TRANSFORMASI PEMBELAJARAN MEMBACA DI SEKOLAH DASAR: PENGARUH MODEL RECIPROCAL TEACHING TERHADAP KETERAMPILAN MEMBACA KRITIS
DOI:
https://doi.org/10.23969/jp.v11i02.51814Keywords:
Critical Reading, Reciprocal Teaching Model, Elementary SchoolAbstract
This study was motivated by the low level of critical reading skills among fourth-grade elementary school students. The aim of this research was to examine the effect of the reciprocal teaching model on students' critical reading ability. A quantitative approach was employed using a quasi-experimental method with a nonequivalent control group design. The sample consisted of 26 students in the control group and 26 students in the experimental group. The instruments used were tests and observations. Tests were administered in two stages: a pretest before the intervention and a posttest afterward. The results showed that the Reciprocal Teaching model had a significant effect on improving students’ critical reading skills. This was evidenced by the results of an independent sample t-test on the pretest scores, which yielded a significance value of 0.008 (< 0.05). The average score of critical reading skills in the experimental group was 79.0, compared to 72.7 in the control group. The model encouraged students to collaborate with group members and develop essential skills such as summarizing, questioning, clarifying, predicting, and responding to what they had read critically.
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