Fauzul Muttaqin, Sukartono

HUBUNGAN PENGALAMAN MEMBACA BUKU CERITA BERGAMBAR BERMUATAN EMPATI DENGAN PERILAKU PROSOSIAL SISWA KELAS V SD

Introduction

Hubungan pengalaman membaca buku cerita bergambar bermuatan empati dengan perilaku prososial siswa kelas v sd. Temukan bagaimana pengalaman membaca buku cerita bergambar bertema empati secara signifikan meningkatkan perilaku prososial siswa kelas V SD. Hasil penelitian korelasional kuat.

Abstract

Abstract:This research investigates the correlation between the experience of reading empathy-laden picture books and the prosocial behavior of students at SD Negeri 1 Pecekelan. Employing a quantitative ex-post facto design, the study involved 43 fifth-grade students selected via a saturated sampling technique. Data were gathered through a 1–4 Likert scale questionnaire consisting of 20 items per variable,which met the criteria for validity and reliability. Data analysis included the Kolmogorov-Smirnov normality test, linearity tests, and the Pearson Product-Moment correlation. The findings reveal a strong and significant positive relationship between the two variables.The coefficient of determination (R²) of 0.419 indicates that reading experience accounts for 41.9% of the variance in students' prosocial behavior. Based on the t-test, the obtained t-value (5.435) exceeded the t-table value (2.020), leading to the acceptance of the alternative hypothesis. In conclusion, the intensity of reading empathy-themed picture books is significantly linked to the enhancement of students' prosocial behavior. Keyword: picture books, empathy, prosocial behavior, correlation, elementary school Abstrak:Penelitian ini mengkaji korelasi antara pengalaman membaca buku bergambar bermuatan empati dan perilaku prososial siswa di SD Negeri 1 Pecekelan. Dengan menggunakan desain ex-post facto kuantitatif, penelitian ini melibatkan 43 siswa kelas lima yang dipilih melalui teknik sampling jenuh. Data dikumpulkan melalui kuesioner skala Likert 1–4 yang terdiri dari 20 butir per variabel, yang telah memenuhi kriteria validitas dan reliabilitas. Analisis data mencakup uji normalitas Kolmogorov-Smirnov, uji linieritas, serta korelasi Pearson Product-Moment. Hasil penelitian menunjukkan terdapat hubungan positif yang kuat dan signifikan antara kedua variabel tersebut. Koefisien determinasi (R²) sebesar 0,419 mengindikasikan bahwa pengalaman membaca berkontribusi sebesar 41,9% terhadap varians perilaku prososial siswa. Berdasarkan uji-t, nilai t hitung yang diperoleh (5,435) melampaui nilai t tabel (2,020), sehingga hipotesis alternatif diterima. Sebagai kesimpulan, intensitas membaca buku bergambar bertemakan empati memiliki keterkaitan yang signifikan dengan peningkatan perilaku prososial siswa. Kata Kunci: Buku cerita bergambar, empati, perilaku prososial, siswa sekolah dasar

Review

This study presents a timely and relevant investigation into the relationship between reading empathy-laden picture books and the prosocial behavior of fifth-grade elementary school students. The chosen quantitative ex-post facto design is appropriate for exploring this correlation, and the use of saturated sampling ensures comprehensive data collection from the targeted population at SD Negeri 1 Pecekelan. The abstract clearly outlines the methodology, including the use of valid and reliable 20-item Likert scale questionnaires and robust statistical analyses (Kolmogorov-Smirnov, linearity tests, Pearson Product-Moment correlation, and t-test). The findings, indicating a strong and significant positive relationship with a coefficient of determination (R²) of 0.419, compellingly suggest that reading experience significantly contributes to prosocial behavior, offering valuable insights for educators and curriculum developers. While the methodological approach is sound for its exploratory nature, the generalizability of the findings might be considered in light of the sample size (n=43) and its origin from a single elementary school. Although saturated sampling ensures full representation from the chosen school, it inherently restricts broader conclusions to diverse educational settings. The abstract effectively conveys the statistical significance, with the t-value notably exceeding the critical threshold, firmly accepting the alternative hypothesis. The clarity with which the statistical outcomes are presented adds to the study's transparency and strengthens the empirical basis of its conclusions regarding the link between reading empathy-themed picture books and enhanced prosocial behavior. In conclusion, this research makes a meaningful contribution to the understanding of how literacy, specifically engagement with empathy-focused narratives, can impact socio-emotional development in young children. The identified strong correlation provides concrete evidence supporting the pedagogical value of carefully selected reading materials in fostering positive social behaviors. Future research could expand upon these findings by exploring longitudinal effects, employing experimental designs to establish causality more definitively, or investigating the mediating factors that translate reading experience into observed prosocial actions across varied demographic and cultural contexts. Overall, the study offers valuable empirical support for promoting empathy-laden literature in elementary education.

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