PENERAPAN STRATEGI DIRECTED READING THINKING ACTIVITY UNTUK MENINGKATKAN KETERAMPILAN MEMBACA PEMAHAMAN SISWA KELAS III SEKOLAH DASAR - Nicken Ayu Triana, - (2023)
Penelitian ini dilatarbelakangi oleh rendahnya keterampilan membaca siswa kelas III saat mengikuti kegiatan pembelajaran Bahasa Indonesia. Peneltian dilaksanakan di SDN 6 Sindangkasih dengan subjek penelitian berjumlah 18 orang. Tujuan dari penelitian adalah untuk memperbaiki proses kegiatan pembelajaran khsususnya keterampilan membaca pemahaman sehingga dapat meningkatkan aktivitas dan keterampilan membaca pemahaman siswa dengan menggunakan strategi Directed Reading Thinking Activity. Jenis penelitian yang digunakan yaitu menggunakan penelitian tindakan kelas. Hasil penelitian menunjukkan adanya peningkatan pada aktivitas guru, aktivitas siswa dan keterampilan membaca pemahaman siswa. Berdasarkan perolehan rata-rata hasil belajar keterampilan membaca pemahaman ada prasiklus sebesar 61,75 dengan jumlah siswa tuntas belajar berjumlah 4 orang dan siswa yang tidak tuntas belajar berjumlah 14 orang. Siklus I perolehan rata-rata keterampilan membaca pemahaman siswa sebesar 71,47 dengan jumlah siswa yang tuntas 11 orang dan siswa yang tidak tuntas 7 orang. Pada siklus II perolehan rata-rata keterampilan membaca siswa 82,94 dengan jumlah siswa yang tuntas belajar sebanyak 17 orang dan siswa yang tidak tuntas belajar 1 orang. Dengan ini, penerapan strategi pembelajaran Directed Reading Thinking Activity terbukti dapat memperbaiki aktivitas belajar saat proses pembelajaran sehingga dapat meningkatkan keterampilan membaca pemahaman siswa. ----- This study was motivated by the low reading skills of third grade students when participating in Indonesian language learning activities. The research was conducted at SDN 6 Sindangkasih with 18 research subjects. The purpose of the research is to improve the process of learning activities, especially reading comprehension skills so that it can increase students' activities and reading comprehension skills by using the Directed Reading Thinking Activity strategy. The type of research used is classroom action research. The results showed an increase in teacher activities, student activities and students' reading comprehension skills. Based on the acquisition of the average learning outcomes of reading comprehension skills there was a pre-cycle of 61.75 with the number of students who completed learning amounted to 4 people and students who did not complete learning amounted to 14 people. Cycle I the average acquisition of students' reading comprehension skills was 71.47 with 11 students who were complete and 7 students who were not complete. In cycle II, the average acquisition of students' reading comprehension skills was 82.94 with 17 students who completed their learning and 1 student who did not complete their learning. With this, the application of the Directed Reading Thinking Activity learning strategy is proven to be able to improve learning activities during the learning process so that it can improve students' reading comprehension skills.