill assessment tool between students who are treated with metacognition strategies and advance organizer strategies; (2) there is an interaction effect between learning strategies (metacognition strategies and advance organizer strategies) and prior knowledge (high and low) on the ability to develop descriptive text writing skills assessment tools. The learning outcomes of the ability to develop descriptive text writing skills assessment tools are influenced by the learning strategy and prior knowledge. The statistical test was continued with the Scheffe test. The results show that (1) there are differences in learning outcomes in the ability to develop assessment tools for writing descriptive texts between students who are treated with metacognition strategies and have high prior knowledge and students who are treated with advanced strategies organizer and have high prior knowledge; (2) there are differences in learning outcomes in the ability to develop assessment tools for writing descriptive texts between students who are treated with metacognition strategies and have low prior knowledge with students who are treated with advanced organizer strategies and have knowledge low prior . Keywords: descriptive text writing skills, prior knowledge, assessment tools, metacognition strategies, advance organizer strategy

Item Type:	Thesis (Doktor)
Additional Information:	1). Prof. Dr. Yumna Rasyid, M. Pd. ; 2). Dr. Fathiaty Murtado, M.Pd.
Subjects:	Bahasa dan Kesusastraan > Bahasa Indonesia
Divisions:	PASCASARJANA > S3 Linguistik Terapan
Depositing User:	Users 10147 not found.
Date Deposited:	25 Mar 2021 01:29
Last Modified:	25 Mar 2021 01:29
URI:	http://repository.unj.ac.id/id/eprint/15329

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