PENGARUH STRATEGI DRTA DAN SQ3R TERHADAP KEMAMPUAN MEMBACA PEMAHAMAN PADA SISWA SEKOLAH DASAR. (Indonesian)

The reading comprehension skills of fourth-grade elementary school students are still low, as evidenced by the PIRLS, OECD surveys, PISA scores, and initial reading assessments. This study aims to analyze the influence of DRTA and SQ3R strategies on students' reading comprehension abilities. With a population of 84 students, the entire population was used as the sample. DRTA, SQ3R, and their combination were applied in three experimental classes. The results of the two-sample pretest mean test showed differences in reading abilities among classes. N-Gain analysis was conducted to evaluate the influence of teaching strategies on five reading comprehension indicators. Experimental Class 1, using the DRTA strategy, only had a low impact on the difficult vocabulary indicator. Experimental Class 2, which used the SQ3R strategy, had a moderate impact on several indicators. Experimental Class 3, applying a combination of DRTA and SQ3R strategies, had a moderate impact on the main idea indicator, but only had a low impact on the difficult vocabulary indicator. From these results, it can be concluded that the use of DRTA and DRTA-SQ3R combination strategies has a low impact on students' reading comprehension abilities, while the use of SQ3R strategy has a moderate impact. [ABSTRACT FROM AUTHOR]

Kemampuan membaca pemahaman siswa kelas IV Sekolah Dasar masih rendah, sebagaimana tergambar dari hasil survei PIRLS, OECD, dan skor PISA, serta asesmen awal membaca. Penelitian ini bertujuan menganalisis pengaruh strategi DRTA dan SQ3R terhadap kemampuan membaca pemahaman siswa. Dengan populasi sebanyak 84 siswa, penelitian ini menggunakan seluruh populasi sebagai sampel. Strategi DRTA, SQ3R, dan kombinasinya diterapkan pada tiga kelas eksperimen. Hasil uji dua rata-rata pretest menunjukkan perbedaan kemampuan membaca antar kelas. Analisis N-Gain dilakukan untuk mengevaluasi pengaruh strategi pembelajaran pada lima indikator membaca pemahaman. Kelas eksperimen 1, menggunakan strategi DRTA, hanya memberikan pengaruh rendah pada indikator kosakata sulit. Kelas eksperimen 2, yang menggunakan strategi SQ3R, memberikan pengaruh sedang pada beberapa indikator. Kelas eksperimen 3, yang menerapkan kombinasi strategi DRTA dan SQ3R, memberikan pengaruh sedang pada indikator ide pokok, namun hanya memberikan pengaruh rendah pada indikator kosakata sulit. Dari hasil ini, dapat disimpulkan bahwa penggunaan strategi DRTA dan kombinasi DRTA-SQ3R memberikan pengaruh rendah terhadap kemampuan membaca pemahaman siswa, sementara penggunaan strategi SQ3R memberikan pengaruh sedang. [ABSTRACT FROM AUTHOR]

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