Innovation of preview, question, read, reflect, recite, and review method in improving students' long-term memory

Sanggam Randa Lubis, Hudson Sidabutar

Abstract


Abstrak: Penelitian ini bertujuan untuk mengetahui pengaruh metode pembelajaran preview, question, read, reflect, recite, dan review (PQ4R) terhadap kemampuan memori jangka panjang siswa pada materi Plantae di kelas X. Sampel diperoleh dengan teknik purposive sampling di mana kelas X IPA C menjadi kelas eksperimen, dan X IPA D sebagai kelas kontrol. Desain penelitian adalah kuasi eksperimen dengan empat kali tes. Instrumen penelitian yang digunakan berupa tes soal berbentuk essay berjumlah 10. Hasil analisis data dengan Uji t menunjukkan bahwa pada kelas eksperimen, nilai signifikansi 0,000 kurang dari 0,05 dan t-hitung lebih dari t-tabel yaitu 5,037 lebih dari 2,03452, yang artinya H0 ditolak dan Ha diterima. Artinya, ada pengaruh metode PQ4R terhadap kemampuan memori jangka panjang siswa. Pada kelas kontrol, nilai signifikansi 0,088 lebih dari 0,05 dan t-hitung kurang dari t-tabel yaitu 1,718 kurang dari 2,03452, artinya H0 diterima dan Ha ditolak. Artinya, tidak ada pengaruh metode ceramah, diskusi, dan tanya jawab terhadap kemampuan memori jangka panjang siswa. Dengan demikian, dapat disimpulkan bahwa metode PQ4R mampu meningkatkan kemampuan memori jangka panjang siswa. Penelitian ini dapat dijadikan referensi metode yang tepat untuk meningkatkan kemampuan memori jangka panjang siswa. 

Abstract: This study aimed to determine the effect of the preview, question, read, reflect, recite, and review (PQ4R) learning method on students' long-term memory ability on Plantae material in class X. The sample was obtained using a purposive sampling technique where class X IPA C was the experimental class, and X IPA D was the control class. The research design was a quasi-experiment with four tests. The research instrument used essay-shaped test questions totaling 10 questions. From the data analysis with the t-test, it shows that in the experimental class, the significance value is 0.000 lesss than 0.05, and the t-count more than t-table is 5.037 more than 2.03452, meaning that H0 is rejected, Ha is accepted, meaning that there is an effect of the PQ4R method on students' long-term memory ability. In the control class, the significance value is 0.088 more than 0.05 and t-count less than t-table, namely 1.718 less than 2.03452, meaning that H0 is accepted, Ha is rejected, meaning that there is no effect of the lecture, discussion, and question and answer method on students' long-term memory ability. Thus, the PQ4R method can improve students' long-term memory ability. This research can be a reference for the correct method to improve students' long-term memory ability.


Keywords


Metode Pembelajaran PQ4R; Memori Jangka Panjang; Plantae; PQ4R Learning Method; Long-Term Memory

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References


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DOI: http://dx.doi.org/10.17977/um031v10i22023p161

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