PENGARUH STRATEGI GENERATING INTERACTION BETWEEN SCHEMATA AND TEXT (GIST) TERHADAP KEMAMPUAN MEMBACA PEMAHAMAN SISWA DI SEKOLAH DASAR

Abstract

This study was motivated by the low reading comprehension skills of elementary school students, particularly in identifying main ideas, understanding the content of a text, and summarizing narrative texts. In addition, the reading comprehension instruction provided by teachers remains conventional and does not actively engage students in understanding the text. This study aims to determine the effect of the Generating Interaction Between Schemata and Text (GIST) strategy on the reading comprehension skills of fourth-grade students at SD Negeri 03 Binuang Kampung Dalam and SD Negeri 21 Parak Kopi. The study employed a quasi-experimental design in the form of a pretest-posttest control group design. The sample consisted of an experimental class and a control class, selected using purposive sampling. Data collection was conducted using a reading comprehension test, while hypothesis testing was performed using an independent samples t-test with the assistance of IBM SPSS Statistics 25.0. The results of the study indicate that the reading comprehension skills of students in the experimental class were higher than those in the control class. The significance value (two-tailed) of 0.030 is less than 0.05, so H0 is rejected and H1 is accepted. Thus, the GIST strategy has a significant effect on the reading comprehension skills of fourth-grade elementary school students.