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All Journal Madrasah: Jurnal Pendidikan dan Pembelajaran Dasar At-Thullab : Jurnal Pendidikan Guru Madrasah Ibtidaiyah
Dyah Afifah Andari
UIN MAULANA MALIK IBRAHIM MALANG
Religion Education Social Sciences

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Efektivitas Metode Question Answer Relationships terhadap Kemampuan Membaca Pemahaman Peserta didik Kelas IV Dyah Afifah Andari
AT-THULLAB : Jurnal Pendidikan Guru Madrasah Ibtidaiyah Vol 6, No 2 (2022): At-Thullab : Jurnal Pendidikan Guru Madrasah Ibtidaiyah
Publisher : Universitas Islam Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30736/atl.v6i2.936

Abstract

Abstrak: Kemampuan membaca pemahaman merupakan kemampuan menemukan arti kata, makna tersurat dan makna tersirat serta membuat kesimpulan. Kesulitan dalam mengidentifikasi gagasan pokok dalam bacaan terutama dalam membuat simpulan dialami oleh siswa kelas IV. Keefektifan metode Question Answer Relationships (QAR) terhadap kemampuan membaca pemahaman siswa kelas IV di MI 6 Tahun Tambakboyo Blitar menjadi fokus pada penelitian yang menggunakan pendekatan kuantitatif dengan jenis true experiement. Teknik pengumpulan data menggunakan instrumen tes. Hasil penelitian ini menunjukkan bahwa nilai thitung lebih besar dari ttabel pada signifikansi 0,05 (th = 3,824 >ttb = 1,171). Sehingga disimpulkan metode QAR efektif untuk meningkatkan kemampuan membaca pemahaman dibandingkan metode diskusi pada kelas kontrol.Abstract: Reading comprehension is the ability to capture the meaning of words, the ability to capture the explicit and implied meanings and the ability to draw conclusions. Fourth grade students have difficulty in identifying the main ideas in the reading, and they have not been able to draw conclusions. The purpose of this study is to determine the level of understanding before and after implementing Question-Answer-Relationship method and to measure its effectiveness in improving the reading comprehension of fourth grade students at MI (Islamic Primary School) 6 Tambakboyo Blitar. This study employed a quantitative approach, using a true experimental method. The data were collected using test instruments. The results of this study demonstrate that the value of t-observed is greater than t-table at a significance level of 0.05 (to = 3.824 > tt = 1.171). Hence, it can be concluded that the QAR method is effective for improving reading comprehension skills compared to the discussion method in the control class.
Implementasi Permainan Kooperatif untuk Meningkatkan Keterampilan Sosial dalam Pembelajaran Tematik Lina Izza Mazida; Dyah Afifah Andari
Madrasah: Jurnal Pendidikan dan Pembelajaran Dasar Vol 14, No 2 (2022): Madrasah: Jurnal Pendidikan dan Pembelajaran Dasar
Publisher : Fakultas Ilmu Tarbiyah dan Keguruan Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/mad.v14i2.11222

Abstract

   This research aims to expose data on the improvement of students' social skills by using stimulus through cooperative games by using quizzes as a reference for students in carrying out group games. Each task is carried out in a variety and variety of groups, so that learning can be carried out interactively and creatively. Cooperative games in MIN 2 Malang City are carried out on every thematic learning, in which there are several subjects. Thematic learning process, some subjects are taught integratively, thus learners are not only focused on one learning but in one lesson can simultaneously bring social skills in thematic learning.This study is a class-action study with observational data and documentation. Research in its implementation. In cycle I, 76% of students have been active in learning and 24% have not been active in learning. Students who are classified as passive the majority are male students, judging from the unresolved tasks given, not socializing with group friends, doing tasks individually. So that the expected increase in social skills is still not visible.  As a result of this study, students who were active during learning had an increase to 93% from the initial percentage of 76%, seeing an increase in the activeness of male and female students judging from the tasks that were completed well, already understood the task and ran in groups. Tell peers or other groups who don't yet understand the learning material. 
Co-Authors Lina Izza Mazida