| dc.contributor |
Psikologi |
|
| dc.creator |
Nugraha, Iqbal Putra |
|
| dc.creator |
Yusuf, Umar |
|
| dc.creator |
Amrilya, Miki |
|
| dc.date |
2018-08-06 |
|
| dc.date.accessioned |
2019-09-10T02:39:26Z |
|
| dc.date.available |
2019-09-10T02:39:26Z |
|
| dc.identifier |
http://karyailmiah.unisba.ac.id/index.php/psikologi/article/view/11721 |
|
| dc.identifier.uri |
http://hdl.handle.net/123456789/21839 |
|
| dc.description |
Abstract. X elementary school that prepares students to follow the learning process effectively, especially in the field of reading by understanding the meaning of a writing. Reading is formally taught in schools in the early years such as grade 1 and grade 2 elementary school (Rahim, 2005) But in reality there are still some students who experience obstacles in reading comprehension. If not addressed immediately, students will experience obstacles in the learning process in the classroom, especially in capturing the essence of the lesson being taught, so that reading comprehension can develop well, it requires proper stimulation to support its improvement, namely by playing while learning. One of them is through constructive game activities. This study aims to determine the effect of constructive play on class 2 students' reading comprehension. The research method used is Quasi Experiment with the design of Before After One Group Design. Data collection was carried out using a measuring instrument in the form of an Indonesian language test about reading comprehension. The sampling technique used is participant studies of students who experience obstacles in reading comprehension as many as 6 people. Reading comprehension measurements were taken twice and treatment for three meetings. Based on the results of data processing obtained results that show that there is an increase in reading comprehension by 30% after being given treatment in the form of constructive play. supported by non-parametric statistical tests using the Wilcoxon Signed Rank Test, obtained the results of positive rank or positive difference between the results of the pre-test and post-test measurement is 6, which means that the 6 subjects in this study experienced an increase in reading comprehension of pre-test scores. test to the post-test value. Mean Rank or the average increase is 3.50, while the sum of Sum of Rank is 21.00Keywords: Play, Constructive, Reading ComprehensionAbstrak. SD X merupakan SD yang mempersiapkan anak didiknya agar dapat mengikuti proses pembelajaran dengan baik khususnya pada bidang membaca dengan memahami makna dari sebuah tulisan. Membaca secara formal diajarkan di sekolah pada tahun‐tahun awal seperti kelas 1 dan kelas 2 SD (Rahim, 2005) Namun pada kenyatannya masih terdapat beberapa siswa yang mengalami hambatan dalam reading comprehension. Apabila tidak segera ditangani, siswa akan mengalami hambatan pada proses pembelajaran di kelas khususnya dalam menangkap inti dari pelajaran yang disampaikan, agar reading comprehension dapat berkembang dengan baik, maka diperlukan adanya stimulasi yang tepat untuk menunjang peningkatannya, yaitu dengan bermain sambil belajar. Salah satunya melalui kegiatan permainan konstruktif. Penelitian ini bertujuan untuk mengetahui pengaruh permainan konstruktif terhadap reading comprehension siswa kelas 2. Metode penelitian yang digunakan adalah Quasi Experiment dengan desain Before After One Group Design. Pengumpulan data dilakukan dengan menggunakan alat ukur berupa tes soal bahasa Indonesia mengenai reading comprehension. Teknik sampling yang digunakan adalah studi partisipn terhadap siswa yang mengalami hambatan dalam reading comprehension sebanyak 6 orang. Dilakukan pengukuran reading comprehension sebanyak dua kali dan treatment selama tiga kali pertemuan. Berdasarkan hasil pengolahan data didapat hasil yang menunjukkan bahwa terdapat peningkatan reading comprehension sebesar 30% setelah diberikan treatment berupa permainan konstruktif, didukung dengan uji statistik non-parametrik menggunakan uji Wilcoxon Signed Rank Test, diperoleh hasil positive rank atau selisih positif antara hasil pengukuran pre-test dan post-test adalah 6, yang artinya ke 6 subjek dalam penelitian ini mengalami peningkatan reading comprehension dari nilai pre-test ke nilai post-test. Mean Rank atau rata-rata peningkatan tersebut sebesar 3.50, sedangkan jumlah Sum of Rank adalah sebesar 21.00Kata Kunci: Bermain, Konstruktif, Reading Comprehension |
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| dc.format |
application/pdf |
|
| dc.language |
eng |
|
| dc.publisher |
Universitas Islam Bandung |
|
| dc.relation |
http://karyailmiah.unisba.ac.id/index.php/psikologi/article/view/11721/pdf |
|
| dc.relation |
http://karyailmiah.unisba.ac.id/index.php/psikologi/article/downloadSuppFile/11721/2441 |
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| dc.rights |
Copyright (c) 2018 Prosiding Psikologi |
|
| dc.source |
Prosiding Psikologi; Vol 4, No 2, Prosiding Psikologi (Agustus, 2018); 1051-1057 |
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| dc.source |
Prosiding Psikologi; Vol 4, No 2, Prosiding Psikologi (Agustus, 2018); 1051-1057 |
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| dc.source |
2460-6448 |
|
| dc.subject |
psikologi |
|
| dc.subject |
Bermain, Kontruktif, Reading Comprehension |
|
| dc.title |
Pengaruh Permainan Konstruktif Terhadap Reading Comprehension (Studi Pada Siswa Kelas 2 SD X Di Kota Bandung) |
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| dc.type |
info:eu-repo/semantics/article |
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| dc.type |
info:eu-repo/semantics/publishedVersion |
|
| dc.type |
Peer-reviewed Article |
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| dc.type |
kuantitatif |
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