A Meningkatkan Kemampuan Membaca Pemahaman Berbantuan Pembelajaran Tematik Terpadu Bernuansa Model Interactive-Compensatory.

Abstract

ABSTRACT
 Based on the preliminary study, it revealed that the 5th grade students in some elementary schools in Bandung Regency had low ability to perform reading comprehension. This can be seen from students’ low ability to express explicit meanings, define main idea, search for keywords, retell the contents of the text with their own words, create a concept map, and understand the message of the author. Based on this finding, there is a need to develop instructional devices based on specific learning models to improve reading comprehension. The purpose of this study was to examine the effect of using integrated thematic instructional based on Interactive-Compensatory Model (ICM) to improve reading comprehension among 5th grade students. This study applied quasi-eksperiment method. This study used sample of 123 students of 5th graders in 2 elementary schools. The results of this study show that the use of instructional based on ICM had significant effect on improving reading comprehension of informational text among grade 5 elementary school students. This was evidenced by the difference of students’ reading comprehension ability before and after learning by using thematic and integrated instructional based on ICM.
 Keywords: Interactive-Compensatory Model, Instructional Integrated and Thematic, Reading Comprehension
 
 ABSTRAK
 Hasil observasi menunjukkan siswa kelas 5 di beberapa sekolah dasar di Kabupaten Bandung memiliki kemampuan membaca pemahaman yang lemah. Hal ini ditunjukkan dengan rendahnya kemampuan siswa dalam mengungkapkan makna yang tersurat, menentukan pokok pikiran, mencari kata kunci, menceritakan kembali isi teks dengan kata-kata sendiri, membuat peta konsep, dan memahami pesan penulis. Berdasarkan data ini, maka diperlukan pengembangan perangkat pembelajaran berbasis model pembelajaran khusus untuk meningkatkan kemampuan membaca pemahaman. Tujuan penelitian ini untuk menguji pengaruh penggunaan perangkat pembelajaran tematik terpadu berbasis model Interactive-Compensatory untuk meningkatkan kemampuan membaca pemahaman siswa kelas 5 sekolah dasar. Penelitian ini menggunakan metode eksperimen kuasi. Penelitian ini menggunakan sampel 123 siswa kelas 5 di dua sekolah dasar . Hasil penelitian ini menunjukkan bahwa penggunaan pembelajaran tematik terpadu bernuansa model Interactive-Compensatory berpengaruh signifikan pada peningkatan kemampuan membaca pemahaman teks informasi siswa kelas 5 sekolah dasar. Hal ini dibuktikan dengan adanya perbedaan kemampuan membaca pemahaman siswa pada saat sebelum dan pada saat sesudah pembelajaran dengan menggunakan pembelajaran tematik terpadu bernuansa model Interactive-Compensatory.
 Kata Kunci: Membaca Pemahaman, Pembelajaran Tematik Terpadu, Model Interactive-Compensatory.

Media Komik Proklamasi untuk Kemampuan Membaca Pemahaman Siswa SD

“…Dengan adanya kemampuan membaca pemahaman siswa akan lebih mudah belajar memahami pembelajaran, tidak hanya di sekolah, tetapi juga di luar lingkungan sekolah, sehingga dapat meningkatkan pengetahuan siswa (Nirmala, 2019). Proses membaca pemahaman dilakukan untuk memahami dan menemukan makna yang terkandung dalam bahan bacaan (Nirmala, 2019;Puspita & Rahman, 2018;Rahmi & Marnola, 2020). Tanpa memahami bacaan dan memaknainya, proses pembelajaran tidak akan bisa berjalan dengan mudah.…”

Early Literacy Value on Kakawihan

“…Therefore, the instilling of regional culture through education is a strategic step to improve the quality of future generations who are noble and virtuous. The study of local cultural wisdom needs to be developed in education because it has the benefit of giving birth to generations of competent and dignified people, reflecting cultural values, participating in building the national character, contributing to the creation of identity nation, and take part in preserving national culture [22], [23], [25] [26].…”

The Role of Imaginative Fairy Tales in Reading Literacy

“…Second, the teaching material for reading comprehension used in the fifth grade of the elementary school still did not bring students to imagine what they are reading because in the teaching materials they did not pay attention to reading comprehension techniques. Most students read by voicing the text they read so that their lips move (Chandra et al, 2019;Cheng, 2014;Puspita & Rahman, 2017). Another movement was found that students moved their heads following the reading lines when reading comprehension, and pointed at the lines of reading with fingers.…”