PENGARUH TEKNIK GENERATING INTERACTIONS BETWEEN SCHEMATA AND TEXT (GIST) TERHADAP KEMAMPUAN MEMBACA PEMAHAMAN TEKS EKSPLANASI SISWA KELAS VI SEKOLAH DASAR

• Main Author: Hanifah Eka Nuryani, - (Author)
• Format: Book
• Published: 2021-08-19.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata
• Notes: http://repository.upi.edu/65352/1/S_PGSD_1703453_Tittle.pdf; http://repository.upi.edu/65352/2/S_PGSD_1703453_Chapter1.pdf; http://repository.upi.edu/65352/3/S_PGSD_1703453_Chapter2.pdf; http://repository.upi.edu/65352/4/S_PGSD_1703453_Chapter3.pdf; http://repository.upi.edu/65352/5/S_PGSD_1703453_Chapter4.pdf; http://repository.upi.edu/65352/6/S_PGSD_1703453_Chapter5.pdf; http://repository.upi.edu/65352/7/S_PGSD_1703453_Appendix.pdf
• Keywords: L Education (General); LC Special aspects of education

Penelitian ini dilakukan untuk mengetahui kemampuan membaca pemahaman pada teks eksplanasi siswa kelas VI sekolah dasar sebelum dan setelah menggunakan teknik Generating Interactions Between Schemata and Text (GIST) serta pengaruh penerapan Teknik GIST tersebut. Penelitian pre-eksperimen ini menggunakan one group pretest-posttest design. Sampel pada penelitian ini yaitu siswa kelas VI sekolah dasar yang berjumlah 24 orang. Metode pengumpulan datanya adalah tes objektif pilihan ganda, yang diuji normalitasnya, homogenitas, nilai N-Gain dan regresi linier sederhana. Hasil rata-rata nilai kemampuan membaca pemahaman siswa meningkat yaitu dari 53,33 menjadi 60,42, sedangkan persentase kemampuan siswa menjawab benar dari tiap indikator bervariasi, dengan rata-rata awal 67,83% menjadi 78,92%. Secara aktual, dapat dikatakan bahwa setelah diberi perlakuan hasil rata-rata posttest siswa berubah dan bervariasi, ada yang naik, stabil, bahkan turun. Hal ini menyebabkan perhitungan regresi linier sederhana menunjukkan bahwa Teknik GIST memiliki pengaruh terhadap kemampuan membaca pada teks eksplanasi sebesar 53,6%. Namun dari peningkatan yang tidak signifikan, membuat Teknik GIST tidak efektif untuk meningkatkan kemampuan membaca pemahaman pada teks eksplanasi. Hal ini didukung dengan nilai rata-rata N-Gain hanya sebesar 0,12 berada pada kategori rendah. ----- This study was conducted to determine the ability of reading comprehension on the text of the explanation the students of class VI elementary school before and after using the technique of Generating Interactions Between Schemata and Text (GIST) as well as the influence of the application of the Technique GIST of these. Pre-experimental research is using one group pretest-posttest design. The sample in this research is the students of class VI elementary school which amounted to 24 people. The data collection method is an objective test of multiple choice, which is tested as above, the homogeneity, the value of N-Gain, and simple linear regression. The results of the average value of the ability to read students 'understanding increased from 53,33 be 60,42, while the percentage of students' ability to answer the right of each indicator varies, with the average initial 67,83% to 78,92%. Actually, it can be said that after given the treatment results in an average posttest of the students changed and varied, there is a rising, steady, even down. This leads to the calculation of simple linear regression showed that the Technique of GIST have an influence on the ability to read in a text explanation of the 53.6%. But of the increase is not significant, making the Technique GIST is not effective to improve the ability of reading comprehension on the text explanation. This is supported by the average value of N-Gain amounted to only 0.12 to be in the low category.