The Influence of Ethnoliteracy-Based Guided Discovery Learning Models to Ability Writing Imaginary Stories

Riga Zahara Nurani; Dadang Sunendar; Isah Cahyani; Cece Rakhmat

doi:10.2991/978-2-38476-360-3_130

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The Influence of Ethnoliteracy-Based Guided Discovery Learning Models to Ability Writing Imaginary Stories

Authors

Riga Zahara Nurani¹^{, *}, Dadang Sunendar², Isah Cahyani³, Cece Rakhmat⁴

¹Universitas Negeri Surabaya, Surabaya, Indonesia

²Universitas Negeri Surabaya, Surabaya, Indonesia

³Universitas Negeri Surabaya, Surabaya, Indonesia

⁴Universitas Negeri Surabaya, Surabaya, Indonesia

^*Corresponding author. Email: rigazahara@unper.ac.id

Corresponding Author

Riga Zahara Nurani

Available Online 2 April 2025.

DOI: 10.2991/978-2-38476-360-3_130 How to use a DOI?
Keywords: Ethnoliteracy-based guided discovery; riting ability story imagination; Non-equivalent group pretest-posttest design
Abstract: The ethnoliteracy-based guided discovery is one possible learning model used by teachers inside the class. However thus, it is necessary exists study the influence of learning models on the ability of participants to educate in writing story imagination. This study use method experiments with a non-equivalent group pretest-posttest design model. This study was carried out in class V with 22 participants in class experiment and 22 participants in class control. Based on participant posttest results education using statistical tests of writing ability story imagination between class experiments and classes control obtain Asym value. Sig. (2-tailed) of 0.007 which is smaller than mark significance of 0.05. This means the average post-test of writing ability story imagination between the experimental class and the control class has a different average. With thereby so can concluded that there is an influence use of ethnoliteracy based guided discovery models to ability write a story imagination.
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.

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Volume Title: Proceedings of The 8th International Conference on Education Innovation (ICEI 2024)
Series: Advances in Social Science, Education and Humanities Research
Publication Date: 2 April 2025
ISBN: 978-2-38476-360-3
ISSN: 2352-5398
DOI: 10.2991/978-2-38476-360-3_130 How to use a DOI?
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.

Cite this article

ris enw bib

TY  - CONF
AU  - Riga Zahara Nurani
AU  - Dadang Sunendar
AU  - Isah Cahyani
AU  - Cece Rakhmat
PY  - 2025
DA  - 2025/04/02
TI  - The Influence of Ethnoliteracy-Based Guided Discovery Learning Models to Ability Writing Imaginary Stories
BT  - Proceedings of The 8th International Conference on Education Innovation (ICEI 2024)
PB  - Atlantis Press
SP  - 1537
EP  - 1546
SN  - 2352-5398
UR  - https://doi.org/10.2991/978-2-38476-360-3_130
DO  - 10.2991/978-2-38476-360-3_130
ID  - Nurani2025
ER  -

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