Peningkatan Akurasi Membaca Melalui Pembelajaran Fonik Eksplisit Berbantuan Komik Decodable pada Siswa dengan Kesulitan Membaca di Sekolah Dasar Inklusif
DOI:
https://doi.org/10.58230/ijier.v3i1.749Keywords:
fonik eksplisit, komik decodable, akurasi membaca, kesulitan membaca, sekolah dasar inklusifAbstract
Penelitian ini bertujuan untuk (1) mendeskripsikan penerapan pembelajaran fonik eksplisit berbantuan komik dekodabel pada siswa yang mengalami kesulitan membaca di sekolah dasar inklusif dan (2) menganalisis peningkatan akurasi membaca siswa setelah diberikan intervensi. Penelitian ini menggunakan desain Penelitian Tindakan Kelas (PTK) berdasarkan model Kemmis dan McTaggart yang dilaksanakan dalam dua siklus pada semester genap tahun ajaran 2025/2026 di kelas V SDN 005 Rantau Pulung, Kabupaten Kutai Timur, Indonesia. Subjek penelitian terdiri atas dua siswa kelas V yang mengalami kesulitan membaca dan dipilih melalui teknik purposive sampling. Data dikumpulkan melalui tes membaca nyaring (running record), observasi kelas, catatan lapangan, dan dokumentasi. Keabsahan penelitian diperkuat melalui validitas isi dan validitas ekologis. Data kuantitatif dianalisis secara deskriptif menggunakan persentase akurasi membaca, skor peningkatan (gain score), dan analisis noise, sedangkan data kualitatif dianalisis melalui reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa pembelajaran fonik eksplisit berbantuan komik dekodabel secara substansial meningkatkan akurasi membaca kedua subjek. Akurasi membaca siswa ARS meningkat dari 55% menjadi 100%, sedangkan siswa REN meningkat dari 35% menjadi 95%. Peningkatan tersebut disertai dengan berkurangnya kesalahan dekoding, meningkatnya partisipasi dan kepercayaan diri dalam membaca, serta perubahan strategi membaca dari menebak kata berdasarkan tampilan visual menjadi penggunaan strategi dekoding fonologis yang lebih sistematis. Temuan ini menunjukkan bahwa pembelajaran fonik eksplisit berbantuan komik dekodabel efektif sebagai intervensi untuk meningkatkan akurasi membaca siswa yang mengalami kesulitan membaca dalam konteks sekolah dasar inklusif.
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