PENERAPAN METODE SQ3R TERHADAP KETERAMPILAN DAN PEMAHAMAN MEMBACA SISWA DI KELAS V SD NEGERI 11/II TELUK PANDAK

Abstrak

Penelitian ini bertujuan untuk mengetahui penerapan metode SQ3R (Survey, Question, Read, Recite, Review) dalam meningkatkan keterampilan dan pemahaman membaca siswa kelas V SD Negeri 11/II Teluk Pandak. Penelitian ini menggunakan metode Penelitian Tindakan Kelas (PTK) yang dilaksanakan dalam dua siklus dengan subjek penelitian sebanyak 24 siswa. Teknik pengumpulan data meliputi observasi, tes, dan dokumentasi. Hasil penelitian menunjukkan bahwa penerapan metode SQ3R efektif meningkatkan keterampilan dan pemahaman membaca siswa. Ketuntasan belajar siswa meningkat dari 20,83% pada siklus I menjadi 83,33% pada siklus II. Selain itu, hasil observasi aktivitas guru juga mengalami peningkatan dari 66,67% menjadi 99,33%. Hambatan dalam penerapan metode SQ3R meliputi keterbatasan waktu dan kesiapan siswa. Upaya mengatasi hambatan dilakukan melalui pendampingan intensif, penggunaan lembar panduan, serta penyediaan bahan bacaan tambahan. Dengan demikian, metode SQ3R dapat diterapkan secara efektif dan berkelanjutan dalam pembelajaran membaca di sekolah dasar.

This study aims to determine the application of the SQ3R (Survey, Question, Read, Recite, Review) method to improve fifth-grade students' reading skills and comprehension at Elementary School 11/II Teluk Pandak. This study used Classroom Action Research (CAR) and was conducted in two cycles with 24 students as participants. Data collection techniques included observation, testing, and documentation. The results showed that the implementation of the SQ3R method effectively improved students' reading skills and comprehension. Student learning completion increased from 20.83% in Cycle I to 83.33% in Cycle II. Furthermore, observations of teacher activity also increased from 66.67% to 99.33%. Barriers to implementing the SQ3R method included limited time and student readiness. Efforts to overcome these obstacles were carried out through intensive mentoring, the use of guide sheets, and the provision of supplementary reading materials. Thus, the SQ3R method can be implemented effectively and sustainably in reading instruction in elementary schools.