MULTIMEDIA INTERAKTIF DENGAN MODEL VISUAL AUDITORY KINESTHETIC TACTILE (VAKT) UNTUK ANAK DISLEKSIA
Penelitian ini bertujuan untuk melihat dampak peningkatan membaca permulaan siswa disleksia di kelas 2 SDN 138 GegerKalong setelah diberi perlakuan menggunakan multimedia interaktif dengan model VAKT (Visual Auditory Kinesthetic Tactile). Disleksia merupakan salah satu jenis kesulitan belajar, utama...
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2019-01-18.
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| Summary: | Penelitian ini bertujuan untuk melihat dampak peningkatan membaca permulaan siswa disleksia di kelas 2 SDN 138 GegerKalong setelah diberi perlakuan menggunakan multimedia interaktif dengan model VAKT (Visual Auditory Kinesthetic Tactile). Disleksia merupakan salah satu jenis kesulitan belajar, utamanya kesulitan dalam membaca dan menulis yang biasanya dialami oleh beberapa anak di dunia ini. Sedangkan membaca permulaan memiliki arti sebagai tingkatan membaca dasar atau awal untuk mempelajari symbol kode yang memiliki makna dan dapat diterjemahkan kedalam suara. Metode yang digunakan dalam peneltian ini adalah mixed method dengan menggunkan strategi eksplanatoris sekuensial, terdiri dari metode kuantitatif (utamaPrimer) dan di tunjang metode kualitatif (sekunder). Untuk mengetahui kualitas dari multimedia yang dikembangkan dilkakukan pengujian oleh ahli media dan ahli materi menggunakan kuisioner yang dikembangkan berdasarkan Multimedia Mania versi 2003. Dari pengujian tersebut diperoleh hasil penilaian oleh ahli media sebesar 83,13 yang termasuk keladam katergori sangat baik dan penilaian ahli materi sebesar 87,40 yang termasuk kedalam kategori sangat baik. Berdasarkan dua nilai dapaat disimpulkan bahwa multimedia interaktif dengan model VAKT ini layak digunakan dalam pembelajaran. Nilai rata-rata pretest yang diperoleh sebesar 31, sedangkan nilai rata-rata posttest sebesar 52. Dari kedua nilai tersebut dapat diperoleh nilai gain sebesar 0,31 yang menunjukkan adanya dampak peningkatan hasil membaca permulaan siswa setelah menggunakan multimedia interaktif dengan model VAKT. Data penelitian ini juga didukung dengan perolehan hasil wawancara respon siswa terhadap multimedia interaktif dengan model VAKT, semua siswa menjawab suka dan menambah semangat pada saat menggunakan multimedia, beberapa responden mengatakan bahwa multimedia tersebut mudah untuk dipahami, semua responden menjawab tampilan multimedia menarik dan beberapa responden mengatakan multimedia mudah digunakan. Berdasarkan jawaban responden tersebut dapat disimpulankan dari hasil wawancara yang diperoleh, siswa menjadi semangat dan menambah pengetahuan dalam belajar dikarenakan adanya multimedia interaktif; This study aims to look at the effects of increasing reading dyslexic students beginning in grade 2 SDN 138 Gegerkalong after being treated using interactive multimedia model with VAKT (Visual Auditory Kinesthetic Tactile). Dyslexia is one kind of learning difficulties, especially difficulties in reading and writing are usually experienced by some children in this world. While reading the beginning has a meaning as a basic reading level or beginning to study the code symbol that has meaning and can be translated into sound. The method used in this research is mixed method by using a sequential explanatory strategy, consisting of quantitative methods (Primer) and in tunjang qualitative methods (secondary). To determine the quality of the testing dilkakukan multimedia developed by media experts and subject matter experts using a questionnaire developed by the Multimedia Mania Version 2003. From the test results obtained by media expert assessment of 83.13 which includes keladam category is excellent and expert assessment of the material by 87 , 40 were included into the category very well. Based on the two values dapaat concluded that interactive multimedia model with this VAKT eligible for use in learning. The average value of pretest obtained at 31, while the average post-test score of 52. Of these two values can be obtained gain value of 0.31 which showed the impact of increased results read beginning students after using interactive multimedia with VAKT models. The research data is also supported by the acquisition of interviews students' responses to interactive multimedia model with VAKT, all students answered like and pep while using multimedia, few respondents said that multimedia is easy to understand, all the respondents said multimedia display interesting and some respondents said easy to use multimedia. Based on the respondents' answers can disimpulankan obtained from interviews, students become spirit and increase knowledge in the study because of their interactive multimedia. some respondents said that the multimedia is easy to understand, all the respondents said multimedia display interesting and some respondents said multimedia is easy to use. Based on the respondents' answers can disimpulankan obtained from interviews, students become spirit and increase knowledge in the study because of their interactive multimedia. some respondents said that the multimedia is easy to understand, all the respondents said multimedia display interesting and some respondents said multimedia is easy to use. Based on the respondents' answers can disimpulankan obtained from interviews, students become spirit and increase knowledge in the study because of their interactive multimedia. |
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| Item Description: | http://repository.upi.edu/48890/1/S_KOM_1407429_Title.pdf http://repository.upi.edu/48890/2/S_KOM_1407429_Abstract.pdf http://repository.upi.edu/48890/3/S_KOM_1407429_Table_of_content.pdf http://repository.upi.edu/48890/4/S_KOM_1407429_Chapter1.pdf http://repository.upi.edu/48890/5/S_KOM_1407429_Chapter2.pdf http://repository.upi.edu/48890/6/S_KOM_1407429_Chapter3.pdf http://repository.upi.edu/48890/13/S_KOM_1407429_Chapter4.pdf http://repository.upi.edu/48890/7/S_KOM_1407429_Bibliography.pdf http://repository.upi.edu/48890/9/S_KOM_1407429_Chapter5.pdf http://repository.upi.edu/48890/10/S_KOM_1407429_Appendix1.pdf http://repository.upi.edu/48890/8/S_KOM_1407429_Appendix2.pdf http://repository.upi.edu/48890/14/S_KOM_1407429_Appendix3.pdf http://repository.upi.edu/48890/17/S_KOM_1407429_Appendix4.pdf http://repository.upi.edu/48890/15/S_KOM_1407429_Appendix5.pdf http://repository.upi.edu/48890/16/S_KOM_1407429_Appendix6.pdf http://repository.upi.edu/48890/11/S_KOM_1407429_Appendix7.pdf http://repository.upi.edu/48890/12/S_KOM_1407429_Appendix8.pdf |