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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