scholarly journals Stimulation of GrosImproving Children’s Early Reading Skills Using Home Environmental Print Models Motor Development in Early Childhood

2019 ◽  
Author(s):  
Ismaniar Ismaniar ◽  
Jamaris Jamaris ◽  
Wisroni Wisroni
Keyword(s):  
Early Childhood ◽  
Motor Development ◽  
Reading Skills ◽  
Early Reading ◽  
Environmental Print ◽  
Early Reading Skills ◽  
Stimulation Of

scholarly journals Penerapan Metode Dirosati dalam Mengembangkan Kemampuan Baca Sejak Dini di TPQ Nurul Falah Bringin Lawang Jenggawah

2021 ◽  
Vol 1 (1) ◽  
pp. 21-32
Author(s):  
Alivia Intan ◽  
Abdul Karim
Keyword(s):  
Early Childhood ◽  
Reading Skills ◽  
Early Reading ◽  
Qualitative Approach ◽  
Learning Method ◽  
Home Program ◽  
Case Study Design ◽  
Early Reading Skills ◽  
Real Work

The Dirosati method is the easiest method to apply to early childhood children. TPQ Nurul Falah is one of the Qur'an Education Parks located in Bringin Lawang Village, Jenggawah District, Jember Regency which uses the Dirosati learning method, using this method TPQ Nurul Falah has grown rapidly since 2002-now with approximately 500 students. The focus of the research studied in the Real Work Lecture from Home program is, 1) How is the implementation of the Dirosati method in improving the ability to read Quran in TPQ Nurul Falah, 2) How is the evaluation of the Dirosati learning method in improving the ability to read the Qur'an at TPQ Nurul Falah. The objectives in this program are 1) to describe the implementation of the Dirosati method in improving the ability to read the Quran in TPQ Nurul Falah, 2) to describe the evaluation of the Dirosati learning method in improving the ability to read the Quran in TPQ Nurul Falah. The approach used in this research is a qualitative approach (Juridical Empirical) and will be developed by researchers with a case study design, namely analyzing the application of the Dirosati method in developing early reading skills in children at TPQ Nurul Falah Bringin Lawang Jenggawah, as for the type of approach using the Triangulation method (Observation, interviews and documentation). Keywords: Dirosati Method, TPQ Nurul Falah, Reading the Quran Ability, Santri. Abstrak Metode Dirosati merupakan metode yang paling mudah diterapkan kepada anak-anak usia dini. TPQ Nurul Falah adalah salah satu Taman Pendidikan al-Qur’an yang berada di Desa Bringin Lawang, Kecamatan Jenggawah, Kabupaten Jember, yang menggunakan metode pembelajaran Dirosati, dengan menggunakan metode ini TPQ Nurul Falah berkembang pesat sejak tahun 2002 hingga sekarang dengan jumlah santri kurang lebih 500 orang. Fokus penelitian yang diteliti dalam program Kuliah Kerja Nyata dari rumah ini adalah 1) Bagaimana pelaksanaan metode dirosati dalam meningkatkan kemampuan membaca al-Qur’an di TPQ Nurul Falah; 2) Bagaimana evaluasi metode pembelajaran dirosati dalam meningkatkan kemampuan membaca al-Qur’an di TPQ Nurul Falah. Tujuan dalam program ini: 1)untuk mendiskripsikan pelaksanaan metode dirosati dalam meningkatkan kemampuan membaca al-Qur’an di TPQ Nurul Falah, 2)untuk mendiskripsikan evaluasi metode pembelajaran dirosati dalam meningkatkan kemampuan membaca al-Qur’an di TPQ Nurul Falah. Pendekatan yang digunakan dalam penelitian ini yaitu pendekatan kualitatif (yuridis empiris) dan akan dikembangkan oleh peneliti dengan desain studi kasus yakni menganalisa penerapan metode Dirosati dalam mengembangkan kemampuan baca sejak dini pada anak di TPQ Nurul Falah Bringin Lawang, Jenggawah, adapun jenis pendekatan dengan metode triangulasi (observasi, wawancara dan dokumentasi). Kata Kunci: Metode Dirosati, TPQ Nurul Falah, Kemampuan Membaca al-Qur'an, Santri

scholarly journals PENGGUNAAN MULTIMEDIA DAN ANIMASI INTERAKTIF TERHADAP KETERAMPILAN MEMBACA PERMULAAN SISWA

Instruksional ◽  
2020 ◽  
Vol 1 (2) ◽  
pp. 172
Author(s):  
Andriyani Andriyani ◽  
Happy Indira Dewi ◽  
Zulfitria Zulfitria
Keyword(s):  
Early Childhood ◽  
Statistical Analysis ◽  
Multiple Regression ◽  
Research Design ◽  
Experimental Research ◽  
Research Method ◽  
Reading Skills ◽  
Early Reading ◽  
Early Reading Skills ◽  
Interactive Animation

The purpose of this study was to determine the effect of the use of multimedia and interactive animation on early reading skills in early childhood. This research was conducted at TK Lab School FIP UMJ and Kindergarten Ketilang which involved 60 students in TK B group. The research method was using experimental research design statistics with 2x2 treatment with level design. The results of the multiple regression statistical analysis prove that multimedia and interactive animation have positive and significant effects. This can be proven from the results of the multiple regression statistical analysis it is known that Multimedia has a positive and significant effect on Early Reading Skills, meaning that multimedia and animation together (simultaneously) affect early reading skills.

scholarly journals Social Cognitive Approach through Interactive Multimedia for Early Reading Learning

2021 ◽  
Vol 13 (1) ◽  
pp. 32
Author(s):  
Indah Nurmahanani
Keyword(s):  
Reading Skills ◽  
Interactive Multimedia ◽  
Social Cognitive ◽  
Cognitive Learning ◽  
Early Reading ◽  
Cognitive Approach ◽  
Early Reading Skills ◽  
Social Cognitive Learning ◽  
Skill Scores ◽  
Post Test

This study developed a learning model to improve students’ early reading skills in Indonesia. The model is based on social cognitive learning theory and is implemented using interactive multimedia. The research method uses Design-Based Research (DBR) and the subjects are 195 first and second graders of an elementary school in Bandung, West Java. The findings of the study show that social cognitive learning can be integrated and implemented through interactive multimedia and that interactive-multimedia-assisted social cognitive model (IMAS Model) can improve early reading skills. Students’ average early reading skill scores were measured using Early Grade Reading Assessment (EGRA) instrument before and after intervention to see the effectiveness of the model. Pre-test – post-test results comparison showed that students’ average early reading scores increased after learning using IMAS Model. Students’ average scores of reading letters, reading syllables, reading words, reading sentences, and reading comprehension skills at pre-test were 78.06, 67.06, 60.92, 55.21, and 44.95, respectively. These scores respectively increased to 92.71, 92.45, 88.58, 74.60, and 87.08 at post-test, indicating that IMAS Model is effective to increase early reading skills.

scholarly journals UPAYA MENINGKATKAN KETERAMPILAN MEMBACA PERMULAAN MELALUI METODE SUKU KATA BERBASIS MEDIA KARTU GAMBAR PADA SISWA KELAS1 MI NURUS SHIBYAN AMBAT TLANAKAN PAMEKASAN

2021 ◽  
Vol 2 (2) ◽  
pp. 145-157
Author(s):  
Mutimmah Fawaid
Keyword(s):  
Action Research ◽  
Data Collection ◽  
Reading Skills ◽  
Early Reading ◽  
Early Reading Skills ◽  
Average Value ◽  
The Third ◽  
Teacher Skills ◽  
The Media ◽  
The Subject

Abstrak Keterampilan membaca permulaan siswa masih rendah dikarenakan kurangnya keterampilan guru dalam mengolah pembelajaran menjadi menarik, hal ini menyebabkan siswa kurang antusias dalam membaca sehingga siswa lebih asyik bicara sendiri dengan teman sebangkunya. Penelitian ini memfokuskan pada: apakah ada peningkatan dalam membaca setelah menggunakan metode suku kata berbasis media kartugambar dan Apakahfaktor yang mempengaruhi dalam keterampilan membaca permulaan. Jenispenelitian ini adalah penelitian tindakan kelas sedangkan sabjeknya ialah seluruh siswa kelas 1 MI Nurus Shibyan Ambat dengan jumlah 18 siswa. Metode yang digunakan dalam pengumpulan data adalah wawancara, observasi, tes dan dokumentasi. Dalam membaca permulaan peneliti penggunaan metode suku kata berbasis media kartu gambar dari hasil tersebut terlihat adanya peningkatan keterampilan membaca permulaan pada siswa. Hal ini dibuktikan pada saat sebelum diberi tindakan nilai rata-rata dari seluruh siswa masih rendah yaitu 45,27, dan presentase ketuntasan klasikalsiswa 16,67%. Pada siklus I setelah diberi tidakanya itu dengan menggunakan metode suku kata berbasis media kartu gambar nilai rata-rata siswa meningkat menjadi 57,5 dan presentase ketuntasan klasikal sebesar 27,78%. pada siklus II nilai rata-rata siswa meningkat menjadi 67,5 sedangkan presentase ketuntasan siswa menjadi 55,56%. Dan pada pelaksanaan siklus III nilai rata-rata siswa meningkat menjadi 78,88 dan peningkatan presentase ketuntasan siswa mencapai 83,33%.  Kata Kunci: Membaca Permulaan, Suku Kata Berbasis Kartu Gambar Abstract Reading skills at the beginning of students are still low due to the lack of teacher skills in processing learning to be interesting, this causes students to be less enthusiastic in reading so that students are more engrossed in talking to themselves with their peers. This study focuses on: is there an increase in reading after using the syllabic media-based syllable method and what are the influencing factors in early reading skills. This type of research is classroom action research while the subject is all grade 1 students of MI NurusShibyanAmbat with a total of 18 students. The methods used in data collection are interviews, observation, tests and documentation. In reading the beginning of the researcher the use of the syllabus-based media method of the image card shows that there is an increase in students' beginning reading skills. This was evidenced at the time before being given an action the average value of all students was still low at 45.27, and the percentage of classical completeness of students was 16.67%. In the first cycle after being given the act of using syllables based on the media card the average value of students increased to 57.5 and the percentage of classical completeness was 27.78%. in cycle II the average value of students increased to 67.5 while the percentage of student completeness to 55.56%. And in the implementation of the third cycle the average value of students increased to 78.88 and the percentage ofstudentscompleteness reached 83.3%. Keywords: Reading Beginning, Syllables Based On Picture Cards

Growth in early reading skills from kindergarten to third grade

2004 ◽  
Vol 29 (3) ◽  
pp. 312-332 ◽  
Author(s):  
Deborah L. Speece ◽  
Kristen D. Ritchey ◽  
David H. Cooper ◽  
Froma P. Roth ◽  
Christopher Schatschneider
Keyword(s):  
Reading Skills ◽  
Early Reading ◽  
Third Grade ◽  
Early Reading Skills
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