PENGARUH PENGGUNAAN MODEL PEMBELAJARAN MIND MAPPING TERHADAP KEMAMPUAN MEMBACA KRITIS DITINJAU DARI MINAT BACA PADA SISWA KELAS XI SMA NEGERI 1 KEDIRI
Abstract
Penelitian ini bertujuan untuk mengetahui dan menganalisis: (1) perbedaan kemampuan membaca kritis antara siswa yang mengikuti model pembelajaran mind mapping dan siswa yang mengikuti model pembelajaran tanpa mind mapping, (2) interaksi antara penerapan model pembelajaran mind mapping dan minat baca siswa terhadap kemampuan membaca kritis, (3) perbedaan kemampuan membaca kritis antara siswa yang mengikuti model pembelajaran mind mapping dan siswa yang mengikuti model pembelajaran tanpa mind mapping pada siswa yang memiliki minat baca tinggi, dan (4) perbedaan kemampuan membaca kritis antara siswa yang mengikuti model pembelajaran mind mapping dan siswa yang mengikuti model pembelajaran tanpa mind mapping pada siswa yang memiliki minat baca rendah. Penelitian ini adalah penelitian eksperimen semu dengan posttest only control group design. Sampel penelitian ini berjumlah 112 orang siswa. Instrumen yang digunakan adalah tes membaca kritis dan angket minat baca. Data kemampuan membaca kritis dalam penelitian ini dianalisis dengan anava dua jalur. Hasil penelitian menunjukan bahwa: 1) kemampuan membaca kritis siswa yang mengikuti model pembelajaran mind mapping lebih tinggi daripada siswa yang mengikuti model pembelajaran tanpa mind mapping 2) terdapat pengaruh interaksi yang signifikan antara model pembelajaran mind mapping dan minat baca terhadap kemampuan membaca kritis; 3) untuk siswa yang memiliki minat baca tinggi, kemampuan membaca kritis siswa yang mengikuti model pembelajaran mind mapping lebih tinggi daripada siswa yang mengikuti model pembelajaran tanpa mind mapping; 4) untuk siswa yang memiliki minat baca rendah, kemampuan membaca kritis siswa yang mengikuti model pembelajaran tanpa mind mapping lebih tinggi daripada siswa yang mengikuti model pembelajaran mind mapping. Adapun saran yang dapat penulis sampaikan, yaitu guru dapat memperhitungkan model pembelajaran mind mapping untuk diterapkan di kelas sebagai alternatif model pembelajaran agar kemampuan membaca kritis siswa lebih optimal.
Kata Kunci : mind mapping, minat baca, membaca kritis
This research is aims to know and analyze: (1) the difference of the critical reading ability between students who take mind mapping learning model and students who take learning model without mind mapping, (2) the interactions between the application of mind mapping learning model and the students reading interest into the students critical reading ability, (3) the difference of critical reading ability between students who learn with mind mapping learning model and students who learn without mind mapping learning model to students who have high reading interest, and (4) the difference of the critical reading ability between students who learn with mind mapping learning model and students who learn without mind mapping learning model to students who have low reading interest. This research is a quasi experiment has been conducted by using posttest only control group design. The sample size was 112 students. The instruments used are critical reading test and reading interest questionnaire. The data of the critical reading ability in this research is analyzed by two ways anava. The research result shows that: (1) the critical reading ability of the students using mind mapping learning model is higher than the students who did not use the mind mapping learning model, (2) there is a significant interaction influence between mind mapping learning model and reading interest into the critical reading ability, (3) for the students having high reading interest, the students’ critical reading ability with mind mapping learning program is higher than the students using learning model without mind mapping, (4) for the students having low interest in reading, the critical reading ability using learning model without mind mapping is higher than students using mind mapping learning model. The writer expectation is that the teacher can consider the application of mind mapping learning model in the classroom as an alternative learning model to optimize the students’ critical reading ability.
keyword : mind mapping, reading interest, critical reading
Kata Kunci : mind mapping, minat baca, membaca kritis
This research is aims to know and analyze: (1) the difference of the critical reading ability between students who take mind mapping learning model and students who take learning model without mind mapping, (2) the interactions between the application of mind mapping learning model and the students reading interest into the students critical reading ability, (3) the difference of critical reading ability between students who learn with mind mapping learning model and students who learn without mind mapping learning model to students who have high reading interest, and (4) the difference of the critical reading ability between students who learn with mind mapping learning model and students who learn without mind mapping learning model to students who have low reading interest. This research is a quasi experiment has been conducted by using posttest only control group design. The sample size was 112 students. The instruments used are critical reading test and reading interest questionnaire. The data of the critical reading ability in this research is analyzed by two ways anava. The research result shows that: (1) the critical reading ability of the students using mind mapping learning model is higher than the students who did not use the mind mapping learning model, (2) there is a significant interaction influence between mind mapping learning model and reading interest into the critical reading ability, (3) for the students having high reading interest, the students’ critical reading ability with mind mapping learning program is higher than the students using learning model without mind mapping, (4) for the students having low interest in reading, the critical reading ability using learning model without mind mapping is higher than students using mind mapping learning model. The writer expectation is that the teacher can consider the application of mind mapping learning model in the classroom as an alternative learning model to optimize the students’ critical reading ability.
keyword : mind mapping, reading interest, critical reading
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