PENGARUH PROGRAM SUSTAINED SILENT READING (SSR) TERHADAP MINAT BACA SISWA KELAS III DI SEKOLAH DASAR KATOLIK SANTA FAMILIA KOTA KUPANG
DOI:
https://doi.org/10.23969/jp.v11i03.61646Keywords:
Cooperative Integrated Reading and Composition (CIRC), fiction stories, reading comprehension skills, digital comic mediaAbstract
Reading interest plays an essential role in improving students' literacy skills and academic achievement. However, many elementary school students still demonstrate low interest in reading, which is reflected in limited reading habits and low participation in literacy activities. This study aimed to determine the effect of the Sustained Silent Reading (SSR) program on the reading interest of third-grade students at Santa Familia Catholic Elementary School, Kupang. The research employed a quantitative approach using a pre-experimental method with a One Group Pretest–Posttest Design. The participants consisted of 26 third-grade students selected through total sampling. Data were collected using questionnaires, observations, and documentation. Data analysis included validity and reliability tests, the Shapiro–Wilk normality test, the Paired Sample t-Test, and the Normalized Gain (N-Gain) test using IBM SPSS Statistics version 22. The findings revealed that both pretest and posttest data were normally distributed, with significance values of 0.332 and 0.264, respectively. The Paired Sample t-Test produced a significance value of 0.000 (p < 0.05), indicating that the SSR program had a positive and significant effect on students' reading interest. Furthermore, the average N-Gain score of 0.5156 fell into the moderate category, demonstrating that the implementation of the Sustained Silent Reading program effectively improved the reading interest of third-grade students.
Downloads
References
Arikunto, S. (2013). Prosedur penelitian: Suatu pendekatan praktik. Rineka Cipta.
Bungsu, T., & Dafit, F. (2021). Literasi membaca siswa sekolah dasar. Jurnal Basicedu, 5(2), 523–531. https://doi.org/10.31004/basicedu.v5i2
Dalman. (2017). Keterampilan membaca. Rajawali Pers.
Gambrell, L. B. (2020). Getting students engaged in reading: Instructional strategies. The Reading Teacher, 74(2), 202–218. https://doi.org/10.1002/trtr
Guthrie, J. T., & Wigfield, A. (2000). Engagement and motivation in reading. Dalam M. L. Kamil, P. B. Mosenthal, P. D. Pearson, & R. Barr (Eds.), Handbook of Reading Research (Vol. 3, pp. 405–422). Lawrence Erlbaum Associates.
Hidi, S., & Renninger, K. A. (2020). The four-phase model of interest development. Educational Psychologist.
Kemendikbud. (2021). Panduan Gerakan Literasi Sekolah di Sekolah Dasar. Kementerian Pendidikan dan Kebudayaan.
Krashen, S. D. (2004). The power of reading: Insights from the research (2nd ed.). Heinemann.
Mbuik, H. B., Goma, B. H., Desa, K. A., Paji, R. K., Bulu, R. G., Mandala, A., ... & Taemnanu, S. I. (2025). PENGARUH APLIKASI CANVA TERHADAP MINAT BACA SISWA PADA MATA PELAJARAN BAHASA INDONESIA KELAS III SD NEGERI FONTEIN 2. Pendas: Jurnal Ilmiah Pendidikan Dasar, 10(03), 230-238. https://doi.org/10.23969/jp.v10i03.30416
McCreary, J., et al. (2022). Sustained silent reading and reading stamina development. Literacy Research and Instruction.
Merga, M. K. (2021). Reading engagement and school literacy practices. English in Education, 55(2), 97–222. https://doi.org/10.1080/04250494.2021
Miller, D. (2009). The book whisperer: Awakening the inner reader in every child. Jossey-Bass.
Nitte, Y. M. (2023). Internalisasi Peran Guru Kelas Dalam Peningkatan Aktivitas Belajar Siswa Pada Pembelajaran Tematik. HINEF: Jurnal Rumpun Ilmu Pendidikan, 2(2), 17-22. https://doi.org/10.37792/hinef.v2i2.987
OECD. (2023). PISA 2022 results (Volume I). OECD Publishing. https://www.oecd.org/pisa/
Perpustakaan Nasional Republik Indonesia. (2024). Indeks kegemaran membaca masyarakat Indonesia. https://www.perpusnas.go.id
Pratiwi, A., & Rahmawati, D. (2022). Pembiasaan membaca dalam meningkatkan minat baca siswa SD. Jurnal Pendidikan Dasar Indonesia, 7(2), 118–120.
Rahim, F. (2018). Pengajaran membaca di sekolah dasar. Bumi Aksara.
Sari, A., & Lestari, D. (2022). Implementasi Sustained Silent Reading dalam meningkatkan kebiasaan membaca siswa sekolah dasar. Jurnal Literasi Pendidikan.
Schiefele, U., & Schaffner, E. (2020). Reading motivation and Sustained Silent Reading implementation. Journal of Educational Psychology.
Serafini, F. (2011). The reading workshop: Creating space for readers. Heinemann.
Slameto. (2015). Belajar dan faktor-faktor yang memengaruhinya. Rineka Cipta.
Sugiyono. (2019). Metode penelitian pendidikan (Kuantitatif, kualitatif, dan R&D). Alfabeta.
Tarigan, H. G. (2015). Membaca sebagai suatu keterampilan berbahasa. Angkasa.
UNESCO. (2017). Global education monitoring report: Literacy and education. https://unesdoc.unesco.org
Wulandari, S. N. M., Aljamaliah, & Kurniawati. (2022). Upaya meningkatkan minat membaca melalui Sustained Silent Reading. Jurnal PTK Pendidikan Dasar.
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Pendas : Jurnal Ilmiah Pendidikan Dasar
This work is licensed under a Creative Commons Attribution 4.0 International License.
