Effectiveness of Montessori-based Word Puzzle media on first-grade students' reading skills and motivation
DOI:
https://doi.org/10.59672/ijed.v7i2.6795Keywords:
Beginning reading skills, Elementary school students, Learning motivation, Montessori-based Word Puzzle MediaAbstract
Many first-grade students are struggling with reading and have very low motivation to learn. This study examined the effectiveness of Montessori-based word puzzle media on students' beginning reading skills and motivation to learn. The study used a quantitative quasi-experimental pretest-posttest control group design. The population consisted of first-grade students from ten elementary schools in Cluster I of Bogorejo District, Blora Regency. Using purposive sampling, the study selected two schools, involving 32 students (16 in the experimental group and 16 in the control group). Data were collected through beginning reading tests, learning motivation questionnaires, observations, and documentation, and analyzed using descriptive statistics and MANOVA. The experimental group achieved higher posttest mean scores in beginning reading skills (90.50) and learning motivation (89.31) than the control group (72.75 and 60.13, respectively). MANOVA indicated a significant simultaneous effect of Montessori-based Word Puzzle Media (Pillai's Trace = 0.985; F = 957.956; p < .001). These findings suggest that the media effectively improves beginning reading skills and motivation to learn. Therefore, teachers are encouraged to integrate Montessori-based Word Puzzle Media into beginning reading instruction. By improving students' literacy skills and motivation to learn, future studies can use larger and more varied samples.
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