Desain Dongeng Imajinatif dalam Pembelajaran Oral Reading Fluency di Kelas Rendah Sekolah Dasar

Author


Chandra Chandra(1Mail), Annisa Kharisma(2), Nessya Fitryona(3),
Pendidikan Guru Sekolah Dasar, Universitas Negeri Padang, Indonesia(1)
Pendidikan Dasar, Universitas Pendidikan Indonesia, Indonesia(2)
Pendidikan Seni Rupa, Universitas Negeri Padang, Indonesia(3)

Mail Corresponding Author
Article Analytic
  Download PDF   [File Size: 377KB]  Language: id
Published : 2023-01-02
Copyright (c) 2023 Chandra Chandra, Annisa Kharisma, Nessya Fitryona

Article can trace at:


Article Metrics

Abstract Views: 140 times PDF Downloaded: 49 times

Abstract


Dongeng imajinatif sangat jarang dibaca oleh anak-anak di pedesaan Indonesia, terutama dongeng imajinatif yang disajikan dengan ilustrasi yang menarik. Menghasilkan buku dongeng imajinatif dengan ilustrasi menarik dan perkembangan sikap positif anak dalam cerita merupakan tujuan dari penelitian ini. Jenis penelitian yang dilakukan, yaitu education design research. Model penelitian pengembangan yang digunakan adalah model Plomp dengan tiga tahapan yaitu penelitian pendahuluan, tahap prototype, dan tahap penilaian. Hasil penelitian menunjukkan bahwa dongeng imajinatif diciptakan dengan perkembangan sikap positif dan berpikir kritis dengan desain ilustrasi yang menarik dan menghadirkan kemajuan teknologi yang bermanfaat bagi program gerakan literasi sekolah. Hasil pengujian dalam pembelajaran Oral Reading Fluency menunjukkan bahwa dongeng imajinatif berpengaruh positif terhadap perkembangan sikap positif anak, meningkatkan kemampuan berpikir kritis, berhasil dalam literasi dasar, dan mendukung gerakan literasi sekolah di Indonesia. Dongeng imajinatif sangat cocok untuk siswa generasi alpha


Keywords


dongeng imajinatif; oral reading fluency; berpikir kritis; sikap positif; literasi dasar.

References


Acikalin, M., & Kilic, H. (2017). The Role of Turkish National Holidays in Promoting Character and Citizenship Education. Journal of Social Science Education, 16(3), 74–83. https://doi.org/10.4119/jsse-844

Amry, A. (2018). The Effect of Twitter Activities in a Blended Learning Classroom Guided by Activity Theory on Students ’ Achievement and Attitudes. The Turkish Online Journal of Educational Technology, 17(2), 143–157. https://eric.ed.gov/?id=EJ1176184

Bacia, E., & Ittel, A. (2017). Education to Thrive in a Heterogeneous and Democratic Society--A Task for Citizenship and Character Education? Results of Case Studies in Three Berlin Schools. Journal of Social Science Education, 16(3), 40–51. https://eric.ed.gov/?id=EJ1155576

Budde, J., & Weuster, N. (2017). Class Council between Democracy Learning and Character Education. Journal of Social Science Education, 16(3), 52–61. https://doi.org/10.4119/jsse-842

Chandra, C., Rahman, R., Damaianti, V. S., & Syaodih, E. (2021). Krisis Kemampuan Membaca Lancar Anak Indonesia Masa Pandemi COVID-19. Jurnal Basicedu, 5(2), 903–910. https://doi.org/10.31004/basicedu.v5i2.848

Chandra, Habibi, M., Suriani, A., & Kharisma, A. (2021). The Role of Imaginative Fairy Tales in Reading Literacy. Jurnal Basicedu, 5(6), 5386–5396. https://doi.org/10.31004/basicedu.v5i6.1516

Chandra, Mayarnimar, & Habibi, M. (2018). Keterampilan Membaca dan Menulis Permulaan Menggunakan Model VARK untuk Siswa Sekolah Dasar. Jurnal Inovasi Pendidikan Dan Pembelajaran Sekolah Dasar, 2(1), 72–80. https://doi.org/10.24036/jippsd.v2i1.100050

D’Agostino, J. V., Rodgers, E., & Mauck, S. (2017). Addressing Inadequacies of the Observation Survey of Early Literacy Achievement. Reading Research Quarterly, 0(0), 1–19. https://doi.org/10.1002/rrq.181

Duron, R., Limbach, B., & Waugh, W. (2006). Critical Thinking Framework For Any Discipline. International Journal of Teaching and Learning in Higher Education, 17(2), 160–166. https://www.isetl.org/ijtlhe/pdf/IJTLHE55.pdf

Garrison, D. R., Anderson, T., & Archer, W. (2001). Critical thinking , cognitive presence , and computer conferencing in distance education. American Journal of Distance Education, 15(1), 7–23. https://doi.org/10.1080/08923640109527071

Gholami, J., & Qurbanzada, I. (2016). Key stakeholders’ attitudes towards teacher education programs in TEFL: A case study of Farhangian University in Iran. Journal of Teacher Education for Sustainability, 18(2), 5–20. https://doi.org/10.1515/jtes-2016-0011

Hamimah, H., Arlis, S., Arwin, A., Chandra, C., Anita, Y., Kenedi, A. K., & Kharisma, A. (2020). Thinking the Most Convenient Analysis of Alpha Generation by Using Social Science Story Digital Books. Elementary Education Online, 78–86. https://doi.org/10.17051/ilkonline.2020.654895

Hemmerechts, K., Kavadias, D., & Spruyt, B. (2017). Segregation and Socialization: Academic Segregation and Citizenship Attitudes of Adolescents in Comparative Perspective? Journal of Social Science Education, 16(2), 30–41. https://doi.org/10.4119/jsse-832

Hughes, H., Hall, N., & Pozzi, M. (2017). Library Experience and Information Literacy Learning of First Year International Students : An Australian Case Study. Communications in Information Literacy, 11(2), 302–323. https://doi.org/10.15760/comminfolit.2017.11.2.4

Kalindi, S. C., McBride, C., & Dan, L. (2018). Early Literacy Among Zambian Second Graders: The Role of Adult Mediation of Word Writing in Bemba. Reading Research Quarterly, 53(1), 7–27. https://doi.org/10.1002/rrq.180

Kolbe, K. D. (2015). Knowledge, Attitudes and Behaviour regarding Waste Management in a Grammar and a Comprehensive School in England - Results from a School Questionnaire. Journal of Teacher Education for Sustainability, 17(1), 58–71. https://doi.org/10.1515/jtes-2015-0005

Muhammadi, Taufina, & Chandra. (2018). Literasi Membaca untuk Memantapkan Sosial Siswa Sekolah Dasar. LITERA, 17(2), 202–212. https://doi.org/10.21831/ltr.v17i2.16830

Muroya, N., Inoue, T., Hosokawa, M., Georgiou, G. K., Maekawa, H., & Parrila, R. (2017). Scientific Studies of Reading The Role of Morphological Awareness in Word Reading Skills in Japanese : A Within-Language Cross-Orthographic Perspective The Role of Morphological Awareness in Word Reading Skills in. Scientific Studies of Reading, 21(6), 449–462. https://doi.org/10.1080/10888438.2017.1323906

Neoh, J. Y. (2017). Neoliberal Education ? Comparing Character and Citizenship Education in Singapore and Civics and Citizenship Education in Australia. Journal of Social Science Education, 16(3), 28–38. https://doi.org/10.4119/jsse-841

Nirmala, S. D. (2018). Kemampuan Berpikir Kritis Siswa Kelas Iv Se-Gugus 2 Purwasari Dalam Membaca Pemahaman Melalui Model Fives Dan Model Guided Reading. Jurnal Dinamika Pendidikan Dasar, 10(2), 44–58. https://doi.org/10.30595/dinamika.v10i2.3889

Plomp, T. (SLO), & Nieveen, N. (SLO). (2013). Educational Design Research. In Netzodruk, Enschede. https://doi.org/10.1007/978-1-4614-3185-5_11

Powley, E. H., & Taylor, S. N. (2014). Pedagogical Approaches to Develop Critical Thinking and Crisis Leadership. Journal of Management Education, 26(1). https://doi.org/10.1177/1052562913519081

Protopapas, A., Katopodi, K., Altani, A., & Georgiou, G. K. (2018). Word Reading Fluency as a Serial Naming Task Word Reading Fluency as a Serial Naming Task. Scientific Studies of Reading, 00(00), 1–16. https://doi.org/10.1080/10888438.2018.1430804

Puglisi, M. L., Hulme, C., Hamilton, L. G., Snowling, M. J., Puglisi, M. L., Hulme, C., Hamilton, L. G., Snowling, M. J., Puglisi, M. L., Hulme, C., Hamilton, L. G., Margaret, J., & Hamilton, L. G. (2017). Scientific Studies of Reading The Home Literacy Environment Is a Correlate, but Perhaps Not a Cause, of Variations in Children ’ s Language and Literacy Development. Scientific Studies of Reading, 21(6), 498–514. https://doi.org/10.1080/10888438.2017.1346660

Rodgers, E., Agostino, J. V. D., Harmey, S. J., Kelly, R. H., & Brownfield, K. (2016). Examining the Nature of Scaffolding in an Early Literacy Intervention. Reading Research Quarterly, 51(3), 345–360. https://doi.org/10.1002/rrq.142

Schiefele, U., & Schaffner, E. (2016). Factorial and construct validity of a new instrument for the assessment of reading motivation. Reading Research Quarterly, 51(2), 221–237. https://doi.org/10.1002/rrq.134

Steacy, L. M., Compton, D. L., Petscher, Y., Elliott, J. D., Smith, K., Rueckl, J. G., Sawi, O., Frost, S. J., Pugh, K. R., Steacy, L. M., Compton, D. L., Petscher, Y., Elliott, J. D., Smith, K., Rueckl, J. G., Sawi, O., Frost, S. J., & Pugh, K. R. (2018). Development and prediction of context-dependent vowel pronunciation in elementary readers. Scientific Studies of Reading, 00(00), 1–15. https://doi.org/10.1080/10888438.2018.1466303

Syukron, A. (2018). Ekoliterasi : Desain Pembelajaran Bahasa Indonesia Berwawasan Lingkungan. Seminar Nasional PS PBSI FKIP Universitas Jember, 61–70. https://jurnal.unej.ac.id/index.php/fkip-epro/article/view/11876

Thepsatitporn, S., & Pichitpornchai, C. (2016). Visual event-related potential studies supporting the validity of VARK learning styles’ visual and read/write learners. Advances in Physiology Education, 40(2), 206–212. https://doi.org/10.1152/advan.00081.2015

Tjeerd Plomp. (2013). Educational Design Research: an Introduction. In T. Plomp & N. Nieveen (Eds.), An Introduction to Educational Design Research (pp. 9–36). Netzodruk, Enschede.


Refbacks

  • There are currently no refbacks.