IMPLEMENTASI MODEL READING TO LEARN (R2L) PEDAGOGY UNTUK MENGEMBANGKAN KETERAMPILAN MEMBACA PEMAHAMAN: Penelitian Participatory Action Research (PAR) Terhadap Siswa Kelas IV C SDN 262 Panyileukan Kota Bandung - Rachmi Nursifa Yahya, - (2024)
Penelitian ini dilatarbelakangi adanya permasalahan keterampilan menceritakan kembali melalui tulisan teks yang sudah dibaca pada siswa kelas IV C SDN 262 Panyileukan. Salah satu faktor yang memengaruhi permasalahan keterampilan membaca pemahaman siswa yaitu model pembelajaran yang digunakan kurang memotivasi siswa dalam mengembangkan keterampilan membaca pemahaman. Tujuan penelitian ini: (1) mengidentifikasi aktivitas membaca siswa kelas IV C SDN 262 Panyileukan dalam pembelajaran membaca pemahaman menggunakan metode membaca model reading to learn (R2L) pedagogy; dan (2) mendeskripsikan keterampilan membaca siswa IV C SDN 262 Panyileukan setelah berlatih membaca pemahaman menggunakan metode membaca model reading to learn (R2L) pedagogy. Subjek penelitian ini yaitu siswa kelas IV SDN 262 Panyileukan yang terdiri dari 28 siswa serta satu orang guru kelas IV SDN 262 Panyileukan. Penelitian ini menggunakan metode penelitian participatory action research (PAR). Instrumen penelitian yang digunakan yaitu lembar observasi, wawancara, dan analisis dokumen. Hasil penelitian menenjukkan bahwa (1) aktivitas membaca siswa kelas IV C SDN 262 Panyileukan dalam pembelajaran membaca pemahaman menggunakan metode membaca model reading to learn (R2L) pedagogy berlangsung dengan enam tahap, yaitu prepare before reading, detailed reading, sentence or note making, joint rewriting, individual rewriting, dan independent writing, dan (2) keterampilan membaca siswa IV C SDN 262 Panyileukan setelah berlatih membaca pemahaman menggunakan metode membaca model reading to learn (R2L) pedagogy memperoleh hasil nilai rata-rata dengan kategori "baik". ---------- This research was motivated by the problem of retelling skills through written text that had been read in class IV C students at SDN 262 Panyileukan. One of the factors that influences students' reading comprehension skills problems is that the learning model used does not motivate students to develop reading comprehension skills. The aims of this research are: (1) to identify the reading activities of class IV C students at SDN 262 Panyileukan in learning reading comprehension using the reading to learn (R2L) pedagogy model; and (2) describe the reading skills of IV C students at SDN 262 Panyileukan after practicing reading comprehension using the reading to learn (R2L) pedagogy model. The subjects of this research were class IV students at SDN 262 Panyileukan consisting of 28 students and one class IV teacher at SDN 262 Panyileukan. This research uses the participatory action research (PAR) research method. The research instruments used were observation sheets, interviews and document analysis. The results of the research show that (1) the reading activities of class IV C students at SDN 262 Panyileukan in learning reading comprehension using the reading to learn (R2L) pedagogy model reading method takes place in six stages, namely prepare before reading, detailed reading, sentence or note making, joint rewriting, individual rewriting, and independent writing, and (2) the reading skills of IV C SDN 262 Panyileukan students after practicing reading comprehension using the Reading to Learn (R2L) pedagogy model reading method obtained an average score in the "good" category. Keywords: Reading Skills, Reading to Learn (R2L) Pedagogy Model, Participatory Action Research (PAR).