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All Journal Jurnal Pendidikan Indonesia Bestari: Jurnal Studi Pendidikan Islam Khidmat
Tantowie, Tanto Aljauharie
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Journal : Jurnal Pendidikan Indonesia

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Guided Reading Methods Assisted by Animation Videos to Improve Inferential and Textual Reading Comprehension Tantowie, Tanto Aljauharie; Sunendar, Dadang; Hartati, Tatat; Nurmalihah, Laila
Jurnal Pendidikan Indonesia Vol 13 No 4 (2024): Desember
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpiundiksha.v13i4.82951

Abstract

Reading comprehension ability is something that students need to master, but students' interest and ability in reading comprehension in Indonesia is still very low. This is partly caused by the less than optimal use of methods or media used by teachers. This research aims to determine the effect of video-assisted guided reading methods on elementary school students' reading comprehension abilities. The method used in this research is a Quasi Experimental method with a Non-Equivalent Control Group Design research design. The research sample consisted of 250 elementary school students who met the researchers' criteria. Data collection techniques in this research are tests, observation sheets and documentation studies. The instrument used is a text that has 2 topics, namely natural disasters and social inequality. Meanwhile, the data analysis used is the t test and regression test. The t-test was carried out to determine the effectiveness of the guided reading method. Apart from that, standard regression test data analysis was also carried out to see which type of understanding was superior, textual or inferential based on the type of text. The research results showed that the reading comprehension ability of students who received guided reading method intervention experienced a significant increase. Improved comprehension skills were seen in textual and inferential comprehension. Apart from that, readers with good inferential abilities also have a good level of comprehension. In contrast to readers whose understanding is textual, they have a good level of understanding only in the textual aspect.
The Effect of Reciprocal Teaching Learning Model and Self-Concept on Reading Comprehension Ability Tantowie, Tanto Aljauharie; Sunendar, Dadang; Rahman; Hartati, Tatat
Jurnal Pendidikan Indonesia Vol 11 No 4 (2022): Desember
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (273.51 KB) | DOI: 10.23887/jpiundiksha.v11i4.52363

Abstract

The reading ability of students in the field is still very worrying. This is reinforced by the low ability of students to understand material or questions that require higher-order thinking skills. The low reading comprehension ability can be seen from the low literacy ability of students based on PISA rankings. This study aims to analyze the effectiveness of the reciprocal teaching model on students' reading comprehension skills in terms of students' self-concept levels. The approach used in this research is quantitative with a quasi-experimental method. The participants of this study were 100 elementary school students who were divided into two groups of 50 students each in the experimental and control groups. Data was collected through reading comprehension tests and observations. Data analysis was performed by two-way ANOVA. The results showed that the Reciprocal Teaching model gave a more significant contribution to students' reading comprehension skills compared to conventional methods, especially for students who had low self-concept. Based on the findings above, it is concluded that the Reciprocal Teaching learning model has an effect on students' reading comprehension skills. Both reciprocal and conventional learning models have the same effect on students who have high self-concept. The implication of this research is that teachers must choose a learning model that can accommodate all students, not only students with high academic abilities, but also students with low academic abilities.
Co-Authors Dadang Sunendar dudi, dudi Faridatunnida, Faridatunnida Firdaus, Anisa Fuadi, Diki Najib Herlina, N. Hani Marida, Rida Mulyawati, Mulyawati Nurannisa, Rizki Nurmalihah, Laila Rahman Tatat Hartati Tetin, Tetin