The Effect of the Montessori Method on Beginning Reading Skills of First-Grade Students in Madrasah Ibtidaiyah
DOI:
https://doi.org/10.22373/jppg.v4i2.11Keywords:
Montessori method, movable alphabet, beginning reading, madrasah ibtidaiyahAbstract
This study aims to determine the effect of the Montessori method assisted by the Movable Alphabet media on the beginning reading skills of first-grade students at Madrasah Ibtidaiyah. The research used a quantitative approach with a One Group Pretest-Posttest design. The subjects consisted of 25 Grade I-B students at MIS Hidayatussalam Bandar Khalipah. Data were collected through oral tests covering six indicators: letter recognition, connecting letters with sounds, reading syllables, reading simple words, reading simple sentences, and reading fluency. Data analysis was performed using the Shapiro-Wilk test, Paired Sample t-test, and N-Gain. The results showed that the average score for beginning reading skills increased from 63.49 in the pretest to 89.09 in the posttest, representing an increase of 25.60 points. The Paired Sample t-test yielded ; ; , indicating a significant difference between pre- and post-treatment results. The average N-Gain score of 0.7333 fell into the high category, with 52% of students in the high category and 48% in the medium category. Thus, the implementation of the Montessori method assisted by the Movable Alphabet demonstrated an enhancement in students' beginning reading skills through concrete, active, multisensory, and gradual learning.
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