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Program Identifikasi Tema Dongeng Untuk Meningkatkan Pemahaman Tema Moral Pada Siswa Kelas Lima di Sekolah Dasar
https://doi.org/10.22146/jpsi.22456 Suzanna Juwita(1*), Sri Tiatri(2), Rahmah Hastuti(3)
(1)
(2) Fakultas Psikologi, Universitas Tarumanagara Jakarta
(3) Fakultas Psikologi, Universitas Tarumanagara Jakarta
(*) Corresponding Author
Abstract
The purpose of this research is to determine the impact of Story Theme to improve moral theme understanding in primary school students. This program was designed to help students understand the storyline, moral lesson, and formulation of the moral story by creating new stories that have similar moral themes. The participants (N = 16) were the students in grade 5 elementary school and divided into two groups: 8 students in the experimental group and 8 students in the control group. This study used the experimental design of Randomized Controlled Trial (RCT) and a measuring tool of Moral Theme Understanding. The result of the analysis showed that Theme Identification Program has improved the understanding of moral themes among elementary school students (z= -2,527 p= 0,012).
Abstrak : Penelitian ini bertujuan untuk mengetahui pengaruh Program Identifikasi Tema (PIT) dongeng dalam meningkatkan pemahaman tema moral pada siswa sekolah dasar. PIT dirancang untuk membantu anak memahami alur cerita, penalaran moral, dan perumusan pesan moral pada cerita dengan membuat cerita baru yang memiliki tema moral serupa. Partisipan (N=16) siswa kelas 5 Sekolah Dasar. Terbagi dalam dua kelompok yaitu 8 siswa pada kelompok eksperimen dan 8 siswa pada kelompok kontrol. Desain pada penelitian ini yaitu eksperimen dengan desain Randomized Controlled Trial (RCT). Instrumen penelitian yang digunakan adalah Pemahaman Tema Moral (PTM) yang disusun berdasarkan alat ukur Moral Theme Comprehention. Berdasarkan hasil perhitungan, diketahui bahwa hipotesis penelitian diterima, artinyaprogram identifikasi tema (PIT) meningkatkan pemahaman tema moral (PTM) di sekolah dasar (z= -2,527 p= 0,012).
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DOI: https://doi.org/10.22146/jpsi.22456
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