DOI of the published article https://doi.org/10.23969/jp.v8i1.8700
KWL Strategy (Know Want to Know Learned) on Elementary School Students' Reading Ability
Strategi KWL (Know Want to Know Learned) pada Kemampuan Membaca Siswa Sekolah Dasar
DOI:
https://doi.org/10.21070/ups.1897Keywords:
KWL Strategy, Ability, Read , StudentAbstract
This study aims to determine differences in reading interest and reading ability between groups of students who study using the KWL (know, want, and learn) strategy and students who learn to use conventional strategies in grade 1 students at SDN Mojoruntut 2, Krembung District. Researchers use a qualitative approach which prioritizes the search for concepts, meanings and symptoms in a natural phenomenon. There is a significant difference in the effective reading ability between students who are taught with the KWL strategy and students who are taught with conventional strategies in class I students at SDN Mojoruntut 2, Krembung District. As well as significant differences related to reading interest and effective reading skills between students who were taught with the KWL strategy and students who were taught with conventional strategies in class I students at SDN Mojoruntut 2, Krembung District.
Downloads
References
F. Rahim, Pengajaran Membaca di Sekolah Dasar. Jakarta: Bumi Aksara, 2011.
D. Fitria, “Studi Literature Analisis Strategi KWL (Know Want To Know Learned) Pada Pembelajaran Bahasa Indonesia Di Sekolah DasaR,” Universitas Muhammadyah Sidoarjo, 2020.
I. P. Wulandari, “Implementasi Strategi Pembelajaran Kwl (Know-Want To Know-Learned) Terhadap Kemampuan Membaca Peserta Didik Kelas III C SDN Purwodadi Simpang,” Universitas Raden Intan Lampung, 2020.
I. Mayasari, “Pengaruh strategi membaca kwl ( know- want to know- learned) melalui media kartu gambar terhadap keterampilan membaca pemahaman (Penelitian pada Siswa Kelas 3 SD Muhammadiyah Kutoarjo),” Universitas Muhammadiyah Magelang, 2019.
dan H. S. Fitriana, I Nyoman Karma, “Meta-Analisis Pengaruh Strategi Kwl Membaca Pemahaman Kelas Tinggi,” Prog. Pendidik., vol. 2, no. 1, 2021, doi: 10.29303/prospek.v2i1.96.
M. Nur, Strategi-strategi Belajar, Edisi 2. Surabaya: UNS Pusat Sains dan Matematika Sekolah, 2005.
F. A. Dimar and D. Wardana, “Upaya Meningkatkan Kemampuan Membaca Pemahaman bagi Siswa Berkesulitan Belajar Membaca Melalui Strategi KWL (Know, Want, Learned) Pada Siswa Kelas III Sekolah Dasar Negeri Muncul 02,” J. Perseda, vol. 5, no. 2, pp. 124–129, 2022.
D. Fitria, “Pengaruh Strategi Pembelajaran KWL (Know Want To Know Learned) Terhadap Kemampuan Membaca Pemahaman Siswa Kelas Iii Di Sd Negeri Sawocangkring,” Universitas Muhammadiyah Sidoarjo, 2020.
S. Somadayo, Strategi dan Tenik Pembelajaran Membaca. Yogyakarta: Graha Ilmu, 2018.
Nuriadi, Pembaca Teknik Jitu menjadi Terampil. Yogyakarta: Pustaka Belajar, 2008.
R. Mulyaningtyas, “Aktivitas Membaca Nyaring Untuk Anak Usia 0-2 Tahun,” J. Inov. Pendidik., vol. 1, no. 1, 2017.
I. N. Sudiana, Membaca. Malang: Universitas Negeri Malang (UM Press), 2007.
Soedarso, Speed Reading Sistem Membaca Cepat dan Efektif. Jakarta: PT Gramedika Pustaka Utama, 2004.
Zubaedi, Strategi Taktis Pendidikan Karakter Untuk Paud dan Sekolah. Depok: PT Grafindo Persada, 2017.
T. M. Yunus Abidin and H. Yunansah, Pembelajaran Literasi. Jakarta: Bumi Aksara, 2017.
H. G. Tarigan, Membaca Sebagai Suatu Keterampilan Berbahasa. Bandung: angkasa, 2018.
N. D. & Y. Lincoln, Entering The Field Of Qualitative Research. CA: Sage Publication, 1994.
R. B. & S.Biklen, Qualitative Research For Education. Boston MA: Allyn and Bacon, 1992.
J. Cresswell, Research Disig: Qualitative & Quantitative Aooriaches. CA: Sage Publication, 1998.
P. S. Rahmat, “Penelitian Kualitatif,” Equilibrium, vol. 5, no. 9, 2009.
Downloads
Additional Files
Posted
License
Copyright (c) 2023 UMSIDA Preprints Server
This work is licensed under a Creative Commons Attribution 4.0 International License.
