PENGARUH METODE FONIKS*PINTAR DAN WORKING MEMORY TERHADAP KEMAMPUAN MEMBACA PERMULAAN (EKSPERIMEN PADA ANAK USIA 4 – 6 TAHUN DI TAMAN KANAK - KANAK DI KECAMATAN CIKARANG SELATAN KABUPATEN BEKASI)

Trully Kusumawardhani, . (2025) PENGARUH METODE FONIKS*PINTAR DAN WORKING MEMORY TERHADAP KEMAMPUAN MEMBACA PERMULAAN (EKSPERIMEN PADA ANAK USIA 4 – 6 TAHUN DI TAMAN KANAK - KANAK DI KECAMATAN CIKARANG SELATAN KABUPATEN BEKASI). Magister thesis, UNIVERSITAS NEGERI JAKARTA.

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Abstract

Prestasi akademik sangat berkaitan dengan kemampuan membaca anak pada usia sekolah. Kemampuan membaca tersebut akan sangat ditentukan oleh literasi awal usia prasekolah. Kemampuan literasi siswa sekolah Indonesia berada pada lapisan terbawah menurut Asesmen Kompetensi Siswa Indonesia (AKSI), Early Grade Reading Assesment (EGRA) dan Programme for International Student Assesment (PISA). Saat ini tidak ada metode standar mengajarkan kemampuan membaca permulaan di pendidikan prasekolah.. Tujuan penelitian ini adalah untuk menilai pengaruh metode foniks*PINTAR berbasis foniks dan working memory terhadap kemampuan membaca permulaan anak usia TK. Penelitian ini berupa studi eksperimental dengan pre dan post test. Delapan puluh enam murid TK usia antara 4 – 6 tahun dibagi menjadi dua yaitu kelompok A1 mendapatkan pengajaran metode foniks*PINTAR sedangkan kelompok A2 mendapatkan metode suku kata masing masing selama 6 minggu. Kelompok A1 dan A2 dinilai working memory dan lebih lanjut dikelompokan menjadi A1 dengan working memory normal (A1B1) dan working memory defisit (A1B2), kelompok A2 dikelompokan menjadi working memory normal (A2B1) dan working memory defisit (A2B2). Subyek menjalani penilaian berupa Instrumen Kemampuan Membaca Permulaan yang merupakan modifikasi dari Phonological Awareness Literacy Screening for Kindergarten (PALS K) dan Literacy Enhancement Project 2022 sebagai pre-test dan post test. Kelompok anak yang mendapatkan metode foniks*PINTAR memiliki kemampuan membaca permulaan lebih tinggi dibandingkan dengan kelompok anak yang menggunakan metode membaca suku kata. Anak dengan working memory normal memiliki kemampuan membaca permulaan lebih tinggi dibandingkan dengan kelompok anak yang memiliki working memory defisit. Terdapat interaksi antara metode membaca dengan working memory terhadap kemampuan membaca permulaan anak. Metode yang mendukung kapasitas working memory cenderung lebih efektif untuk kemampuan membaca awal sebaliknya metode yang tidak sesuai dengan kapasitas working memory dapat memperlambat perkembangan membaca. ***** Academic success is closely related to student's reading ability at school age. Subsequently, reading ability is largely determined by early literacy skills at preschool age. Indonesian student literacy level is at the lowest layer according to Asesmen Kompetensi Siswa Indonesia (AKSI), Early Grade Reading Assesment (EGRA) dan Programme for International Student Assesment (PISA). Currently there is no standardized method to teach early reading skill at preschool. The objective of this study is to asses the effect of Foniks*PINTAR method which based on phonic awareness and working memory toward early reading ability of kindergarten children. This is an experimental study with pre and post test. Eighty six kindergarten children aged between 4-6 years were divided into 2, group A1 who received Foniks*PINTAR method while group A2 who received the syllable method each for 6 weeks. Group A1 and A2 were assesed for working memory then further classified into normal working memory (A1B1 and A2B1 respectively) and deficit working memory (A1B2 and A2B2 respectively). The subjects had early reading assesment using Phonological Awareness Literacy Screening for Kindergarten (PALS K) and Literacy Enhancement Project 2022 as the pre and post test. The group of children who had Foniks*PINTAR method delivered higher early reading skill compared to the group who used the syllable method. Children with normal working memory had higher early reading skill compared to children who had working memory deficit. There is an interaction between the teaching method of reading and working memory toward children’s early reading skills. Teaching method which support working memory capacity tend to be more effective for early reading skill, wjereas teaching method that do not compatible with working memory capacity may hindrance reading skill development.

Item Type:	Thesis (Magister)
Additional Information:	1). Dr. Nurbiana Dhieni, M.Psi.; 2). Prof. Dr. Elindra Yetti, M.Pd.
Subjects:	Pendidikan > Pendidikan Dasar > Pendidikan Anak
Divisions:	FIP > S2 Pendidikan Anak Usia Dini
Depositing User:	Users 27430 not found.
Date Deposited:	05 Mar 2025 05:53
Last Modified:	05 Mar 2025 05:53
URI:	http://repository.unj.ac.id/id/eprint/54683

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