Pengaruh Picture Word Inductive Model berbantuan Classpoint dan Wordwall terhadap Kemampuan Membaca Pemahaman ditinjau dari Minat Baca Siswa
DOI:
https://doi.org/10.31949/jee.v7i1.8916Abstract
Abstract
The background of this research is that students' literacy skills are still low, especially students' reading comprehension competence and reading interest which is quite worrying. The aim of this research is to obtain a comprehensive picture of the influence of the Picture Word Inductive Model (PWIM) assisted by classpoint and wordwall on reading comprehension abilities in terms of students' reading interest. The sample in this research was class II students at SDN Santaka, Cimanggung District, Sumedang Regency. The method used is an experiment with a 2 x 2 factorial design. The research results are as follows: 1) Learning to read comprehension using the PWIM model assisted by classpoint and wordwall is included in the quite effective category. 2) Based on the Two Ways Anova test, a sig value of 0.045 ˂ 0.05 is obtained, which can be concluded that there is a difference in the increase in reading comprehension ability between students with the PWIM model assisted by classpoint and wordwall. 3) Based on the Test of Between Subject Effect, a sig value of 0.424 ˃ 0.05 is obtained, it means that no significant difference between students' reading comprehension abilities in terms of reading interest. Students' reading interest has no effect on their reading comprehension ability. Students who have low reading interest do not necessarily have low reading comprehension abilities, nor do students who have high reading interest necessarily have high reading comprehension abilities. 4) Based on the calculation of the interaction effect, a sig value of 0.026 ˂ 0.05 is obtained, it means that there is an interaction effect between the reading model and reading interest on increasing students' reading comprehension abilities. Based on the results obtained, it can be concluded that learning using the PWIM model assisted by classpoint and wordwall media is quite effective in being implemented for students who have different reading interests (low reading interest and high reading interest).
Keywords: Reading Comprehension; Students' Reading Interest; Picture Word Inductive Model; Classpoint; Wordwall
Abstrak
Latar belakang penelitian ini yaitu kemampuan literasi siswa masih rendah, terutama pada kompetensi membaca pemahaman dan minat baca siswa yang cukup memprihatinkan. Tujuan penelitian ini untuk memperoleh gambaran secara komprehensif mengenai pengaruh Picture Word Inductive Model (PWIM) berbantuan classpoint dan wordwall terhadap kemampuan membaca pemahaman ditinjau dari minat baca siswa. Sampel dalam penelitian ini adalah siswa kelas II SDN Santaka Kecamatan Cimanggung Kabupaten Sumedang. Metode yang digunakan adalah eksperimen dengan desain faktorial 2 x 2. Hasil penelitian sebagai berikut: 1) Pembelajaran membaca pemahaman dengan model PWIM berbantuan classpoint dan wordwall termasuk ke dalam kategori cukup efektif. 2) Berdasarkan pengujian Two Ways Anova diperoleh nilai sig sebesar 0,045 ˂ 0,05 artinya terdapat perbedaan peningkatan kemampuan membaca pemahaman antara siswa dengan model PWIM berbantuan classpoint dan wordwall. 3) Berdasarkan Test of Between Subject Effect diproleh nilai sig sebesar 0,424 ˃ 0,05 artinya tidak ada perbedaan yang signifikan antara kemampuan membaca pemahaman siswa ditinjau dari minat baca. Minat baca siswa tidak berpengaruh terhadap kemampuan membaca pemahaman. Siswa yang memiliki minat baca rendah belum tentu memiliki kemampuan membaca pemahaman rendah begitupun siswa yang memiliki minat baca tinggi belum tentu memiliki kemampuan membaca pemahaman tinggi. 4) Berdasarkan penghitungan efek interaksi diperoleh nilai sig sebesar 0,026 ˂ 0,05, artinya terdapat efek interaksi antara model membaca dengan minat baca terhadap peningkatan kemampuan membaca pemahaman siswa. Berdasarkan hasil yang diperoleh dapat disimpulkan bahwa pembelajaran dengan menerapkan model PWIM berbantuan media classpoint dan wordwall cukup efektif diimplementasikan pada siswa yang memiliki minat baca yang berbeda (minat baca rendah dan minat baca tinggi).
Kata Kunci: Membaca Pemahaman; Minat Baca; Picture Word Inductive Model; Classpoint; Wordwall
Keywords:
Reading Comprehension, Students' Reading Interest, Picture Word Inductive Model ;, Classpoint;, WordwallDownloads
References
Abidin, Y. (2018). Pembelajaran Multiliterasi: Sebuah Jawaban atas Tantangan Pendidikan Abad Ke-21 dalam Konteks Keindonesiaan. Refika Aditama.
Abidin, Y., Mulyati, T., & Yunansah, H. (2017). Developing Literacy Learning Model Based on Multiliteracy, Integrated, and Differentiated Concept at primary School. Jurnal Cakrawala Pendidikan, 36(2), 156–166. https://doi.org/10.21831/cp.v36i2.13283
Afiyah, N. N., & Wahyuningsih, F. (2023). Penerapan Model Pembelajaran Tgt (Team Game Tournament) Melalui Media Wordwall Untuk Keterampilan Membaca Pemahaman. E-Journal Laterne, 3(12), 1–10.
Apriliana, A. . (2016). Picture Word Inductive Model dalam Pembelajaran Memabaca dan Menulis. Pedagogik: Jurnal Pendidikan Sekolah Dasar, 4(1), 1–12.
Apriliana, A. C., Hartati, T., & ... (2022). Developing Literacy Learning through Picture Word Inductive Model Assisted by Classpoint Application for Students in Early Grades of Elementary School. …, 74–79. https://proceeding.productivepedagogy.com/index.php/home/article/download/24/15
Banzato, M., & Coin, F. (2019). Self-Efficacy in Multimodal Narrative Educational Activities : Explorative Study in a Multicultural and Multilingual Italian Primary School. 7(2), 148–159. https://doi.org/10.17645/mac.v7i2.1922
Belo, N., McKenney, S., Voogt, J., & Bradley, B. (2016). Teacher knowledge for using technology to foster early literacy: A literature review. Computers in Human Behavior, 60, 372–383. https://doi.org/10.1016/j.chb.2016.02.053
Broce, I. J., Bernal, B., Altman, N., Bradley, C., Baez, N., Cabrera, L., Hernandez, G., De Feria, A., & Dick, A. S. (2019a). Fiber pathways supporting early literacy development in 5–8-year-old children. Brain and Cognition, 134(April 2017), 80–89. https://doi.org/10.1016/j.bandc.2018.12.004
Broce, I. J., Bernal, B., Altman, N., Bradley, C., Baez, N., Cabrera, L., Hernandez, G., De Feria, A., & Dick, A. S. (2019b). Fiber pathways supporting early literacy development in 5–8-year-old children. Brain and Cognition, 134(December 2018), 80–89. https://doi.org/10.1016/j.bandc.2018.12.004
Damarjati, D. (2019). Benarkah Minat Baca Orang Indonesia Serendah Ini? https://news.detik.com/berita/d-4371993/benarkah-minat-baca-orang-indonesia-serendah-ini
Dewi, F., & Amalia, N. (2023). Pembudayaan Literasi Bahasa Dalam Meningkatkan Minat Baca Siswa Kelas III SDIT Baiturrahman Sepat. Jurnal Elementaria Edukasia, 6(4), 1624–1634. https://doi.org/10.31949/jee.v6i4.7169
Ertem, Z. S. (2023). Cognitive and Affective Levels of the Questions Asked in Reading Part of English Textbook in Turkey. European Journal of Education Studies, 10(11), 78–93. https://doi.org/10.46827/ejes.v10i11.5056
Feng, C. C. (2011). The Cooperative Classroom: Scaffolding EFL Elementary Learners’ English Literacies Through the Picture Word Inductive Model.
Handiyani, M. H., & Yunus Abidin. (2023). Peran Guru dalam Membina Literasi Digital Peserta Didik pada Konsep Pembelajaran Abad 21. Jurnal Elementaria Edukasia, 6(2), 408–414. https://doi.org/10.31949/jee.v6i2.5360
Hartati, T. (2016). Multimedia In Literacy Development at Remote Elementary Schools In West Java. Edutech,. Edutech, 15(3).
Hartati, T., & Heryanto, D. (2019). Pendidikan Bahasa dan Sastra Indonesia Berbasis TPACK dan Multiliterasi di Sekolah Dasar. UPI Press.
Herawati, N. I., Nurihsan, A. J., Hufad, A., & Soendari, T. (2019). Sensory Integration-Based Picture Word Inductive Model (PWIM). 214(Ices 2018), 200–203. https://doi.org/10.2991/ices-18.2019.48
Indriyani, V., Atmazaki, A., & Ramadhan, S. (2023). Development of Multiliteracy Integrative Learning (MULGRANING) Model in Language Learning. Egitim ve Bilim, 48(215), 261–275. https://doi.org/10.15390/EB.2023.11413
International Literacy Association. (2018). Standards for the prepartaion of literacy professionals 2017. Author. https://www.literacyworldwide.org/get-resources/standards/standards-2017
Jiang, X. (2015). Exploring Seventh Grader s ’ Perceptions of the Picture-Word Inductive Model in their Narrative Writing in China. May 2015, 1–9.
Jiang, X. (2018). Exploring young English learners’ perceptions of the Picture Word Inductive Model in China. TESOL International Journal, 13(1), 67–78.
Jiang, X., & Perkins, K. (2013). A conceptual paper on the application of the picture word inductive model using Bruner’s constructivist view of learning and the Cognitive Load Theory. Interdisciplinary Journal of Teaching and Learning, 3(1), 8–17.
Joyce, B., Weil, M., & Calhoun, E. (2009). Models of Teaching. Pearson Education, Inc.
Kemendikbud. (2017). Literasi Baca Tulis.
Kemendikbud. (2019). Indeks Aktivitas Literasi Membaca 34. In Pusat Penelitian Kebijakan Pendidikan dan Kebudayaan, Badan Penelitian dan Pengembangan, Kementerian Pendidikan dan Kebudayaan (Issue 2). http://repositori.kemdikbud.go.id/13033/1/Puslitjakdikbud_Indeks Aktivitas Literasi Membaca 34 Provinsi
Kim, J. S., Capotosto, L., Hartry, A., & Fitzgerald, R. (2011). Can a Mixed-Method Literacy Intervention Improve the Reading Achievement of Low-Performing Elementary School Students in an After-School Program?: Results From a Randomized Controlled Trial of READ 180 Enterprise. Educational Evaluation and Policy Analysis, 33(2), 183–201. https://doi.org/10.3102/0162373711399148
Kulju, P., Kupiainen, R., Wiseman, A. M., Jyrkiäinen, A., Koskinen-Sinisalo, K.-L., & Mäkinen, M. (2018). A Review of Multiliteracies Pedagogy in Primary Classrooms. Language and Literacy, 20(2), 80–101. https://doi.org/10.20360/langandlit29333
Lange, A. A. (2019). Technology, instructional methods, and the systemic messiness of innovation: improving reading fluency for low socio-economic elementary school students. Educational Technology Research and Development, 67(5), 1333–1350. https://doi.org/10.1007/s11423-019-09675-2
Lee, B. C., Pandian, A., Rethinasamy, S., & Tan, D. A. L. (2019). Effects of PWIM in the ESL classroom: Vocabulary knowledge development among primary Malaysian learners. 3L: Language, Linguistics, Literature, 25(4), 179–197. https://doi.org/10.17576/3L-2019-2504-11
Lyesmaya, D., Musthafa, B., & Sunendar, D. (2020). Local wisdom value’s-based literacy education learning model in elementary school. Journal of Physics: Conference Series, 1470(1). https://doi.org/10.1088/1742-6596/1470/1/012030
Novia, F. (2015). Promoting Picture Word Inductive Model (PWIM) to Develop Students’ Writing Skill. PREMISE JOURNAL:ISSN Online: 2442-482x, ISSN Printed: 2089-3345, 4(1). https://doi.org/10.24127/pj.v4i1.283
Oakley, G., Wildy, H., & Berman, Y. (2020). Multimodal digital text creation using tablets and open-ended creative apps to improve the literacy learning of children in early childhood classrooms. Journal of Early Childhood Literacy, 20(4), 655–679. https://doi.org/10.1177/1468798418779171
OECD. (2018). PISA Result in Focus. https://www.oecd.org/pisa/publications/pisa-2018-results.htm
OECD. (2019). PISA 2018 Asessment and Analytical Framework. 11–20.
Puspitasari, S., & Dewi, M. P. (2024). The Effect of Using Picture Word Inductive Model ( PWIM ) Strategy Toward Vocabulary Mastery of Ninth Grade Students of MTsN 6 Agam. 8, 8998–9007.
Putman, R. S. (2017). Technology versus teachers in the early literacy classroom: an investigation of the effectiveness of the Istation integrated learning system. Educational Technology Research and Development, 65(5), 1153–1174. https://doi.org/10.1007/s11423-016-9499-5
Rhiyanto, D. F. P., & Rachmadiarti, F. (2023). Pengembangan Media Pembelajaran Powerpoint Interaktif Add-Ins Classpoint Materi Bioteknologi untuk Meningkatkan Motivasi Belajar pada Peserta Didik Kelas XII SMA/MA. Berkala Ilmiah Pendidikan Biologi (BioEdu), 12(2), 452–465. https://ejournal.unesa.ac.id/index.php/bioedu
Rivas, E. A. (2019). The development of a Multiliteracy-based Approach in Language Learning : Engaging students in Aesthetic Reading MULTILITERACY-BASED APPROACH IN LANGUAGE LEARNING : ENGAGING STUDENTS IN AESTHETIC. September 2018.
Rokhyati, U. (2018). Multiliteracies in a Writing Class. ETERNAL (English Teaching Journal), 7(2), 110–117. https://doi.org/10.26877/eternal.v7i2.2167
Rosdiana, L. A., Sunendar, D., & Damaianti, V. S. (2021). Tingkat Literasi Membaca Anak Selama Pembelajar Daring Saat Pandemi Covid-19. Alinea: Jurnal Bahasa, Sastra, Dan Pengajaran, 10(2), 161. https://doi.org/10.35194/alinea.v10i2.1420
Suryaningsih, A. (2020). Gagasan Pengembangan Augmented Reality pada Buku Bacaan sebagai Upaya Meningkatkan Minat Baca Siswa (Adaptasi Percepatan Literasi dari Korea Selatan). JURNAL IDEGURU, 4(1). https://doi.org/10.51169/ideguru.v4i1.80
Swartzendruber, K. L. (2007). the Picture Word Inductive Model and Vocabulary Acquisition. May, 54.
The New London Group. (1996). A Pedagogy of Multiliteracies: Designing Social Future. Harvard Educational Review, 66(1), 60–93. https://doi.org/10.17763/haer.66.1.17370n67v22j160u
USAID. (2014). Pembelajaran Literasi Kelas Awal SD/MI di LPTK. USAID.