PENGGUNAAN MODEL PEMBELAJARAN DIRECTED READING THINKING ACTIVITY UNTUK MENINGKATKAN KEMAMPUAN MEMBACA INTENSIF SISWA SD NEGERI 01 MARTAPURA

Abstract

This study aims to improve intensive reading skills. The implementation of this Action Research includes planning, implementation, observation and reflection activities, which are carried out in 2 cycles, namely July and August 2021, with 12 students as the subject of class III students at SD Negeri 01 Martapura. The author focuses on improving learning on the use of Directed Reading Thinking Activity to improve intensive reading skills. From the results of the study it was found that Directed Reading Thinking Activity can improve intensive reading skills. This is evidenced by an increase in intensive reading skills in the implementation of learning before improvement (Pre-Cycle) only 5 students who passed or 41.67% with a class average of 68.42 and the highest score of 90 while the lowest score was 42, in improving learning Cycle 1 increased to 9 students who had completed or 75.00%, with a class average of 76.25 and the highest score was 90 while the lowest score was 60 and after improvement in cycle II learning reached 11 students who had completed or 91.67% with the class average was 83.75 and the highest score was 90 while the lowest score was 65. The conclusion from this study is that directed reading thinking activity can improve intensive reading skills, especially for class III at SD Negeri 01 Martapura. ABSTRAKPenelitian ini bertujuan meningkatkan kemampuan membaca Intensif. Pelaksanaan Penelitian Tindakan ini meliputi kegiatan perencanaan, pelaksanaan, observasi dan refleksi, yang dilaksanakan sebanyak 2 siklus, yaitu bulan Juli dan Agustus 2021, dengan subjek siswa kelas III SD Negeri 01 Martapura yang berjumlah 12 siswa. Penulis menitik beratkan perbaikan pembelajaran pada penggunaan Directed Reading Thinking Activity untuk meningkatkan kemampuan membaca intensif. Dari hasil penelitian diperoleh bahwa Directed Reading Thinking Activity dapat meningkatkan kemampuan membaca intensif. Hal ini dibuktikan dengan adanya peningkatan kemampuan membaca intensif pada pelaksanaan pembelajaran sebelum perbaikan (Pra-Siklus) hanya 5 siswa yang tuntas atau 41,67% dengan rata-rata kelas sebesar 68,42 dan nilai tertinggi 90 sedangkan nilai terendah 42, pada perbaikan pembelajaran Siklus 1 meningkat menjadi 9 siswa yang telah tuntas atau 75,00%,dengan rata-rata kelas sebesar 76,25 dan nilai tertinggi 90 sedangkan nilai terendah 60 dan setelah perbaikan pembelajaran siklus II mencapai 11 siswa yang telah tuntas atau 91,67% dengan rata-rata kelas sebesar 83,75 dan nilai tertinggi 90 sedangkan nilai terendah 65. Kesimpulan dari penelitian ini bahwa directed reading thinking activity dapat meningkatkan kemampuan membaca intensif khususnya kelas III di SD Negeri 01 Martapura.