Model Discovery Learning untuk Meningkatkan Critical Thinking dan Literasi Membaca dalam Pembelajaran Bahasa Indonesia Siswa Sekolah Dasar

Abstract

Tujuan dari penelitian ini adalah meningkatkan critical thinking melalui model discovery learning dan kemampuan literasi membaca melalui model discovery learning. Penelitian ini menggunakan pendekatan kualitatif, sedangkan jenis metodenya adalah Classroom Action Research (CAR). Penelitian dilakukan dalam dua siklus, masing-masing siklus terdiri empat tahapan yaitu perencanaan (Planning), tindakan (Action), pengamatan (Observation), dan refleksi (Reflection). Pengumpulan data menggunakan observasi dan tes. Adapun teknik analisis data meliputi reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa pada siklus I hasil tes kemampuan berpikir kritis siswa dengan rerata 78,10 di siklus II meningkat menjadi 84,82 persen dengan katageri 100 persen siswa dinyatakan tuntas belajar. Adapun kemampuan literasi membaca menggunakan model Discovery Learning dalam AKM dibuktikan dengan adanya hasil ketuntasan pada siklus II mencapai 83,26, sedangkan di siklus I yaitu 76,29 nilai maksimal siklus I 91,36, masih ada 11 siswa dinyatakan belum tuntas, sedangkan pada siklus II nilai maksimal 94,7 dan 100 persen siswa dinyatakan tuntas belajar. Dengan demikian dapat disimpulkan 1) terdapat pengaruh positif antara model Discovery Learning dengan kemampuan critical thinking peserta didik. 2) Penerapan model pembelajaran Discovery Learning terbukti mampu meningkatkan kemampuan literasi membaca siswa.

Kata kunci: literasi membaca; discovery learning; critical thinking

Discovery Learning Model to Improve Critical Thinking and Reading Literacy in Indonesian Language Learning for Elementary School Students

This research aims to enhance students' critical thinking skills and reading literacy through the implementation of the discovery learning model. This research uses a qualitative approach, while the type of method is Classroom Action Research (CAR). The research was conducted in two cycles, each cycle consisted of four stages, namely planning (Planning), action (Action), observation (Observa­tion), and reflection (Reflection). Data collection used observation and tests. The data analysis techniques include data reduction, data presentation, and conclusion drawing. The results showed that in cycle I the test results of students' critical thinking skills with an average of 78.10 in cycle II increased to 84.82 percent with 100 percent of students declared complete learning. The ability of reading literacy using the Discovery Learning model in AKM is evidenced by the results of completeness in cycle II reaching 83.26, while in cycle I it was 76.29 the maximum value of cycle I was 91.36, there were still 11 students declared not complete, while in cycle II the maximum value was 94.7 and 100 percent of students declared complete learning. Thus, it can be concluded 1) there is a positive influence between the Discovery Learning model and the critical thinking ability of students. 2) The application of the Discovery Learning model is proven to be able to improve students' reading literacy skills.

Keywords: reading literacy; discovery learning; critical thinking