ISSN: 2226-6348
Open access
The objective of this study is identifying the achievement score in understanding the values of disciplinary character for students taught with KRPDPBI is better than the students taught with PBISDA. The design of this study used quasi-experimental research with two different methods: the experimental group was taught with the reader response method in Indonesian language teaching (KRPDPBI) while the control group was taught with the existing teaching method (PBISDA). Data analysis was ran using statistical tests SPSS ver. 23 in the form of a paired sample t-test to compare the mean score of the pre-test and post-test of the experimental group and the control group and an independent sample t-test to determine the significance of the mean score between the experimental group and the control group. The findings of the study shown that the achievement of character values understanding scores for the students taught with KRPDPBI based on the theme of discipline is better than the existing teaching method (PBISDA). In addition, the findings of the study also shown that there is no significant difference in the achievement of character values understanding scores for students who are taught with KRPDPBI based on the theme of discipline based on gender. The implication of this study is to improve students' understanding of the values of disciplinary character in teaching so that it provides benefits to students, teachers, schools, and education providers in strengthening the quality of understanding of student character through the reader response method.
Ayob, A., Majid, R. A., Hussain, A., & Mustaffa, M. M. (2012). Creativity enhancement through experiential learning. Advances in Natural and Applied Science, 6(2): 94-99.
Bakar, A. Y. A., & Ishak., N. M. (2018). The relationship of interpersonal and leadership skills with empathic understanding among Malaysian gifted students. Journal for the Education of Gifted Young Scientists, 6(2): 30-38.
Dasim, B. (2010) Strengthening citizenship education to build national character. Bandung: Widya Aksara Press.
Mokhtar, I. (2011). Quantitative Research Methods in Education. Kuala Lumpur: Language & Library Council.
Probst, R. E. (1987). Response and Analysis Teaching Literature in Junior and Senior High School. United States of America: Heinemann Educational Books Inc.
Rudy, R. I. (2001). Nonverbal and Verbal Response Model in Literary Learning to Develop Elementary School Students' Writing Skills: A Quasi-Experimental Study in ASMI State Elementary School I, III, V Bandung City School Year 2003/2004. Unpublished dissertation. Bandung: UPI Graduate Program.
Siti, H., Abdul, R., & Nora, A. N. (2020). Understanding the meaning of proverbs among students of the International Islamic University of Malaysia, Pagoh Campus. International Young Scholars Journal of Languages, 1-8.
Suradi, H., Marzni, M. M., Shamsudin, O., & Azhar, M. S. (2021). Exploring the Potential of the ADDIE Proverb Game Module for Mastery of Summarized Writing Online in Google Meet and email. Journal of Social Science and Technical Education 2(1): 86-98.
In-Text Citation: (Hashim & Alpansyah, 2022)
To Cite this Article: Hashim, A. T., & Alpansyah. (2022). Reader Response Method to Improve the Understanding of Discipline Character Values. International Journal of Academic Research in Progressive Education and Development, 11(3), 807–813.
Copyright: © 2022 The Author(s)
Published by Human Resource Management Academic Research Society (www.hrmars.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode