Asep Nurjamin, Lucky Rahayu Nurjamin, Yustika Nur Fajriah, Aisyah Khoerunnisa

Design-Based Research dalam Pembelajaran Kreatif: Menarik Kesimpulan Bacaan dengan Mode Pertanyaan Eksploratif pada Siswa Kelas Tinggi di Sekolah Dasar

Introduction

Design-based research dalam pembelajaran kreatif: menarik kesimpulan bacaan dengan mode pertanyaan eksploratif pada siswa kelas tinggi di sekolah dasar. DBR kembangkan pembelajaran kreatif & pertanyaan eksploratif tingkatkan keterampilan membaca siswa SD kelas tinggi di Garut. Evaluasi tunjukkan peningkatan signifikan skor.

Abstract

Penelitian ini bertujuan untuk mengembangkan dan mengevaluasi efektivitas metode pembelajaran kreatif yang terintegrasi dengan mode pertanyaan eksploratif dalam meningkatkan keterampilan membaca siswa kelas tinggi di Kabupaten Garut. Menggunakan pendekatan Design-Based Research (DBR), penelitian dilakukan di tiga kecamatan: Garut Kota, Limbangan, dan Bungbulang, melibatkan 60 hingga 90 siswa serta beberapa guru berpengalaman dengan minimal 15 tahun di bidang pendidikan. Penelitian ini menggunakan metode kualitatif dengan pendekatan DBR. Instrumen pengumpulan data yang digunakan adalah latihan di kelas, wawancara, dan observasi dalam kerangka waktu tertentu. Pengumpulan data dilakukan dengan cara wawancara semistruktural dengan siswa dan guru dengan penerapan metode pembelajaran kreatif yang terintegrasi dengan mode pertanyaan eksploratif secara signifikan meningkatkan keterampilan membaca siswa kelas tinggi di Kabupaten Garut. Dari analisis data kuantitatif, tercatat adanya peningkatan yang signifikan dalam rata-rata skor keterampilan membaca siswa, dari 60 pada pre-test menjadi 80 pada post-test. Selain itu, hasil analisis kualitatif melalui wawancara dengan siswa dan guru mengungkapkan bahwa keterlibatan siswa, kesenangan dalam belajar, dan dukungan guru berkontribusi signifikan terhadap efektivitas pembelajaran. This study aims to develop and evaluate the effectiveness of a creative learning method integrated with an exploratory inquiry model in improving the reading skills of upper-grade students in Garut Regency. Using a Design-Based Research (DBR) approach, the study was conducted in three sub-districts: Garut City, Limbangan, and Bungbulang, involving 60 to 90 students and several experienced teachers with at least 15 years of experience in education. This study employed a qualitative DBR approach. Data collection instruments included classroom exercises, interviews, and observations over a specific period. Data collection was conducted through semi-structured interviews with students and teachers. The implementation of a creative learning method integrated with an exploratory inquiry model significantly improved the reading skills of upper-grade students in Garut Regency. Quantitative data analysis recorded a significant increase in the average score of students' reading skills, from 60 in the pre-test to 80 in the post-test. Furthermore, qualitative analysis, conducted through interviews with students and teachers, revealed that student engagement, enjoyment in learning, and teacher support significantly contributed to learning effectiveness.

Review

This paper presents a Design-Based Research (DBR) study focused on developing and evaluating a creative learning method, integrated with an exploratory inquiry model, to enhance reading skills among upper-grade elementary students in Garut Regency. The chosen approach addresses a critical educational need, aiming to foster deeper engagement with texts beyond rote learning. The use of DBR is particularly fitting for such an intervention-focused study, allowing for iterative development and refinement of the learning method in authentic classroom settings. The study demonstrates significant promise in its findings. The mixed-methods approach, combining quantitative pre- and post-test data with qualitative insights from interviews and observations, provides a robust evaluation. A notable strength is the reported quantitative improvement, with average reading scores increasing substantially from 60 to 80, indicating a clear positive impact of the intervention. This quantitative evidence is further enriched by qualitative data, which highlights crucial factors such as increased student engagement, enjoyment in learning, and supportive teacher involvement as key contributors to the method's effectiveness. The inclusion of experienced teachers and a reasonable sample size across multiple sub-districts also lends credibility to the findings. While the abstract provides a compelling overview, the full paper would benefit from further elaboration on several aspects. Greater detail on the specific components of the "creative learning method" and how the "exploratory inquiry model" was practically implemented within classroom exercises would strengthen the understanding of the intervention's mechanisms. Clarification on the particular reading skills targeted and assessed, beyond a general "reading skills" improvement, would also be valuable. Additionally, outlining the specific phases of the DBR process undertaken and how data from each phase informed the subsequent design cycles would enhance the methodological rigor. Nevertheless, this study offers a valuable contribution to the field of educational research, presenting a promising approach for cultivating reading comprehension and engagement in primary school settings.

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