PENGARUH PEMBELAJARAN KONTEKSTUAL TERHADAP KEMAMPUAN MEMBACA PERMULAAN ANAK BERKESULITAN BELAJAR MELALUI INKLUSI MODEL KLUSTER DI SD ALFIRDAUS SURAKARTA TAHUN AJARAN 2012/2013

Abstract

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