Model kognitif sosial pemahaman membaca pada anak

Hidayah, Rifa (2012) Model kognitif sosial pemahaman membaca pada anak. Doctoral thesis, Universitas Gadjah Mada.

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Abstract

Reading comprehension is the basic ability in elementary school. Unfortunately the Indonesian children’s ability to read comprehensively is much lower than other countries’. Therefore research in reading comprehension among elementary school children is a must. Objective of this research was to examine whether the theoretical model is suitable to the empirical social cognitive model (school literacy environments, home literacy environments, and parental involvement, reading metacognition and reading motivation) influence children’s reading comprehension with empirical data, also to investigate how each variable supports and influence the reading comprehension directly and indirectly. The endogen variables were reading comprehension, reading metacognition, and reading motivation. Exogenous variables ware school literacy environments, home literacy environments and parental involvement. Reading comprehension was measured by a reading comprehension test in bahasa indonesia, reading motivation scale was used to measure reading motivation, reading metacognition was measured with reading metacognition scale, school literacy environments was measured by school literacy environment scale, the home literacy environment was measured with home literacy scale, parental involvement was measured by parental involvement scale. CFIT scale-2 was used to measure intelligence. The sample size was 686 fifth grade children from 14 public elementary schools in malang, east java province. The Partial Least Square method was utilized in the data analysis. The research reveals six points. Firstly, the theoretical model on children’s reading comprehension was suitable to the empirical data. Secondly, social factors (school literacy environments, home literacy environments, and parental involvement) and cognitive factors (reading metacognition and reading motivation) influence directly toward children’s reading comprehension. Thirdly, school literacy environments, home literacy environments, and parental involvement influence directly toward children’s reading motivation. Fourthly, children’s reading motivation influence directly toward children’s reading metacognition. Fifthly, school literacy environments, home literacy environments, and parental involvement influence indirectly the children’s reading comprehension through reading motivation and reading metacognition. Sixthly, children’s reading motivation influence indirectly toward children’s reading comprehension through the children’s reading metacognition.

Membaca adalah kemampuan dasar yang wajib dimiliki setiap siswa agar dapat menguasai semua mata pelajaran dengan baik. Namun kenyataan yang ada anak Indonesia rendah dalam memahami bacaan. Oleh karena itu, pemahaman membaca pada anak-anak penting untuk diteliti. Tujuan penelitian ini adalah untuk menguji kesesuaian model empiris sosial kognitif yang terdiri dari lingkungan literasi di sekolah, lingkungan literasi di rumah, dan keterlibatan orangtua, metakognisi membaca dan motivasi membaca terhadap pemahaman membaca anak dengan data empiris, serta menguji pengaruh langsung dan tidak langsung masing-masing variabel terhadap pemahaman membaca. Variabel endogen penelitian ini adalah pemahaman membaca, metakognisi membaca, dan motivasi membaca. Variabel eksogennya adalah lingkungan literasi di rumah, keterlibatan orangtua dan lingkungan literasi di sekolah. Alat pengumpul data adalah Tes Membaca untuk mengukur pemahaman membaca anak, Skala Literasi di Rumah untuk mengukur lingkungan literasi di rumah, Skala Literasi di Sekolah untuk mengukur lingkungan literasi di sekolah, Skala Motivasi Membaca untuk mengukur motivasi membaca, Skala Metakognisi Membaca untuk mengukur metakognisi membaca dan CFIT Skala-2 untuk mengukur inteligensi. Anggota sampel penelitian berjumlah 686 anak kelas 5 SD/MI di Kota Malang. Teknik analisis data dengan PLS (Partial Least Square). Hasil penelitian ada enam hal. Hasil pertama, ada kesesuaian antara model teoritis kognitif sosial pemahaman membaca dengan data empiris. Hasil kedua, lingkungan literasi di sekolah, lingkungan literasi di rumah, keterlibatan orangtua, metakognisi membaca anak dan motivasi membaca berpengaruh langsung dan positif terhadap pemahaman membaca anak. Hasil ketiga, lingkungan literasi di sekolah, lingkungan literasi di rumah, dan keterlibatan orangtua berpengaruh langsung dan positif terhadap motivasi membaca anak. Hasil keempat, motivasi membaca berpengaruh langsung dan positif terhadap metakognisi membaca. Kelima, lingkungan literasi di sekolah, lingkungan literasi di rumah, dan keterlibatan orangtua berpengaruh secara tidak langsung dan positif terhadap pemahaman membaca anak melalui motivasi membaca dan metakognisi membaca. Hasil keenam, motivasi membaca anak berpengaruh secara tidak langsung dan positif terhadap pemahaman membaca anak melalui metakognisi membaca.

Item Type:	Thesis (Doctoral)
Keywords:	Pemahaman membaca; lingkungan literasi di sekolah; lingkungan literasi di rumah; keterlibatan orangtua; metakognisi membaca dan motivasi membaca
Subjects:	17 PSYCHOLOGY AND COGNITIVE SCIENCES > 1701 Psychology > 170103 Educational Psychology 17 PSYCHOLOGY AND COGNITIVE SCIENCES > 1701 Psychology > 170112 Sensory Processes, Perception and Performance 17 PSYCHOLOGY AND COGNITIVE SCIENCES > 1702 Cognitive Sciences > 170204 Linguistic Processes (incl. Speech Production and Comprehension)
Divisions:	Faculty of Psychology
Depositing User:	Faizuddin Harliansyah
Date Deposited:	31 Aug 2016 13:05

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