PENGARUH PEMBELAJARAN KONTEKSTUAL TERHADAP
KEMAMPUAN MEMBACA PERMULAAN ANAK BERKESULITAN
BELAJAR MELALUI INKLUSI MODEL KLUSTER DI SD ALFIRDAUS
SURAKARTA TAHUN AJARAN 2012/2013
ABSTRAK
Bayu Pamungkas. PENGARUH PEMBELAJARAN KONTEKSTUAL
TERHADAP KEMAMPUAN MEMBACA PERMULAAN ANAK
BERKESULITAN BELAJAR MELALUI INKLUSI MODEL KLUSTER DI
SD ALFIRDAUS SURAKARTA TAHUN AJARAN 2012/2013. Skripsi,
Surakarta : Fakultas Keguruan dan Ilmu Pendidikan Universitas Sebelas Maret
Surakarta. Mei. 2013.
Penelitian ini bertujuan untuk mengetahui pengaruh pembelajaran
kontekstual terhadap kemampuan membaca permulaan anak berkesulitan belajar
melalui inklusi model kluster di SD Alfirdaus Surakarta Tahun Ajaran 2012/2013.
Metode yang digunakan dalam penelitian ini adalah metode eksperimen
dengan rancangan eksperimen One group pre test-post test design, yakni
sekelompok subjek dikenai perlakuan untuk jangka waktu tertentu, dan pengaruh
perlakuan diukur dari perbedaan antara pengukuran awal (pre test) dan
pengukuran akhir (post test). Populasi dalam penelitian ini adalah anak
berkesulitan belajar di SD Alfirdaus Surakarta tahun ajaran 2012/2013. Sampel
dalam penelitian ini adalah 3 anak kelas 1 yang berkesulitan belajar membaca
yang di pull out dengan inklusi model kluster. Teknik pengumpulan data
menggunakan teknik tes dan dokumentasi, tes yang digunakan yaitu tes praktek
untuk mengukur kemampuan membaca permulaan. Penelitian ini menggunakan
metode analisis statistik non-parametrik, yaitu Wilcoxon Signed Rank Test (Tes
Ranking Bertanda Wilcoxon) dengan bantuan SPSS versi16.
Dari hasil analisis deskriptif dapat diperoleh nilai rata-rata posttest lebih
besar 83,33 daripada nilai rata-rata pretest 52,33. Hasil analisis non parametric
diperoleh nilai Z = -1,633 dengan P = 0,012. Dengan demikian hipotesis yang
berbunyi ”Ada pengaruh yang signifikan pembelajaran kontekstual terhadap
kemampuan membaca permulaan siswa berkesulitan belajar melalui inklusi model
klusterdi SD Alfirdaus Surakarta tahun ajaran 2012/2013” dapat diterima
kebenarannya. Kesimpulan penelitian menyatakan bahwa ada pengaruh yang
signifikan pembelajaran kontekstual terhadap kemampuan membaca permulaan
anak berkesulitan belajar melalui inklusi model kluster di SD Alfirdaus Surakarta
tahun ajaran 2012/2013.
Kata kunci:Pembelajaran Kontekstual, Membaca Permulaan, Anak Berkesulitan
Belajar, Inklusi Model Kluster
ABSTRACT
Bayu Pamungkas. INFLUENCE OF CONTEXTUAL TEACHING AND
LEARNING APPROACHES TOWARD THE ELEMENTARY READING
ABILITY OF CHILDREN WITH LEARNING DISABILITY THROUGH
CLUSTER INCLUSION AT SD ALFIRDAUS IN 2012/2013 ACADEMIC
YEAR. Thesis, Surakarta : Teacher Training and Education Faculty Sebelas
Maret University Surakarta, May. 2013.
This research’s aim is to find out influence of the Contextual Teaching and
learning approach toward elementary reading ability of chlidren with learning
disability through cluster inclusion at SD Alfirdaus Surakarta in 2012/2013
academic year.
The used method in this research is experimental method with experiment
design called “One group pretest – posttes design”. It is a group of subjects which
are treatment’s influence is measurement. The population in this research is the
students with learning disability at SD Alfirdaus Surakarta in 2012/2013 academic
year. Sample in this research is 3 students with learning disability of reading in
first grade of SD Alfirdaus Surakarta with pull out in cluster inclusion. Test
Technique and documentation is used in colleting data technique. An practice test
is used to measure the start reading ability. This research uses statistic non –
parametrix analysis method. This method is Wilcoxon Signed rank tes with the
help of SPSS 16.
From the result of Descriptive Analysis can be reached average post– test
mark is 83,33. It’s higher than average pre – test mark, which is 52,33. Non
parametrix analysis result is Z = -1,633 with P = 0,012. Can be concluded with a
hypothesa“ There is a significant influence of Contextual Teaching and Learning
approaches toward the elementary reading ability of children with learning
disability through cluster inclusion at SD Alfirdaus in academic year 2012/2013,
acceptable correct”. Research conclusion says that there is a significant
influenceof Contextual Teaching and Learning approaches toward the elementary
reading ability of children with learning disability through cluster inclusion at SD
Alfirdaus in 2012/2013 academic year.
Keywords: Contextual Teaching and Learning, Elementary Reading, Children
with Learning Disability, Cluster Inclusion