Pawartani, Transita (2025) Relationship of affective aspects with reading literacy and numeracy of elementary school students in west manokwari distric / Transita Pawartani</p>. Masters thesis, Universitas Negeri Malang.
Full text not available from this repository.Abstract
Reading literacy and numeracy are essential foundational skills for students in education and everyday life. Reading literacy includes the ability to understand and interpret texts while numeracy relates to understanding and applying mathematical concepts in various situations. Affective aspects including awareness motivation and passion in reading literacy and numeracy have a close relationship with the achievement of these literacies. Literacy awareness reflects an understanding of the importance of reading and numeracy motivation encourages one to continue being literate and passion relates to interest and habit in literacy activities. Previous research has shown that each of these aspects relates to literacy as a whole but the link between them in an integrated way with reading literacy and numeracy is limited. In addition no research has specifically addressed this condition in Manokwari Barat District. Therefore this study aims to describe the level of affective aspects which include awareness motivation and passion as well as the level of reading and numeracy literacy of elementary school students in the area and examine the relationship between affective aspects and students reading literacy and numeracy. This study used descriptive and correlational quantitative methods with an explanatory design to describe the level of affective aspects which include awareness motivation and passion as well as reading and numeracy literacy of elementary school students in Manokwari Barat District and analyze the relationship between them. A total of 362 students from six elementary schools in Manokwari Barat District were selected through a stratified sampling technique. Data were collected through questionnaires to measure affective aspects including awareness motivation and passion while tests to measure reading literacy and numeracy. The results describe the level of affective aspects as well as reading and numeracy literacy which are classified into three categories low medium and high. The affective aspect scores were obtained from the combined scores of the awareness motivation and passion questionnaires then analyzed for their relationship with reading literacy and numeracy skills using the Pearson Correlation test. The results of this study show that the level of affective aspects which include awareness motivation and passion varies across three categories namely low medium and high but in general tends to be in the medium category. The level of awareness of reading literacy and numeracy is mostly in the medium category (79.6%) followed by the high category (19.3%) and only 1.1% in the low category. Students motivation was dominated by the medium category (53.8%) with a large proportion in the high category (45.6%) and only 0.6% in the low category. Passion in reading literacy and numeracy showed a fairly even distribution between the medium (51.1%) and high (46.4%) categories with only 2.5% in the low category. Meanwhile students reading literacy and numeracy achievements are mostly in the medium category (90.3%) while 4.4% are in the high category and 5.3% are still in the low category. The Pearson Correlation test results show that there is a significant positive relationship between affective aspects (awareness motivation and passion) with reading literacy and numeracy with a positive coefficient correlation of 0.468 and a significance of 0.000 which is smaller than 0.05. Based on these findings it can be concluded that affective aspects including awareness motivation and passion have a significant relationship with reading literacy and numeracy of elementary school students in Manokwari Barat District. The majority of students show fairly good levels of awareness motivation and passion and the Pearson Correlation test results show that the higher the three affective aspects the higher the reading literacy and numeracy achievements. However the presence of students in the low category in both affective aspects and literacy achievement indicates the need to strengthen the development of literacy affection in the school environment. Increasing literacy awareness motivation and enjoyment needs to be the focus of interventions to encourage a more comprehensive improvement in reading and numeracy literacy.
| Item Type: | Thesis (Masters) |
|---|---|
| Divisions: | Sekolah Pascasarjana(PS) > S2 Pendidikan Dasar |
| Depositing User: | library UM |
| Date Deposited: | 05 May 2025 04:29 |
| Last Modified: | 09 Sep 2025 03:00 |
| URI: | http://repository.um.ac.id/id/eprint/368911 |
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