PENGARUH PENERAPAN MODEL PEMBELAJARAN AKTIF TIPE TEAM QUIZ TERHADAP KOMPETENSI MEMBACA PEMAHAMAN DI SEKOLAH DASAR
| Main Authors: | NIHAYATUL KHUSNA, LAILY, Isnaini Damayanti, Maryam |
|---|---|
| Format: | eJournal |
| Bahasa: | ind |
| Terbitan: |
PGSD FIP UNESA
, 2016
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| Online Access: |
http://ejournal.unesa.ac.id/index.php/jurnal-penelitian-pgsd/article/view/15503 |
Daftar Isi:
- Abstrak Menurut The International Association for the Evaluation of Education Achievement (dalam Dalman, 2014: 154), kemampuan membaca siswa di sekolah dasar Indonesia menduduki peringkat ke-26 dari 27 negara sampel. Hasil penelitian tersebut mencerminkan bahwa standar membaca siswa SD di Indonesia masih rendah. Didukung oleh penelitian Nugraha (2014: 2), hal itu disebabkan karena guru tidak menggunakan strategi pembelajaran inovatif. Tujuan penelitian ini yaitu untuk mengetahui penerapan model pembelajaran aktif tipe Team Quiz dan pengaruhnya terhadap kompetensi membaca pemahaman. Desain penelitian yang digunakan yaitu Noneequivalent Control Group Design. Persentase keterlaksanaan pembelajaran dengan penerapan model pembelajaran aktif tipe Team Quiz yang diperoleh dari kedua observer yaitu 100%. Hasil Uji-t Dua Sampel diketahui bahwa nilai t-test < 0,05 (0,000 < 0,05). Dapat disimpulkan bahwa model pembelajaran aktif tipe Team Quiz berpengaruh terhadap kompetensi membaca pemahaman siswa. Kata Kunci: Pengaruh, Kompetensi Membaca Pemahaman, Model Pembelajaran Aktif Tipe Team Quiz. Abstract According to The International Association for the Evaluation of Education Achievment (see Dalman, 2014:154), student reading ability at Indonesia Elementary School ranked at 26th from 27 country .Those research showed that the student reading ability still lower than other. Supprted by Nugraha research (2014:2)it caused by teacher did not use an innovative leraning strategy. This research purposes were to found out the application of team quiz active learning model and its effect to competence of reading comprehension. Research design that applied was nonequivalent control group design. Learning achievement percentage by applying team quiz active learning model which obtained from two observers namely 100%. Results of two samples t-test found that t-test score < 0.05 (0.000<0.005). It can be conclude that team quiz active learning model have effect to student’s reading comprehension competence. Keywords: effect, reading comprehension competence, team quiz active learning model.