Meningkatkan Kemampuan Membaca Intensif pada Siswa Kelas III SDN Ketegan melalui Cerita Bergambar pada Mata Pelajaran Bahasa Indonesia

Abstrak

Kemampuan membaca intensif merupakan keterampilan penting yang perlu di kuasai oleh siswa sekolah dasar. Namun, pada kenyataannya siswa kelas III SDN Ketegan masih mengalami kesulitan dalam memahami isi bacaan secara teliti dan mendalam. Penelitian tindakan kelas ini bertujuan untuk meningkatkan kemampuan tersebut melalui pemanfaatan media cerita bergambar. Subjek penelitihan terdiri dari 16 siswa, yaitu 11 siswa laki-laki dan 5 siswa perempuan Penelitian dilaksanakan dalam dua siklus yang mencakup tehap perencanaan, pelaksanaan, observasi, refleksi Hasil penelitian memperlihatkan adanya peningkatan kemampuan membaca intensif dari siklus I ke siklus II. Pada siklus I, nilai rata-rata membaca intensif siswa tercatat sebesar 50, sementara KKM yang berlaku adalah 75, sehingga pencapaian pada siklus I masih belum memenuhi standar ketuntasan. Kondisi ini menjadi dasar dilakukannya tindakan perbaikan pada siklus II karena sebagian besar siswa belum mencapai ketuntasan belajar. Setelah pembelajaran diperbaiki dengan menerapkan media cerita bergambar pada siklus II, nilai rata-rata kemampuan membaca intensif meningkat menjadi 90, yang berarti telah melampaui KKM. Dengan demikian, penggunaan media cerita bergambar terbukti efektif dalam meningkatkan kemampuan membaca intensif siswa kelas III SDN Ketegan.

Intensive reading ability is an important skill that needs to be mastered by elementary school students. However, in reality, third-grade students of Ketegan Elementary School still have difficulty in understanding the contents of the reading carefully and deeply. This classroom action research aims to improve this ability through the use of picture story media. The research subjects consisted of 16 students, namely 11 male students and 5 female students. The research was conducted in two cycles covering the stages of planning, implementation, observation, and reflection. The results showed an increase in intensive reading ability from cycle I to cycle II. In cycle I, the average score of students' intensive reading was recorded at 50, while the applicable Minimum Competency Criteria (KKM) was 75, so that the achievement in cycle I still did not meet the completeness standard. This condition became the basis for corrective action in cycle II because most students had not achieved learning completeness. After learning was improved by applying picture story media in cycle II, the average score of intensive reading ability increased to 90, which means it had exceeded the Minimum Competency Criteria (KKM). Thus, the use of picture story media has proven effective in improving the intensive reading ability of third-grade students of Ketegan Elementary School.