Anggraeni, Novia (2018) PERBANDINGAN MODEL KWL (WHAT I KNOW, WHAT I WANT TO LEARN, WHAT I LEARNED) DENGAN MODEL PENGAJARAN LANGSUNG (DIRECT INSTRUCTION) TERHADAP KETERAMPILAN MEMBACA INTENSIF DI KELAS V Penelitian Kuasi Eksperimen di Kelas V SDN KARATON 1 Pandeglang. S1 thesis, UNIVERSITAS SULTAN AGENG TIRTAYASA.
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PERBANDINGAN MODEL KWL (WHAT I KNOW, WHAT I WANT TO LEARN, WHAT I LEARNED) DENGAN MODEL PENGAJARAN LANGSUNG (DIRECT INSTRUCTION) TERHADAP KETERAMPILAN MEMBACA INTENSIF DI KELAS V.pdf Restricted to Registered users only Download (13MB) |
Abstract
This research was aims to determine the difference of 5 grade intensive reading skill at Karaton 1 public junior high school in Pandeglang Regency among the students who use a learning model of KWL (What I Know, What I Want To Learn, What I Learned) with students who use a learning model of Direct Instruction. In addition, this research also aims to determine wheter the learning model of KWL (What I Know, What I Want To Learn, What I Learned) was better than the Direct Instruction model. This research arranged by using the method of nonequivalent pretest-posttest control group design. The population in this research were all 5 th th grade students, while the sample in this research was two class from Karaton 1 public junior high school in Pandeglang Regency. First class (VB) was chosen as the class that using KWL (What I Know, What I Want To Learn, What I Learned) learning model and the second class (VA) was chosen as the class that using Direct Instruction learning model. The data of this research was obtained from instrument test (pretest-posttest) which have been validated. Then, the result of pretest-posttest from the students was analysis and processed through the T-test analysis technique. The T-test analysis ast pretest resulted that tcount is 0,12 with the df 32. The tcount was compared with ttable at significance level ∝ 2 = = 0,025 where the value of -ttable smaller than tcount value less than the ttable value (-2,03 ≤ 0,12 ≤ 2,03), while the T-test analysis result at posttest resulted that tcount was 1,70 with the df 32. Then, the tcount value is compared with the ttable at the significance level 0,05 2 ∝ 2 = 0,05 2 = 0,025 where the value -ttable smaller than the value of tcount was smaller than the value of ttable (-2,03 ≤ 1,70 ≤ 2,03). Therefore, it can be conclude that there is no difference of intensive reading ability among the students who use a learning model of KWL (What I Know, What I Want To Learn, What I Learned) with students who use a learning model of Direct Instruction.
| Item Type: | Thesis (S1) | |||||||||
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| Additional Information: | Penelitian ini bertujuan untuk mengetahui perbedaan keterampilan membaca intensif di kelas V SDN Karaton 1 antara siswa yang menggunakan model pembelajaran KWL (What I Know, What I Want To Learn, What I Learned) dengan siswa yang menggunakan model pengajaran langsung (Direct Instruction). Selain itu, penelitian ini juga bertujuan untuk mengetahui apakah model pembelajaran KWL (What I Know, What I Want To Learn, What I Learned) lebih baik dibandingkan dengan model pengajaran langsung (Direct Instruction). Penelitian ini disusun menggunakan desain Nonequivalent Pre-Test Post-Test Control Group Design. Populasi dalam penelitian ini adalah seluruh siswa kelas V SDN Karaton 1 dan sampel dari penelitian ini adalah siswa kelas VB sebagai sampel dari kelas eksperimen I dan kelas VA sebagai sampel dari kelas eksperimen II. Teknik pengumpulan data yang digunakan adalah teknik tes (pretest-posttest) menggunakan instrumen pengujian serta dokumentasi. Teknik analisis data yang digunakan adalah teknik analisis uji-t. Hasil uji-t pada nilai pretest menunjukkan besarnya thitung adalah 0,12 dengan df 32. Nilai thitung tersebut dibandingkan dengan ttabel pada taraf signifikansi ∝ 2 = = 0,025 dimana nilai - ttabel lebih kecil dari nilai thitung lebih kecil dari nilai ttabel (-2,03 ≤ 0,12 ≤ 2,03) lalu hasil uji-t pada nilai posttest menunjukkan besarnya thitung adalah 1,70 dengan df 32. Nilai thitung tersebut dibandingkan dengan ttabel pada taraf signifikansi 0,05 2 = 0,025 dimana nilai - ttabel lebih kecil dari nilai thitung lebih kecil dari nilai ttabel (2,03 ≤ 1,70 ≤ 2,03). Dengan demikian dapat disimpulkan bahwa tidak terdapat perbedaan peningkatan kemampuan membaca intensif pada siswa yang menggunakan model pembelajaran KWL (What I Know, What I Want To Learn, What I Learned) dengan siswa yang menggunakan model pembelajaran langsung (Direct Instruction). | |||||||||
| Subjects: | L Education > L Education (General) | |||||||||
| Divisions: | 02-Fakultas Keguruan dan Ilmu Pendidikan 02-Fakultas Keguruan dan Ilmu Pendidikan > 86206-Jurusan Pendidikan Guru Sekolah Dasar |
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| Depositing User: | Admin Eprints Untirta | |||||||||
| Date Deposited: | 22 Nov 2021 13:43 | |||||||||
| Last Modified: | 22 Nov 2021 13:43 | |||||||||
| URI: | http://eprints.untirta.ac.id/id/eprint/8855 |
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