Model Multisensori: Solusi Stimulasi Literasi Anak Prasekolah

Ruhaena, Lisnawati

doi:10.22146/jpsi.6942

Cited by 21 publications

(37 citation statements)

References 20 publications

(23 reference statements)

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Pembelajaran dengan mengoptimalkan multisensori secara simultan dan saling mendukung, menjadikan anak lebih mudah menyimpan bentuk, kode, dan nama huruf (Ruhaena, 2015). Tiene (2000), otak sangat efektif memproses informasi jika disajikan secar input visual sekaligus didengarkan.…”

Section: Penelitian Ini Merupakan Penelitianunclassified

Metode Pembelajaran Multisensori Vakt Sebagai Upaya Meningkatkan Kemampuan Membaca Lancar Siswa Kelas Ii

Basam¹,

Sulfasyah²

2018

Pendidikan Dasar

View full text Add to dashboard Cite

Penelitian ini merupakan penelitian tindakan kelas yang bertujuan untuk meningkatkan kemampuan membaca lancar melalui metode multisensori VAKT (Visual, Auditory, Kinesthetic, Tactile) pada siswa kelas II Sekolah Dasar. Penelitian ini dilaksanakan dalam dua siklus yang terdiri atas empat komponen utama: 1) Perencanaan, 2) Pelaksanaan tindakan, 3) Observasi, dan 4) Refleksi. Subjek penelitian adalah siswa kelas II sebanyak 49 orang siswa. Pengumpulan data menggunakan tes dan observasi. Analisis data yang digunakan adalah dengan analisis data kuantitatif deskriptif. Hasil penelitian menunjukkan rata-rata hasil tes membaca lancar siswa pada siklus I sebesar 59.32 mengalami peningkatan sebesar 77.64 dari skor maksimal 100. Sebesar 81.63% siswa telah mencapai kriteria ketuntasan minimal (KKM) pada siklus kedua. Hal ini menunjukkan indikator yang ditetapkan yaitu sebesar 80% siswa mencapai KKM telah tercapai. Dengan demikian metode pembelajaran multisensori VAKT dapat meningkatkan kemampuan membaca lancar siswa kelas II.This study is a classroom action research that aims to improve the ability to read fluently through VAKT multisensory method (Visual, Auditory, Kinesthetic, Tactile) in grade II elementary school students. The research was conducted in two cycles consisting of four main components, namely: 1) Planning, 2) Implementation of action, 3) Observation, and 4) Reflection. The subjects of the study were the second grade students of 49 students. Data collection using test and observation, while data analysis used is with descriptive quantitative data analysis. The results showed the average of the results of students' reading tests on the first cycle of 59.32 has increased by 77.64 from a maximum score of 100. A total of 81.63% of students have achieved minimal mastery criteria (KKM) in the second cycle. This indicates that the indicator set by 80% of students reaching KKM has been achieved. Thus VAKT multisensory learning method can improve the ability to read fluently grade II students. This study is a classroom action research that aims to improve the ability to read fluently through VAKT multisensory method (Visual, Auditory, Kinesthetic, Tactile) in grade II elementary school students. The research was conducted in two cycles consisting of four main components, namely: 1) Planning, 2) Implementation of action, 3) Observation, and 4) Reflection. The subjects of the study were the second grade students of 49 students. Data collection using test and observation, while data analysis used is with descriptive quantitative data analysis. The results showed the average of the results of students' reading tests on the first cycle of 59.32 has increased by 77.64 from a maximum score of 100. A total of 81.63% of students have achieved minimal mastery criteria (KKM) in the second cycle. This indicates that the indicator set by 80% of students reaching KKM has been achieved. Thus VAKT multisensory learning method can improve the ability to read fluently grade II students.

show abstract

Section: Penelitian Ini Merupakan Penelitianunclassified

Metode Pembelajaran Multisensori Vakt Sebagai Upaya Meningkatkan Kemampuan Membaca Lancar Siswa Kelas Ii

Basam¹,

Sulfasyah²

2018

Pendidikan Dasar

View full text Add to dashboard Cite

show abstract

“…Diharapkan ciri-ciri dan efektifitas taman baca masyarakat/perpustakan di Bandung dan Surabaya ini dapat diterapkan dan dikembangkan dengan dimodifikasi berdasarkan situasi yang ada di kelurahan Kaliombo Kota Kediri dan dapat sangat berguna untuk menumbuhkan minat baca anak. Sedangkan pendekatan pembelajaran taman baca ramah anak akan dilakukan dengan menggunakan model multisensori, (Ruhaena, 2015) dan berbasis pada keluarga yang saat ini menjadi bidang kajian yang berkembang pesat. (Anderson et al, n.d.) Taman baca masyarakat dapat dijadikan sebagai wahana untuk menumbuhkan minat baca membaca merupakan modal utama untuk kemajuan suatu bangsa, oleh karena itu minat baca harus ditumbuhkan pada masyarakat sejak usia dini.…”

Section: Abstrakunclassified

Menumbuhkan Minat Baca Sejak Dini di Taman Baca Masyarakat

Khoiruddin

Taulabi²,

Imron³

2016

An-Nafs

View full text Add to dashboard Cite

Reading is the capital key in progressing a nation, therefore, interest in reading must be grown in the community from an early age. Reading park community is an ideal place as an idea to play, learning and development of reading interest. Therefore, the introduction of reading park community in children from an early age discourse that presents books to children is one way to foster interest in reading for children. By growth habit of reading can boost the quality life-style, creativity, independence, struggle effort, and competitiveness next time. That reading park community can be a medium in promoting interest in reading for early childhood do several activities, namely: activities cooking contest, a bazaar of books and used clothing, drawing, coloring contest, reading stories and storytelling, training reading stories and storytelling for parents. In addition, there is a series of structuring reading park community for example, the addition of facilities and infrastructure, adding books to children, reading the management of park management system, organizing Reading Park, the design of the room. Such steps undertaken to encourage children and parents to come to the park to read, with their coming in the park to read, they know that there are many sources of interesting reading, with their interest in books and other reading materials are expected to encourage children to love reading

show abstract

“…Multisensory model is an integrated early literacy stimulation initiated at home by parents in a fun, playful situation while stimulating children's senses at once. Ruhaena (2015) affirmed that in this model, parents have strategic role as educators, playing activities have a strategic learning process, and literacy is basic learning subject, then multisensory approach is an effective learning method. Ruhaena (2015) design a multisensory model to stimulate literacy in preschoolers.…”

mentioning

confidence: 97%

“…For this reason, the mothers receive training to increase their knowledge about multisensory method for early literacy stimulation. In addition, the supporting media in literacy activities are also provided in a package (Ruhaena, 2015). Praptiningrum and Purwandari (2009).…”

mentioning

confidence: 99%

“…Praptiningrum and Purwandari (2009). Ruhaena (2015) found multisensory models as a solution for early literacy stimulation; Fitri (2018) examined the development of multisensory model in early childhood with special needs; Sejati and Yumpi-R (2016) disclosed the influence of multisensory method on the ability to remember the alphabet; Basam and Sulfasyah (2018) studied the multisensory VAKT learning method as an effort to improve the reading skills of class II students; and Praptiningrum and Purwandari (2009) The present study is different from previous studies on early literacy and multisensory method that have been carried out previously. First, the present study was conducted in Surakarta in which multisensory model for literacy stimulation had never been applied in any school.…”

mentioning

confidence: 99%

See 1 more Smart Citation

Multisensory Model: Implementation and Contribution of Home Early literacy Stimulation

Ruhaena

Moordiningsih

2019

jpsi

Self Cite

View full text Add to dashboard Cite

A multisensory model was implemented to improve the stimulation and development of early literacy skill. This implementation was conducted on 56 mothers and their children aged 3-5 years old, by giving them literacy media and assistance to the mothers. The assistance was carried out by 21 literacy ambassadors. Each literacy ambassador helped 2-3 mothers. Mixed-Method Action Research (MMAR) was conducted to implement the multisensory model and evaluate its contribution. Quantitative data were collected by scales, while qualitative data were collected by observation, interviews, and questionnaires. Quantitative data analysis was done with Paired Sample T-Test, and qualitative data analysis was conducted with content analysis. Once the multisensory model was applied, the stimulation of children's literacy shifted from a textual way to a contextual way. Multisensory models contributed to creating a storybook reading routine and playing hand puppets, letter cards, and activity books. This contribution was very important because it significantly increased literacy activity and developed children’s literacy skill.

show abstract

Model Multisensori: Solusi Stimulasi Literasi Anak Prasekolah

Cited by 21 publications

References 20 publications

Metode Pembelajaran Multisensori Vakt Sebagai Upaya Meningkatkan Kemampuan Membaca Lancar Siswa Kelas Ii

Metode Pembelajaran Multisensori Vakt Sebagai Upaya Meningkatkan Kemampuan Membaca Lancar Siswa Kelas Ii

Menumbuhkan Minat Baca Sejak Dini di Taman Baca Masyarakat

Multisensory Model: Implementation and Contribution of Home Early literacy Stimulation

Contact Info

Product

Resources

About