PENGUASAAN KOSAKATA DAN MOTIVASI MEMBACA SEBAGAI MEDIATOR PENGARUH PENGAJARAN MEMBACA DAN LINGKUNGAN LITERASI KELUARGA TERHADAP PEMAHAMAN SOAL CERITA MATEMATIKA PADA SISWA SEKOLAH DASAR

aguswan khotibul umam,s.Ag,MA, Prof. Dr. Amitya Kumara, MS

2013 | Disertasi | S3 Psikologi

Tujuan penelitian ini yaitu menemukan kesesuaian model teoretik pengaruh faktor pengajaran membaca, lingkungan literasi keluarga, motivasi membaca terhadap pemahaman soal cerita matematika sesuai data empirik, dan menemukan sumbangan masing-masing variabel terhadap pemahaman soal cerita matematika secara langsung dan tidak langsung. Variabel endogen yaitu pemahaman soal cerita matematika, motivasi membaca dan penguasaan kosakata. Eksogen variabel yaitu pengajaran membaca dan lingkungan literasi keluarga. Pemahaman soal cerita matematika diukur dengan tes pemahaman soal cerita matematika, penguasaan kosakata diukur dengan tes penguasaan kosakata, motivasi membaca diukur dengan skala motivasi membaca, pengajaran membaca diukur dengan skala pengajaran membaca, dan lingkungan literasi keluarga diukur dengan skala lingkungan literasi keluarga. Anggota sampel yaitu 350 siswa kelas 4 Sekolah dasar di Kota Metro Lampung. Berdasarkan hasil analis SEM (Structural Equation Modeling), diperoleh lima pokok hasil penelitian. Pertama, mode teoretik pemahaman soal cerita matematika sesuai dengan data empirik di lapangan. Kedua, faktor eksternal (pengajaran membaca dan lingkungan literasi keluarga) dan faktor internal penguasaan kosakata berpengaruh langsung terhadap pemahaman soal cerita matematika. Faktor motivasi membaca tidak berpengaruh langsung terhadap pemahaman soal cerita matematika. Ketiga, pengajaran membaca dan lingkungan literasi keluarga berpengaruh langsung terhadap motivasi membaca. Keempat, pengajaran membaca dan lingkungan literasi keluarga berpengaruh langsung terhadap penguasaan kosakata. Kelima Pengajaran membaca dan lingkungan literasi keluarga mempengaruhi pemahaman soal cerita matematika melalui penguasaan kosakata dan motivasi membaca.

Objective of this research was to examine whether the theoretical model is suitable to the engagement reading comprehension model (reading instruction, home literacy environment, reading motivation and vocabulary mastery) influence children’s mathematical story problem comprehension with empirical data, also to investigate how each variable supports and influences the mathematical story problem comprehension directly and indirectly. The endogen variables were mathematical story problem comprehension, reading motivation and vocabulary mastery. Exogenous variables were reading instruction and home literacy environment. Mathematical story problem comprehension was measured by a mathematical story problem comprehension test, vocabulary mastery was measured by a vocabulary mastery test, reading motivation scale was used to measure reading motivation, reading instruction scale was used to measure reading instruction and home literacy environment scale was used to measure home literacy environment. The sample size was 350 of the fith grade children from 9 public elementary school in Metro City Lampung. By using the SEM (Structural Equation Modeling) analysis, the research reveal fithh points. Firstly, the theorical model on children’s mathematical story problem comprehension was suitable to the empirical data. Second, eksternal factors (reading instruction and home literacy environment) and internal factor vocabulary mastery influence directly toward children’s mathematical story problem comprehension. Internal factor reading motivation no influence directly toward children’s mathematical story problem comprehension. Thirdly, reading instruction and home literacy environment influence directly toward reading motivation. Fourthly, reading instruction and home literacy environment influence directly toward vocabulary mastery. Fifthly, reading instruction and home literacy environment influence indirectly the children’s mathematical story problem comprehension through vocabulary mastery and trough reading motivation.

Kata Kunci : Pemahaman soal cerita matematika, pengajaran membaca, motivasi membaca, dan penguasaan kosakata