STUDI KOMPARATIF PENERAPAN STRATEGI DIRECTED READING THINKING ACTIVITY (DRTA) TERINTEGRASI AKAL IMITASI (AI) PADA KEMAMPUAN MEMBACA PEMAHAMAN TEKS NARASI SISWA
DOI:
https://doi.org/10.23969/jp.v11i01.40630Keywords:
Reading Comprehension, Narrative Texts, DRTA, Artificial Intelligence, Elementary SchoolAbstract
The ability to read and comprehend narrative text is an important skill that must be mastered by elementary school students. Directed Reading Thinking Activity (DRTA) is one strategy that can be used to improve these skills. However, DRTA is still largely implemented conventionally and has not been integrated with technology. The urgency of this study is to compare students' reading comprehension skills in narrative texts after implementing the strategy. Directed Reading Thinking Activity (DRTA) integrated with AI in two different schools. The approach used was a quantitative approach with a comparative design. The research subjects were elementary school students from two different schools who received the same treatment (60 students). Data were collected through reading comprehension tests given in two posttests. Data analysis was carried out using the Wilcoxon Signed Rank Test to determine improvement/stability and the Mann-Whitney Test for comparison. The results showed that there was an increase in students' reading comprehension abilities in the two schools after implementing the DRTA strategy integrated with AI in two meetings. In addition, the analysis results showed no significant difference in the ability to read and understand narrative texts between the two schools. Based on this, the Strategy Directed Reading Thinking Activity (DRTA) integrated AI is effectively used in two schools with different characteristics.
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