The Relationship between Reading Skills for Story Count Problems and Social Arithmetic

Abstract

This research aims to describe: 1) language aspects of story count reading skills; 2) mathematics aspects of mastering social arithmetic; 3) the influence of language aspects of story counting reading skills on mathematics aspects of mastery of social meaning. This type of research is quantitative research. The population of this study were 5th grade students at SD Negeri 5 Ende who took: a) a language test on the story count reading skill aspect; b) mathematics test on aspects of social arithmetic mastery. There are 38 students divided into 20 class 5A students and 18 class 5B students. The sample members were determined to be 36 students out of 35 if referring to the Slavin formula. The number of samples per group was 19 students in class 5A and 17 students in class 5B at SD Negeri 5 Ende. Each type of data was collected using performance test instruments, namely: a) language test on aspects of story count reading skills; b) mathematics test on aspects of social arithmetic mastery. Check lists are used to validate each test item and validate each scoring result for each sample member's answer sheet. Data were analyzed using parametric inferential statistical procedures, namely one sample t test and independent sample t test. Research results: 1) language aspect of reading skills, story count is in the high category; 2) mathematics aspects of social arithmetic mastery are in the medium category; 3) there is a significant influence of the language aspect of story counting reading skills on the mathematics aspect of social arithmetic mastery.