PENGARUH METODE MEMBACA DAN KECERDASAN VISUAL SPASIAL TERHADAP KEMAMPUAN MEMBACA PERMULAAN (Studi Eksperimen pada anak Kelas 1 Sekolah Dasar di Kecamatan Tarumajaya Kabupaten Bekasi Tahun 2018)

MITRI IRAWATI, . (2019) PENGARUH METODE MEMBACA DAN KECERDASAN VISUAL SPASIAL TERHADAP KEMAMPUAN MEMBACA PERMULAAN (Studi Eksperimen pada anak Kelas 1 Sekolah Dasar di Kecamatan Tarumajaya Kabupaten Bekasi Tahun 2018). Magister thesis, UNIVERSITAS NEGERI JAKARTA.

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Abstract

The purpose of this research is to determine the effect of the initial reading method and spatial visual intelligence on the ability to read the beginning of grade 1 elementary school in Tarumajaya sub-district, Bekasi in 2018. This research method uses experimental research with treatment design by level 2 X 2. The population of this study is all first grade students of the Bekasi Kabupaten elementary school with sample collection techniques using multistage stratified random sampling. The data analysis technique uses descriptive statistics and inferential statistics. Descriptive statistical analysis in the form of a description of research data, while inferential statistical analysis in the form of two-way ANAVA test and Tukey test with a significant level α = 0.05 The results of this study indicate the ability to read students who are taught by multisensory methods is better than students who read taught by phonic method proved by the results of ANOVA test two paths calculated = 11,642> ftabel = 4,11. Furthermore, the initial reading ability of students who have a high level of visual spatial intelligence is better than the group of students who have a low level of spatial visual intelligence as evidenced by the results of the two-way ANAVA test count = 5.484> ftabel = 4.11. In addition, there is an interaction between the initial reading method and spatial visual intelligence on the initial reading ability with F (OAB) = 33,080> ftabel = 4,11. Based on the results of the Tukey test obtained Q countA1B1- A2B1 = 8.82> Qtable = 4.60. This shows that in the group of students who have high spatial visual intelligence, the ability to read the beginning of students given a multisensory reading method is higher than the group of children given the phonic reading method. The Tukey test results obtained by the value of Qcount A1B2-A2B2 = 4.84> Qtable = 4.60. This shows that the group of students who showed low spatial visual intelligence, the ability to read the beginning of students who were given a multisensory reading method was lower than the group of children who were given phonic reading methods. Thus each H1 in each hypothesis is accepted. ****** Tujuan penelitian ini untuk mengetahui pengaruh metode membaca permulaan dan kecerdasan visual spasial terhadap kemampuan membaca permulaan anak kelas 1 Sekolah Dasar di Kecamatan Tarumajaya, Kabupaten Bekasi tahun 2018. Metode penelitian ini menggunakan penelitian eksperimen dengan desain treatment by level 2 X 2. Populasi penelitian ini adalah seluruh siswa kelas satu Sekolah Dasar Kabupaten Bekasi dengan teknik pengumpulan sampel menggunakan multistage stratified random sampling. Teknik analisis data menggunakan statistik deskriptif dan statistik inferensial. Analisis statistik deskriptif berupa deskripsi data hasil penelitian, sedangkan analisis statistik inferensial berupa uji ANAVA dua jalur dan Uji Tukey dengan taraf signifikan α=0,05 Hasil penelitian ini menunjukkan kemampuan membaca permulaan siswa yang diajarkan dengan metode multisensori lebih lebih baik dibandingkan kemampuan membaca siswa yang diajarkan dengan metode phonik dibuktikan dengan hasil uji ANAVA dua jalur fhitung= 11,642 > ftabel= 4,11. Selanjutnya, kemampuan membaca permulaan siswa yang memiliki tingkat kecerdasan visual spasial tinggi lebih baik dibandingkan kelompok siswa yang memiliki tingkat kecerdasan visual spasial rendah dibuktikan dengan hasil uji ANAVA dua jalur fhitung= 5,484 > ftabel= 4,11. Selain itu, terdapat interaksi antara metode membaca permulaan dan kecerdasan visual spasial terhadap kemampuan membaca permulaan dengan F(OAB)=33,080> ftabel= 4,11. Berdasarkan hasil uji tukey diperoleh QhitungA1B1-A2B1= 8,82> Qtabel = 4,60. Hal ini menunjukkan bahwa pada kelompok siswa yang memiliki kecerdasan visual spasial tinggi, kemampuan membaca permulaan siswa yang diberikan metode membaca multisensori lebih tinggi dibandingkan kelompok anak yang diberikan metode membaca phonik. Hasil uji tukey yang diperoleh nilai QhitungA1B2-A2B2=4,84> Qtabel = 4,60. Hal ini menunjukkan bahwa kelompok siswa yang menunjukkan kecerdasan visual spasial rendah, kemampuan membaca permulaan siswa yang diberikan metode membaca multisensori lebih rendah dibandingkan kelompok anak yang diberikan metode membaca phonik. Dengan demikian masing-masing H1 pada setiap hipotesis diterima

Item Type: Thesis (Magister)
Additional Information: 1). Prof.Dr. Martini Jamaris, Msc.Ed ; 2). Dr. Fahrurrozi, M.Pd.
Subjects: Pendidikan > Penelitian Tindakan Kelas > Pendidikan Dasar dan Menengah
Pendidikan > Pendidikan > Pendidikan Anak
Divisions: PASCASARJANA > S2 Pendidikan Anak Usia Dini
Depositing User: Rima Safitri .
Date Deposited: 15 Dec 2021 06:39
Last Modified: 15 Dec 2021 06:39
URI: http://repository.unj.ac.id/id/eprint/21857

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