Peningkatan Kemampuan Membaca Pemahaman Siswa Disleksia melalui Pembelajaran Diferensiasi Berbasis Kontekstual

Agus  Maulana; Edi  Purwanta

doi:10.58230/27454312.5093

Authors

Agus Maulana Universitas Negeri Yogyakarta
Edi Purwanta Universitas Negeri Yogyakarta

DOI:

https://doi.org/10.58230/27454312.5093

Keywords:

membaca pemahaman, disleksia, pembelajaran diferensiasi

Abstract

Kemampuan membaca pemahaman merupakan salah satu keterampilan penting dalam pembelajaran Bahasa Indonesia, namun siswa dengan hambatan membaca masih mengalami kesulitan dalam memahami informasi, menemukan gagasan utama, dan menyampaikan kembali isi bacaan. Penelitian ini bertujuan untuk meningkatkan kemampuan membaca pemahaman siswa disleksia melalui pembelajaran diferensiasi berbasis kontekstual pada siswa kelas IV sekolah dasar. Penelitian menggunakan Penelitian Tindakan Kelas (PTK) dengan model Kemmis dan McTaggart yang dilaksanakan dalam dua siklus dan enam pertemuan. Subjek penelitian terdiri atas lima siswa kelas IV SD Negeri 010 Malinau Barat yang mengalami hambatan dalam membaca pemahaman. Tindakan pembelajaran dilakukan melalui pembelajaran diferensiasi berbasis kontekstual dengan bantuan cerita bergambar, kegiatan membaca secara bertahap, diskusi, tanya jawab, pengaitan isi bacaan dengan pengalaman sehari-hari, dan kegiatan menceritakan kembali isi bacaan. Data dikumpulkan melalui tes membaca pemahaman dan observasi aktivitas siswa, kemudian dianalisis secara deskriptif kuantitatif berdasarkan persentase ketercapaian. Hasil penelitian menunjukkan bahwa kemampuan membaca pemahaman meningkat dari 47,50% pada kondisi awal menjadi 56,25% pada akhir Siklus I dan 82,50% pada akhir Siklus II. Capaian tersebut telah melampaui kriteria keberhasilan sebesar 75%. Aktivitas siswa juga meningkat hingga 83,75% pada akhir Siklus II. Peningkatan tersebut menunjukkan bahwa penyesuaian pembelajaran terhadap kebutuhan siswa, penggunaan cerita bergambar, dan pengaitan materi dengan pengalaman sehari-hari dapat membantu siswa memahami informasi dan meningkatkan keterlibatan dalam pembelajaran. Dengan demikian, pembelajaran diferensiasi berbasis kontekstual dapat menjadi alternatif pembelajaran Bahasa Indonesia yang adaptif untuk meningkatkan kemampuan membaca pemahaman siswa dengan hambatan membaca di sekolah dasar.

Downloads

Download data is not yet available.

References

Achmad, W. K. S., Rachman, S. A., Aras, L., & Amran, M. (2024). Differentiated instruction in reading in elementary schools: a systematic review. International Journal of Evaluation and Research in Education , 13(3). https://doi.org/10.11591/ijere.v13i3.27134

Al Otaiba, S., McMaster, K., Wanzek, J., & Zaru, M. W. (2023). What We Know and Need to Know about Literacy Interventions for Elementary Students with Reading Difficulties and Disabilities, including Dyslexia. Reading Research Quarterly, 58(2). https://doi.org/10.1002/rrq.458

Aminuriyah, S., Al Ma’ruf, A. I., Destya, A., & Minsih, M. (2023). A Case Study of Differentiated Instruction at Elementary School. AL-ISHLAH: Jurnal Pendidikan, 15(4). https://doi.org/10.35445/alishlah.v15i4.3860

Denton, C. A., Hall, C., Cho, E., Cannon, G., Scammacca, N., & Wanzek, J. (2022). A meta-analysis of the effects of foundational skills and multicomponent reading interventions on reading comprehension for primary-grade students. Learning and Individual Differences, 93. https://doi.org/10.1016/j.lindif.2021.102062

Georgiou, G. K., Martinez, D., Vieira, A. P. A., Antoniuk, A., Romero, S., & Guo, K. (2022). A meta-analytic review of comprehension deficits in students with dyslexia. Annals of Dyslexia, 72(2). https://doi.org/10.1007/s11881-021-00244-y

Hall, C., Dahl-Leonard, K., Cho, E., Solari, E. J., Capin, P., Conner, C. L., Henry, A. R., Cook, L., Hayes, L., Vargas, I., Richmond, C. L., & Kehoe, K. F. (2023). Forty Years of Reading Intervention Research for Elementary Students with or at Risk for Dyslexia: A Systematic Review and Meta-Analysis. Reading Research Quarterly, 58(2). https://doi.org/10.1002/rrq.477

Khairurrazikin, K., & Yuliawati, F. (2023). Analisis Kesulitan Belajar Membaca pada Anak Kelas III Sekolah Dasar. Sekolah Dasar: Kajian Teori Dan Praktik Pendidikan, 32(2). https://doi.org/10.17977/um009v32i22023p130-139

Kusumaningpuri, A. R. (2024). Implementasi Pembelajaran Berdiferensiasi pada Pembelajaran IPAS Fase B Kelas IV Sekolah Dasar. Jurnal Didaktika Pendidikan Dasar, 8(1). https://doi.org/10.26811/didaktika.v8i1.1321

Laurent-Prophete, V., Greer, R. D., & Yurick, A. L. (2024). The Effects of a Direct Instruction Curriculum Sequence on the Reading Comprehension Responses of Early Readers. Behavior and Social Issues, 33(1). https://doi.org/10.1007/s42822-024-00170-9

Melesse, T., & Belay, S. (2022). Differentiating instruction in primary and middle schools: Does variation in students’ learning attributes matter? Cogent Education, 9(1). https://doi.org/10.1080/2331186X.2022.2105552

Muliawanti, S. F., Amalian, A. R., Nurasiah, I., Hayati, E., & Taslim, T. (2022). ANALISIS KEMAMPUAN MEMBACA PEMAHAMAN SISWA KELAS III SEKOLAH DASAR. Jurnal Cakrawala Pendas, 8(3). https://doi.org/10.31949/jcp.v8i3.2605

Ni’matuzahroh, N., Mangunsong, F. M., Woei, S. M., & Karmiyati, D. (2024). COLLABORATIVE STRATEGIC READING VS RECIPROCAL TEACHING STRATEGY: EVALUATION STRATEGIES FOR IMPROVING INDONESIAN ELEMENTARY SCHOOL STUDENTS’ READING COMPREHENSION PERFORMANCE. Jurnal Psikologi, 22(2). https://doi.org/10.14710/jp.22.2.77-87

Niland, A. (2023). Picture Books, Imagination and Play: Pathways to Positive Reading Identities for Young Children. Education Sciences, 13(5). https://doi.org/10.3390/educsci13050511

O’Hare, L., Stark, P., Cockerill, M., Lloyd, K., McConnellogue, S., Gildea, A., Biggart, A., Bower, C., & Connolly, P. (2023). Comparing the effectiveness of two reciprocal reading comprehension interventions for primary school pupils in disadvantaged schools. British Journal of Educational Psychology, 93(4). https://doi.org/10.1111/bjep.12623

Peng, P., Wang, W., Filderman, M. J., Zhang, W., & Lin, L. (2024). The Active Ingredient in Reading Comprehension Strategy Intervention for Struggling Readers: A Bayesian Network Meta-analysis. Review of Educational Research, 94(2). https://doi.org/10.3102/00346543231171345

Pratama, A. (2022). Strategi Pembelajaran Berdiferensiasi Meningkatkan Kemampuan Literasi Membaca Pemahaman Siswa. Jurnal Didaktika Pendidikan Dasar, 6(2). https://doi.org/10.26811/didaktika.v6i2.545

Price-Mohr, R. M., & Bernard Price, C. (2024). Increasing inter-word spacing reduces migration errors and improves reading comprehension in students with dyslexia. Dyslexia, 30(4). https://doi.org/10.1002/dys.1787

Sofianti, R. E., & Andriani, F. (2024). The Effectiveness of Repeated Reading and Supported Cloze Procedure to Improve Beginning Reading Skills in Elementary School Slow Learner Students. Psikoborneo: Jurnal Ilmiah Psikologi, 12(1). https://doi.org/10.30872/psikoborneo.v12i1.12742

Tsai, H. J., Chen, J. K., & Wang, L. C. (2024). The impact of early picture book interaction experience on Chinese character reading of children with Dyslexia: The perspective of visual temporal processing. Cognitive Development, 71. https://doi.org/10.1016/j.cogdev.2024.101477

Tunkiel, K. A., & Bus, A. G. (2022). Digital Picture Books for Young Dual Language Learners: Effects of Reading in the Second Language. Frontiers in Education, 7. https://doi.org/10.3389/feduc.2022.901060

Utami, N., Yahrif, M., Rosmayanti, V., & Siradjuddin, S. (2023). The Effectiveness of Contextual Teaching and Learning in Improving Students’ Reading Comprehension. Journal of Languages and Language Teaching, 11(1). https://doi.org/10.33394/jollt.v11i1.6732

Vaughn, S., & Barnes, M. A. (2023). Reading comprehension for students with reading disabilities: Progress and challenges. Learning and Individual Differences, 102. https://doi.org/10.1016/j.lindif.2023.102258

Wagner, R. K., Beal, B., Zirps, F. A., & Spencer, M. (2021). A model-based meta-analytic examination of specific reading comprehension deficit: how prevalent is it and does the simple view of reading account for it? Annals of Dyslexia, 71(2). https://doi.org/10.1007/s11881-021-00232-2

Wang, D., Su, M., & Zheng, Y. (2023). An empirical study on the reading response to picture books of children aged 5–6. Frontiers in Psychology, 14. https://doi.org/10.3389/fpsyg.2023.1099875

Yang, H. (2022). Effect of Story Structure Instruction Based on Visual Analysis on Reading Comprehension Intervention for Dyslexic Students. Computational Intelligence and Neuroscience, 2022. https://doi.org/10.1155/2022/9479709