MENINGKATKAN KEMAMPUAN MEMBACA PEMAHAMAN DENGAN MODEL PEMBELAJARAN PROJECT BASED LEARNING UNTUK PESERTA DIDIK KESULITAN BELAJAR MEMBACA KELAS V DI SDN CIPAYUNG 04

ENGGAR TRI WIJAYANTI, . (2026) MENINGKATKAN KEMAMPUAN MEMBACA PEMAHAMAN DENGAN MODEL PEMBELAJARAN PROJECT BASED LEARNING UNTUK PESERTA DIDIK KESULITAN BELAJAR MEMBACA KELAS V DI SDN CIPAYUNG 04. Sarjana thesis, UNIVERSITAS NEGERI JAKARTA.

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Abstract

Penelitian ini bertujuan untuk meningkatkan kemampuan membaca pemahaman interpretatif peserta didik dengan kesulitan belajar membaca di kelas V SDN Cipayung 04 melalui model Project Based Learning (PjBL) melalui tahapan pramembaca, saat membaca dan pascamembaca dalam fase tahapan pembelajaran. Penelitian ini menggunakan metode Penelitian Tindakan Kelas (PTK) model Kemmis & Ms Taggart yang dilaksanakan dalam dua siklus dengan subjek lima peserta didik kelas V yang mengalami kesulitan belajar membaca. Teknik pengumpulan data meliputi observasi dan teks kinerja kemudian dianalisis secara kuantitaif dan kualitatif. Hasil penelitian menunjukan adanya peningkatan pemahaman membaca intrepretatif, terlihat dari peningkatan hasil belajar dari tahap kemampuan awal rata-rata sebesar 50,02 menjadi 61,68 pada siklus I, dan menjadi 79,98 pada siklus II. Secara kualitatif, peningkatan terlihat dari keaktifan peserta didik dalam berdiskusi dan bekerja sama menyelesaikan proyek secara kelompok. Dengan hasil peningkatan ini, model Project Based Learning terbukti efektif untuk mengatasi kesulitan belajar membaca interpretatif khususnya kemampuan membaca pemahaman interpretatif mengidentifikasi ide pokok dan menyusun kesimpulan di kelas V. Kata kunci: membaca pemahaman interpretatif, model pembelajaran Project Based Learning (PjBL), kesulitan belajar membaca ***** This action research aims to improve the interpretative reading comprehension skills of fifth-grade students with reading difficulties at SDN Cipayung 04 through the implementation of the Project Based Learning (PjBL) model. The learning process was carried out through three stages: pre-reading, reading, and post-reading. This study utilizes the Classroom Action Research (CAR) method with Kemmis and McTaggart model. The intervention was conducted in two cycles with research subjects of five fifth-grade students with reading difficulties. Data were collected through techniques in the form classroom observations and performance tests and were analysed used is quantitative and qualitative approaches. The results showed a significant improvement in interpretative reading comprehension skills, as seen from the increase in student’s learning outcomes from the initial ability stage, an average of 50,02 to 61,68 in cycle I, and to 79,98 in cycle II. Qualitatively, this improvement can be seen from student engagement in classroom discussions and enhanced collaboration in completing group projects. With this improvement, Project Based Learning model is effective in being used as learnig model interpretative reading difficulties, particularly in improving students' ability to identify the main idea and draw conclusions from reading texts among fifth-grade students. Keywords: interpretative reading comprehension, Project Based Learning (PjBL), Reading Learning Difficulties

Item Type:	Thesis (Sarjana)
Additional Information:	1). Leliana Lianty, M.Pd. ; 2). Dr. Indra Jaya, M.Pd
Subjects:	Pendidikan > Penelitian Tindakan Kelas Pendidikan > Pendidikan Khusus
Divisions:	FIP > S1 Pendidikan Luar Biasa
Depositing User:	Enggar Tri Wijayanti .
Date Deposited:	28 Aug 2026 10:49
Last Modified:	28 Aug 2026 10:49
URI:	http://repository.unj.ac.id/id/eprint/73473

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