ANALISIS KEMAMPUAN MEMBACA PEMAHAMAN DALAM PEMBELAJARAN MULTILITERASI DI SD (Penelitian Studi Kasus pada Siswa Kelas V SDN 3 Nagri Kaler Purwakarta) - Nova Mira Rizky Wulandari, - (2021)
Pembelajaran multiliterasi dalam membaca pemahaman merupakan integrasi pembelajaran literasi dan teknologi untuk meningkatkan pemahaman dan jawaban tuntutan pembelajaran abad 21 era digital. Kerjasama siswa, guru kelas V dan orang tua diperlukan untuk keberhasilan pembelajaran multiliterasi. Penelitian ini bertujuan mengetahui kemampuan, kendala dan solusi kemampuan membaca pemahaman dalam pembelajaran multiliterasi siswa kelas V SDN 3 Nagri Kaler, karena masih terdapat lima orang siswa yang belum memiliki kemampuan membaca pemahaman dalam pembelajaran multiliterasi. Dengan metode kualitatif pendekatan studi kasus, penemuan data melalui tes, wawancara, analisis data dan dokumentasi di SDN 3 Nagri Kaler dan rumah siswa pada bulan April-Juni. Subjek penelitian adalah lima orang siswa kelas V, lima orang tua siswa, guru kelas V, dan kepala sekolah. Hasil pemahaman literal (C1) 51,6%, infensial (C2, C3) 42,5%, kritis (C4,C5) 65% dan kreatif (C6) 50%, Nilai akhir tes 51% kategori kurang. Hasil wawancara menyatakan membaca pemahaman pembelajaran multiliterasi menyenangkan, memperoleh pengetahuan baru dan subjek mampu menggunakan teknologi. Kendala disebabkan faktor internal dan faktor eksternal. Solusinya perkuat kerjasama siswa, orang tua dan pihak sekolah dalam memonitor dan memberi sarana bacaan sesuai minat siswa, memperkuat komunikasi, waktu bimbingan khusus, serta kemauan guru berlatih mengelola pembelajaran multiliterasi secara menerus. ----- Multiliteracy learning in reading comprehension is an integration of literacy learning and technology to improve understanding and answer the demands of 21st century learning in the digital era. The cooperation of students, fifth grade teachers and parents is needed for the success of multiliteracy learning. This study aims to determine the abilities, constraints and solutions of reading comprehension skills in multiliteracy learning for fifth grade students at SDN 3 Nagri Kaler and student house, because there are still five students who do not yet have the ability to read comprehension in multiliteracy learning. Using a qualitative case study approach, data were found through tests, interviews, data analysis and documentation at SDN 3 Nagri Kaler in April-June. The research subjects were five fifth grade students, five parents, fifth grade teacher, and the principal. The result of literal understanding (C1) is 51.6%, infensial (C2, C3) 42,5%, critical (C4,C5) 65% and creative (C6) 50%, the final score of the test is 51% in the poor category. The results of the interview stated that reading comprehension of multiliterate learning was fun, gaining new knowledge and the subject was able to use technology. Constraints caused by internal factors and external factors. The solution is to strengthen collaboration between students, parents and schools in monitoring and providing reading facilities according to students' interests, strengthening communication, special guidance times, and the willingness of teachers to practice managing multiliteracy learning continuously.