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All Journal TELKOMNIKA (Telecommunication Computing Electronics and Control) Dinamika Jurnal Pendidikan Dasar Proceeding of the Electrical Engineering Computer Science and Informatics Jurnal Administrasi Pendidikan Indonesia PEDAGOGIA Al-Ta'lim Literasi : Jurnal Ilmu Pendidikan Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Jurnal Guru Komputer
Munir Munir
Universitas Pendidikan Indonesia
Religion Computer Science & IT Decision Sciences, Operations Research & Management Education Electrical & Electronics Engineering Languange, Linguistic, Communication & Media Mathematics Other

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Journal : Dinamika Jurnal Pendidikan Dasar

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Social Cognitive Approach through Interactive Multimedia for Early Reading Learning Indah Nurmahanani; Munir Munir; Yeti Mulyati; Andoyo Sastromiharjo
Dinamika Jurnal Ilmiah Pendidikan Dasar Vol 13, No 1 (2021): Dinamika Jurnal Ilmiah Pendidikan Dasar
Publisher : Universitas Muhammadiyah Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/dinamika.v13i1.9301

Abstract

This study developed a learning model to improve students’ early reading skills in Indonesia. The model is based on social cognitive learning theory and is implemented using interactive multimedia. The research method uses Design-Based Research (DBR) and the subjects are 195 first and second graders of an elementary school in Bandung, West Java. The findings of the study show that social cognitive learning can be integrated and implemented through interactive multimedia and that interactive-multimedia-assisted social cognitive model (IMAS Model) can improve early reading skills. Students’ average early reading skill scores were measured using Early Grade Reading Assessment (EGRA) instrument before and after intervention to see the effectiveness of the model. Pre-test – post-test results comparison showed that students’ average early reading scores increased after learning using IMAS Model. Students’ average scores of reading letters, reading syllables, reading words, reading sentences, and reading comprehension skills at pre-test were 78.06, 67.06, 60.92, 55.21, and 44.95, respectively. These scores respectively increased to 92.71, 92.45, 88.58, 74.60, and 87.08 at post-test, indicating that IMAS Model is effective to increase early reading skills.
Co-Authors A Sobandi Ai Hilyatul Halimah Aji Prasetya Wibawa Andoyo Sastromiharjo Armein Z.R. Langi Azizah Nurul Khoirunnisa Chairul Furqon, Chairul Choirul Furqon Deni Darmawan Deny Hidayatullah Dony Darma Sagita Faaizah Shahbodin Fachrul Kurniawan Indah Nurmahanani Ira Purnamasari Kurniawan, Fachrul Laksmi dewi Margana, Achmad Mochamad Hariadi Mutiara Felicita Amsal Rasim Rasim Ridha Hanafi Rusman Rusman Supeno Mardi Susiki Nugroho, Supeno Mardi Supriadie, Didi Suwatno Suwatno Szalsza Maulida Yusep Rosmansyah Zulaiha, Aida Ratna