The Effectiveness of Animated Video-Assisted Synthetic Analytical Structure Models in Improving Students' Initial Reading Skills

Abstract

Low initial reading ability in 1st grade elementary school students is often caused by the use of less varied learning methods and less interesting media. This study aims to test the effectiveness of the use of the Synthetic Analytical Structure (SAS) method assisted by animated video media on improving the initial reading ability of elementary school grade 1 students. The research method used is quantitative with a True Experimental Design design in the form of Pretest Posttest Control Group Design. The data collection technique uses tests and documentation. The study sample consisted of 46 students who were divided into an experimental group and a control group from a total population of 126 students. The final average of the experimental class was 82.45 and the control class was 75.33. So that the analysis of the final average similarity test or posttest of the class there is a significant difference between the experimental class and the control class. The improvement in the learning outcomes of students in the experimental class was 0.45 (moderate) and the control class was 0.16 (low). The experimental class experienced a higher increase in learning outcomes than the control class. In conclusion, the integration of animated videos into the SAS method is able to attract learning interest and make it easier for students to understand word structure, so that it is effective in improving initial reading skills at the elementary school level.