Guru sebagai aktor di kelas memiliki peran dalam merencanakan pembelajaran.
Belum ditemukannya strategi pembelajaran membaca cepat berupa panduan guru mendorong peneliti untuk meneliti dan mengembangkan strategi pembelajaran membaca cepat yang dapat diterapkan di kelas. Beberapa hasil penelitian menunjukkan bahwa terdapat pengaruh positif kecepatan membaca terhadap hasil belajar siswa. Kemampuan membaca cepat berperan dalam mendukung penguasaan kompetensi muatan-muatan pelajaran. Kata Kunci strategi pembelajaran membaca cepat sekolah dasar Kemampuan membaca cepat penting dikuasai oleh seorang siswa. Tesis Program Studi Pendidikan Dasar Pascasarjana Universitas Negeri Malang. Pengembangan Strategi Pembelajaran Membaca Cepat untuk Siswa Kelas V Sekolah Dasar.
Masters thesis, Universitas Negeri Malang.įull text not available from this repository.ĪBSTRAK Kichi Agus Hermansyah. (3) The role of Islamic Religious Education teachers in the habit of praying in congregation for students at SDN 4 Widodaren, Ngawi Regency as role models, giving advice, as well as providing motivation and direct guidance to students who are not enthusiastic enough to influence the habit of praying in congregation.Pengembangan strategi pembelajaran membaca cepat untuk siswa kelas V sekolah dasar / Agus Kichi Hermansyah. improved by setting an example, fostering, guiding and helping to give understanding. The results obtained, the description is: (1) The implementation of Islamic Religious Education at SDN Widodaren 4 Ngawi Regency has been going well and in accordance with the established curriculum (2) The habit of praying in congregation for students is quite good, but there are still many things that need to be done. Therefore, Islamic religious education can produce quality students with scientific knowledge of noble character and sincere charity. Therefore, the author can say that the current learning system still needs to be seriously studied to create a more effective and useful way of learning.
The role of Islamic religious education is recognized by those who use educational services with unsatisfactory results.
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