This study aims to determine the effect of reading and critical thinking techniques on students' reading comprehension skills. This study uses quantitative research methods with experimental methods with treatment with a 2 x 2 level design with 40 samples. The data used analysis variance and continued with Tukey and Least Square Differences (LSD) tests. The results showed that: (1) reading comprehension skills of students who learn to use reading techniques Directed Reading Thinking Activity is higher than students who learn to use reading techniques Preview, Question, Read, Reflect, Recite, and Review, (2) there is no interaction effect between reading and critical thinking techniques to students' reading comprehension skills, (3) for groups of students who think highly critically and use the technique of reading Directed Reading Thinking Activity higher than students who use reading techniques Preview, Question, Read, Reflect, Recite, and Review, (4) for groups of students who think critically low and use the techniques of reading Preview, Question, Read, Reflect, Recite, and Review are not higher than students who use the technique of reading Directed Reading Thinking Activity. Subsequent experiments are expected to find the right reading technique for students who think critically low on comprehension reading skills.
This study aims to find out the implementation of inclusive education in SD Tumbuh ABSTRAKPenelitian ini bertujuan untuk mengetahui pelaksanaan pendidikan inklusi di SD Tumbuh 2 Yogyakarta. Jenis penelitian ini adalah penelitian kualitatif. Teknik pengumpulan data menggunakan observasi berperan serta (participant observation), wawancara, dan dokumentasi. Teknik analisis data yang digunakan dalam penelitian ini adalah metode deskriptif. Hasil penelitian menunjukkan bahwa SD Tumbuh 2 sudah tidak mengenal terminologi ABK dimana anak tidak dilihat dari hambatannya tetapi potensi yang bisa dikembangkan dari diri anak tersebut. Aktivitas kelas direncanakan dengan mempertimbangkan keadaan latar belakang peserta didik. Aktivitas kelas mendorong peserta didik untuk saling berkomunikasi. Guru selalu mendukung semua aktivitas siswa dengan tegas dan secara terarah. Meskipun terdapat beberapa siswa yang berkebutuhan khusus, guru tidak pernah melabel siswa sebagai seseorang yang merepotkan. Semua peserta didik diberikan kesempatan yang sama untuk ambil bagian dalam kegiatan khusus di kelas. Kata kunci: Pendidikan, inklusi, pelaksanaan PENDAHULUANPendidikan tidak memandang latar belakang ras, suku, etnik tertentu, agama, kemampuan, karakteristik atau perbedaan yang ada, sehingga pendidikan harus bersifat terbuka untuk semua. Hal tersebut akan mendukung tujuan akhir pendidikan yang
The purpose of the research to describe the types of difficulties in reading the beginning, the causes of difficulty reading the beginning, and the efforts of the teacher in the face of difficulty reading beginning in Grade 1 students at SDN Demangan Yogyakarta. This type of research is qualitative descriptive research, with data collection using interviews, observations, and documentation. The results show that there are types of difficulties in reading the beginning of students, namely the lack of student recall, difficulty spelling when the consonant is in the middle, difficulty seeing long distances, mistakes in changing letters, not yet Punctuation and difficulties in letter recognition. Factors for the cause of difficulty reading early physiological, intellectual, psychological, and solutions and efforts that have been done by the teacher in the learning process on the reading activities using Vidio to learn to read, using letters cards and Learning guidance.
This study descriptively to find the tendency of listening skill to the story class V SD 1Petir, Piyungan, Bantul by using puppet media and hand puppet media. Comparatively to describe the differences in the use of puppet and hand puppet for the sill of listening to stories class V SD 1 Petir, Piyungan, Bantul. This research is a type of experimental research. This research was conducted at SD 1Petir, Piyungan, Bantul with a population of all class V consisting of 38 students. The sample used was random sampling. Class VA as an experimental class and class VB as a control class. Data was collected using the test, observations, and documentation techniques. The data analysis technique used prerequisite t-test analysis, including the distribution, normalize test, and the variance homogeneity test. The hypothesis in this study is the use of puppet media influences the student's skill of listening to stories class V SD 1 Petir, Piyungan, Bantul. The results of the posttest t-test calculation of the experimental class and the control class obtained values p = 0,013 < 0,05, then it can be stated that the hypothesis is accepted, that there is a very significant effect using puppet media on the listening skills of class students V SD 1 Petir, Piyungan, Bantul. The average score of the control class was 73,72 which was classified as a high category, in contrast to the average score of experimental class 78,80 which was classified as very high with a difference of 05,08. Based on the score data above, it can be seen that the teacher must choose innovative learning media so that it can improve students learning abilities in the classroom, especially listening skills.
The purpose of this study was to determine character education in the Gigana (Digital Disaster Mitigation) Comic Earthquake. This type of research is a qualitative descriptive study. This research uses the Abrams model pragmatic theory, which is the study of language usage that is associated with the context of its use. Data collection techniques namely refer, read, and note. Data analysis using Miles and Huberman consisting of data reduction, data display, and conclusion drawing and verification. The results of the study show that Comics as reading can benefit readers, namely children. Character education can be found in children's reading, one of them through comics. In the comic titled Comics Gigana (Digital Disaster Mitigation) Earthquakes by Siti Anafiah and Shanta Rezkita found 6 character values, namely peace, independence, responsibility, peace, environmental care, and social care. Such character education can be found through characters, characterizations, plot, settings, and mandates in the story.
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