Kemampuan Membaca Pemahaman Dengan Menggunakan Strategi Directed Reading Thinking Activity (DRTA) Di Tingkat Sekolah Dasar

Fitriana, Dita Nur (2023) Kemampuan Membaca Pemahaman Dengan Menggunakan Strategi Directed Reading Thinking Activity (DRTA) Di Tingkat Sekolah Dasar. Sarjana (S1) thesis, Universitas Islam “45” Bekasi.

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Abstract

The low reading comprehension ability of elementary school students in the
Indonesian language is caused by the continued use of conventional teaching
methods, where the learning process mainly revolves around the teacher, and
students are not actively engaged. In this context, the Directed Reading Thinking
Activity (DRTA) method becomes one of the alternative solutions as it involves
interaction between students and teachers, thereby avoiding a teacher-centered
learning environment. The DRTA method aims to determine the effectiveness of
Directed Reading Thinking Activity strategies in improving students' reading
comprehension skills in the Indonesian language subject, including planning,
implementation, steps, and its impact on elementary school students' abilities.
This research also aims to investigate how the DRTA method influences
reading comprehension abilities among upper-grade elementary school students.
The analysis method used is the Systematic Literature Review (SLR) or Systematic
Literature Review, which identifies, evaluates, and interprets all research findings.
The sample for this analysis includes 14 journals published in the last 10 years. The
search subjects align with the researcher's topics, which are Indonesian language
lessons and elementary school students. These journals discuss the DRTA method,
and based on the findings of the analysis, it shows that the DRTA method has a
positive impact. While there may be some differences in the articles or journals
analyzed, overall, this research concludes that the DRTA method significantly
influences and improves reading comprehension abilities among upper-grade
elementary school students.

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