PENGARUH MODEL PBL BERBASIS MULTILITERASI TERHADAP PEMAHAMAN SISWA LEWAT ISI BACAAN PADA MATA PELAJARAN BAHASA INDONESIA KELAS V SD

Abstract

This research was carried out with the primary goal of identifying a notable

impact stemming from the utilization of problem-based learning models that are

grounded in multiliteracy. Within the framework of multiliteracy-based problem-

based learning, students are actively encouraged to tackle problems by

employing a diverse set of literacy proficiencies, encompassing reading, writing,

listening, and speaking. The methodological approach adopted for this study

involved a quasi-experimental design, employing both pre-tests and post-tests

administered to students in both the control and experimental groups; the

participants in this research consisted of students from grades V-A and V-B at

SDN Dukuh Menanggal I/424 Surabaya. The collection of research data was

achieved through the administration of pre-tests and post-tests, which were

completed by the students themselves. The data analysis techniques

implemented incorporated essential prerequisite tests, which included normality

tests, homogeneity tests, as well as hypothesis tests. The findings of the study

indicated that the implementation of a multiliteracy-based problem-based

learning model does, in fact, exert an influence on students' comprehension of

reading content. The application of this pedagogical model has the potential to

enhance students' understanding of the material they read, particularly in areas

such as reading comprehension, analytical skills, and the ability to critically

evaluate information. Furthermore, the deployment of this model is capable of

optimizing students' competencies when it comes to articulating opinions, ideas,

and concepts in a manner that is both more organized and structured.

Keywords: Multiliteracy-based PBL Model, Student Understanding