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All Journal Jurnal Pemikiran dan Pengembangan Sekolah Dasar (JP2SD) TRIHAYU: Jurnal Pendidikan Ke-SD-an
Ardhian, Trio
Universitas Sarjanawiyata Tamansiswa
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences

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Pengaruh Direct Reading Thinking Activity Terhadap Keterampilan Membaca Pemahaman di Sekolah Dasar Ardhian, Trio; Trisniawati, Trisniawati
Jurnal Pemikiran dan Pengembangan Sekolah Dasar (JP2SD) Vol 8, No 1 (2020): April 2020
Publisher : Program Studi Pendidikan Guru Sekolah Dasar Universi

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (532.028 KB) | DOI: 10.22219/jp2sd.v8i1.11364

Abstract

Penelitian ini bertujuan untuk mengetahui persepsi siswa setelah mengikuti strategi Directed Reading Thinking Activities (DRTA). Metode penelitian yang digunakan adalah metode eksperimen dan teknik analisis data yang digunakan dalam penelitian ini adalah regresi sederhana. Sebelum dilakukan analisis regresi, maka dilakukan uji kualitas data yang meliputi uji validitas dan uji reliabilitas. Selain itu juga dilakukan uji normalitas untuk mengetahui distribusi data penelitian dan juga ui homogenitas. Hasil analisis data menunjukkan bahwa indikator yang digunakan dalam penelitian ini valid, reliable, berdistribusi normal namun tidak homogen. Hasil penelitian menunjukkan bahwa strategi Directed Reading Thinking Activities (DRTA) berpengaruh signifikan terhadap ketrampilan membaca pemahaman siswa yang dibuktikan dengan hasil evaluasi membaca pemahaman yang lebih baik dibandingkan dengan metode konvensional.Kesimpulannya penelitian ini adalah penerapan strategi Directed Reading Thinking Activity (DRTA) sangat efektif dalam meningkatkan keterampilan membaca pemahaman. Keterampilan membaca pemahaman siswa mencapai nilai rata-rata kelas 82,22. Nilai tertinggi adalah 100 sedangkan nilai terendah adalah 70. Ketuntasan belajar mencapai sebanyak 18 siswa atau sebesar 100%. Pengaruh penerapan strategi Directed Reading Thinking Activity (DRTA) terhadap keterampilan membaca pemahaman pada siswa, mencapai nilai koefisien sebesar 0,988 dan nilai signifikansi sebesar 0,031
IMPLEMENTASI NILAI KARAKTER MELALUI PROGRAM BIMBINGAN KONSELING DI SD NEGERI 16 TOBOALI BANGKA SELATAN Okta Praditya, Ginza; Arief, Ardian; Rahim, Abdul; Taryatman, Taryatman; Ardhian, Trio; Hanifudin Najib, Khotim
TRIHAYU: Jurnal Pendidikan Ke-SD-an Vol 8 No 2 (2022): TRIHAYU: Jurnal Pendidikan Ke-SD-an
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/trihayu.v8i2.11824

Abstract

This study aims to describe 1) the planning of the Counseling Guidance program in character value formation learning activities 2) the implementation of Counseling Guidance in character value formation learning activities, 3) the obstacles in the implementation of Counseling Guidance to build character values. This research was conducted at SD Negeri 16 Toboali, South Bangka. This research was conducted in October 2021. The data sources in this study were principals, teachers, and students. Data collection techniques using observation techniques, interviews, and documentation. The data analysis technique in this study uses Miles and Huberman analysis which consists of data collection, data reduction, data presentation, and concluding. The results of the study, 1) Planning for counseling guidance is very important to be carried out to build character values ​​in learning activities carried out by teachers by adjusting students' needs so that the purpose of planting character values ​​can be carried out properly. 2) Class teachers as supervising teachers have implemented character values ​​through counseling programs both classically and individually in learning activities. 3) Obstacles faced by teachers in implementing character values ​​through counseling are some students who still commit violations even though they have been given guidance, lack of openness of students to teachers, and lack of time for teachers to implement them. In addition, the teacher also cooperates with related parties and utilizes the time as much as possible to minimize violations committed by students.
Co-Authors Abdul Rahim Ardian Arief, Ardian Hanifudin Najib, Khotim Okta Praditya, Ginza TARYATMAN TARYATMAN Trisniawati Trisniawati, Trisniawati