The Effect of the Comic-Assisted Concrete Pictorial Abstract (CPA) Approach on the Fifth Graders’ Ability to Read Statistics

DOI

10.2991/978-2-494069-91-6_40How to use a DOI?

Keywords

Comic; CPA; Reading comprehension ability; Statistics

Abstract

The ability to read is a necessary skill for students to possess since it has numerous benefits when studying various fields of study. One of the abilities required of upper elementary school children is reading comprehension, which is acquired through information absorption and refers to the ability to comprehend or understand the inferred or implicit meaning of reading material using media. Reading comprehension ability is also advantageous for studying fundamental statistics in mathematics education, particularly in circumstances involving word problems. As a result, reading comprehension ability, aided by instructional media, is required for completing mathematical word problems. For students in this study to learn about basic statistical concepts, they must read the reading text on the questions generated using the comic-assisted CPA (Concrete Pictorial Abstract) approach. The current study was conducted to investigate the increase in students’ reading comprehension ability following the implementation of the comic-assisted CPA approach for data processing lessons. The study employed a quasi-experimental design and included 24 fifth-grade elementary school pupils. The research instrument consisted of two essay questions, each of which contained five derived questions. The results indicated that: 1) the comic-assisted CPA approach affected fifth-grade students’ reading comprehension ability; and 2) students’ reading comprehension ability increased following the implementation of the comic-assisted CPA approach.

Copyright

© 2022 The Author(s)

Open Access

Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

Download article (PDF)

TY  - CONF
AU  - Indah Nurmahanani
AU  - Kikit Wiriyanti
AU  - Yeti Mulyati
PY  - 2022
DA  - 2022/12/30
TI  - The Effect of the Comic-Assisted Concrete Pictorial Abstract (CPA) Approach on the Fifth Graders’ Ability to Read Statistics
BT  - Proceedings of the Sixth International Conference on Language, Literature, Culture, and Education (ICOLLITE 2022)
PB  - Atlantis Press
SP  - 262
EP  - 267
SN  - 2352-5398
UR  - https://doi.org/10.2991/978-2-494069-91-6_40
DO  - 10.2991/978-2-494069-91-6_40
ID  - Nurmahanani2022
ER  -