Meningkatkan Pemahaman Membaca Siswa Dengan Menerapkan Strategi Jigsaw

Authors

  • Rusma Novita SMPN 37 Sijunjung

DOI:

https://doi.org/10.31004/jodel.v2i1.77

Keywords:

Pemahaman Membaca, Strategi Jigsaw

Abstract

Siswa menganggap menulis sebagai keterampilan yang paling sulit. Phenomena ini harus dipecahkan melalui penelitian ini yang mendeskripsikan apakah dan sejauh mana teknik four square writing dapat meningkatkan keterampilan menulis siswa; dan bagaimana proses pelaksanaan pengajaran menulis ketika teknik four square writing diterapkan di kelas menulis.Desain penelitian yang digunakan adalah penelitian tindakan kelas kolaboratif yang dilaksanakan dalam dua siklus dan setiap siklus terdiri dari empat pertemuan dan melibatkan empat langkah yaitu perencanaan, tindakan, observasi dan refleksi. Data penelitian dikumpulkan dengan menggunakan teknik observasi, wawancara, dan tes. Subyek penelitian ini adalah siswa kelas IX SMPN 37 Tambang yang berjumlah 31 siswa. Hasilnya menunjukkan, terdapat peningkatan positif baik dalam keterampilan menulis siswa maupun situasi kelas selama proses pembelajaran berlangsung. Hal ini terlihat dari hasil setiap post-test yang mengalami peningkatan. Nilai rata-rata tes siswa pada siklus 1 pada pertemuan pertama dan kedua adalah 70,87 dan 80,4. Nilai rata-rata tes siswa pada siklus 2 pertemuan ketiga dan keempat adalah 87,25 dan 92,32. Indikator keberhasilannya adalah 80% siswa memperoleh nilai >70 dalam tes menulis, yang berarti pengajaran teknik foursquare meningkatkan keterampilan menulis siswa.

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Published

2024-01-30

How to Cite

Novita, R. (2024). Meningkatkan Pemahaman Membaca Siswa Dengan Menerapkan Strategi Jigsaw. Journal of Development Education and Learning (JODEL), 2(1), 170–180. https://doi.org/10.31004/jodel.v2i1.77