ANALISIS KEMAMPUAN MEMBACA SISWA DALAM MEMAHAMICERITA FIKSI MELALUI MEDIA PETA CERITA DI KELAS IV SDN 13KABUPATEN SORONG
Keywords:
Reading Comprehension, Story Map Media, Fictional Stories, Elementary Literacy, Visual LearningAbstract
Reading comprehension skills among elementary school students remain a significant challenge, especially in regions with limited technological resources such as Sorong Regency. This study aims to analyze the effectiveness of story map media in enhancing fiction story comprehension among sixth-grade students at SDN 13 Aimas. The method employed is descriptive qualitative research with data collection techniques including observation, reading comprehension tests, interviews, and documentation. Data analysis was conducted interactively using the Miles, Huberman, and Saldana model. Findings indicate that the use of story map media significantly aids students in understanding story elements literally and inferentially, although critical comprehension of moral messages still requires additional guidance. These results reinforce reading learning theories emphasizing the role of visual media in supporting meaning construction. In conclusion, story map media is an effective and contextual instructional strategy to improve reading literacy in elementary schools, particularly in technology-limited areas. Future research is recommended to develop digital story maps and expand subject coverage for broader generalization.
Downloads
References
Abidin, Y. (2022). Pengaruh pembelajaran berbasis multimodal terhadap kemampuan literasi membaca siswa sekolah dasar. Jurnal Cakrawala Pendas. https://ejournal.unma.ac.id/index.php/cp/article/view/1920
Afflerbach, P., Pearson, P. D., & Paris, S. G. (2008). Clarifying differences between reading skills and reading strategies. The Reading Teacher, 61(5), 364-373.
Anderson, N. J. (2003). Reading comprehension: The next steps. TESOL Quarterly, 37(1), 123-131.
Arya, D., & Maul, F. (2016). Penggunaan media peta cerita dalam pembelajaran membaca. Jurnal Pendidikan.
Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). SAGE Publications.
Miles, M. B., Huberman, A. M., & Saldana, J. (2014). Qualitative data analysis: A methods sourcebook (3rd ed.). SAGE Publications.
Piaget, J. (1972). The psychology of the child. Basic Books.
Sari, N. (2021). Media pembelajaran berbasis audio visual untuk meningkatkan perkembangan bahasa anak usia dini. Jurnal Pendidikan Anak Usia Dini, 5(2), 45-56.
Rahiem, M. D. H. (2021). Storytelling in early childhood education: Time to go digital. International Journal of Child Care and Education Policy, 15(1). https://doi.org/10.1186/s40723-021-00081-x
Reflianto, R., Widiati, U., Kuswandi, D., & Setyosari, P. (2021). Reading Comprehension Skills: The Effect of Online Flipped Classroom Learning and Student Engagement During the
COVID-19 Pandemic. European Journal of Educational Research, volume–10– 2021(volume–10–issue–4–october–2021), 1613–1624. https://doi.org/10.12973/eujer.10.4.1613
Ritonga, M., Omar, A., Tazik, K., & Saberi Dehkordi, E. (2022). Assessment and language improvement: the effect of peer assessment (PA) on reading comprehension, reading motivation, and vocabulary learning among EFL learners. Language Testing in Asia, 12(1). https://doi.org/10.1186/s40468-022-00188-zSari, N. (2021). Media Pembelajaran Berbasis Audio Visual Ayo Belajar Budaya Nusantara untuk Menstimulasi Perkembangan Bahasa Anak Usia Dini. Jurnal Pendidikan Anak Usia Dini Undiksha, Query date: 2025-04-13 07:53:42. https://ejournal.undiksha.ac.id/index.php/JJPAUD/article/view/37937
Tarigan, H. G. (2008). Membaca sebagai suatu keterampilan berbahasa. Angkasa.
Wijayati, P. H., Murtadho, N., & Mardianti, N. (2021). The Correlation Between Students’ Reading Anxiety and Their Reading Comprehension in ESP Context. International Journal of Language Education, 5(2), 15. https://doi.org/10.26858/ijole.v5i2.15440
Xiao, H., Rusamy, H., & Xu, C. (2020). Pinyin Spelling Promotes Reading Abilities of Adolescents Learning Chinese as a Foreign Language: Evidence From Mediation Models. Frontiers in Psychology, 11. https://doi.org/10.3389/fpsyg.2020.596680
