Meaningful Learning Model: The Impact on Students’ Reading Comprehension

Abstract

The purpose of this study is examining the impact of meaningful learning model on students’ reading comprehension. This study uses true experimental research with pretest-posttest control group design. The class is divided into two classes; experimental class who receives treatments by using meaningful learning model and control class who receives treatments by using conventional teaching model. The total of sample is 110 students who are selected from eight grade students of junior high schools either state or private schools in Central Java Province. To obtain valid data, this study uses tests given at the pre-test and post-test in both classes. After the data is obtained, the data is analyzed by using the SPSS t-test formula. Based on the results of the calculations in the pretest and posttest, it was known that both classes are homogeneous and normally distributed from the calculation of the Levene’s test method and Saphiro-Wilk. In the pretest, t-count (0.452) is lower than t-table (1.982), whereas in the posttest, t-count (2.361) is higher than t-table (1.982). This indicates that meaningful learning model has an influence on student grades in reading comprehension rather than using conventional teaching model.

Received: 4 October 2021 / Accepted: 17 November 2021 / Published: 3 January 2022