MODEL KOGNITIF SOSIAL PEMAHAMAN MEMBACA PADA ANAK

• المؤلفون الرئيسيون: , Rifa Hidayah, S.Ag.,S.Psi.,M.Si., , Prof. Dr.Th. Dicky Hastjarjo
• التنسيق: Theses and Dissertations NonPeerReviewed
• منشور في: [Yogyakarta] : Universitas Gadjah Mada 2012
• الموضوعات: ETD
• الوصول للمادة أونلاين: https://repository.ugm.ac.id/100080/; http://etd.ugm.ac.id/index.php?mod=penelitian_detail&sub=PenelitianDetail&act=view&typ=html&buku_id=56635

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.