Perbandingan Metode Pembelajaran Bahasa Inggris Motorik dan Non-Motorik pada Materi Bagian Wajah di Kelas 4 MIS Pasirpogor
Kata Kunci:
Pendidikan, Literasi, Membaca, MasyarakatAbstrak
Abstrak
Penelitian ini membandingkan hasil pembelajaran bahasa Inggris antara dua pendekatan, yaitu motorik dan non-motorik, pada siswa kelas 4 di MIS Pasirpogor, dengan fokus pada materi bagian wajah. Metode eksperimen kuasi digunakan dengan dua kelompok: pembelajaran motorik dan non-motorik. Data dikumpulkan melalui tes tertulis, observasi kelas, dan kuesioner. Hasil penelitian menunjukkan perbedaan signifikan dalam hasil pembelajaran antara kedua kelompok. Kelompok motorik menunjukkan peningkatan pemahaman yang lebih tinggi terhadap materi, partisipasi aktif dalam pembelajaran, dan kepuasan yang lebih tinggi terhadap metode pembelajaran. Temuan ini memiliki implikasi penting dalam pengembangan kurikulum dan strategi pengajaran bahasa Inggris di kelas 4 MIS Pasirpogor. Metode pembelajaran motorik dapat dianggap lebih efektif dalam meningkatkan pemahaman dan keterlibatan siswa, memberikan panduan berharga bagi pendidik dan guru dalam memilih metode yang sesuai.
Kata Kunci: Pembelajaran bahasa Inggris, Pendekatan Motorik, Pendekatan Non-motorik, Materi bagian wajah, Efektivitas pembelajaran, siswa kelas 4, MIS Pasirpogor.
Abstract
This research compares the English language learning outcomes between two approaches, motoric and non-motoric, among fourth-grade students at MIS Pasirpogor, focusing on facial anatomy. A quasi-experimental method was employed, dividing students into motoric and non-motoric learning groups. Data were collected through written tests, classroom observations, and questionnaires. The results show significant differences in learning outcomes between the two groups. The motoric learning group demonstrated a higher level of understanding of the facial anatomy material, active participation in learning, and greater satisfaction with the learning method. These findings hold vital implications for curriculum development and English language teaching strategies in fourth-grade classrooms at MIS Pasirpogor. Motoric learning methods can be considered more effective in enhancing student comprehension and engagement, offering valuable guidance for educators and teachers in selecting appropriate methods.
Keywords: English language learning, Motoric approach, Non-motoric approach, Facial anatomy, Learning effectiveness, Fourth-grade students, MIS Pasirpogor..
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