Improving The Reading Comprehension Skills of Students with Learning Difficulties Through Scientific Learning Assisted by Big Book Media in Grade IV of Inclusive Elementary School

Abstract

Based on a document study of reading assessment results and observations of Indonesian language learning in grade IV of SDN 003 Kayan Hulu, information was obtained that the students' reading comprehension skills were still low. Out of 12 students, only 4 students (33.3%) had reached the Minimum Mastery Criterion (KKM) of 75, while 8 students (66.7%) had not yet reached the KKM. This classroom action research aims to improve students' reading comprehension skills through the application of scientific learning assisted by Big Book media. This research applied the Classroom Action Research (CAR) method with the Kemmis and McTaggart model design, which was conducted in two cycles. The research subjects involved 12 students. Data collection used learning outcome tests, observations, questionnaires, and documentation. The results of the research showed a very significant improvement in reading comprehension skills after being given action up to Cycle II. In the pre-cycle, the class average score on the initial assessment was 66.25 with a classical mastery of 33.33%. In Cycle I, the class average score increased to 74.16 with a classical mastery of 50%. After improving the learning action in Cycle II, the percentage of class classical mastery skyrocketed to 100% where all 12 students successfully exceeded the KKM threshold, and the class average spiked to reach 89.19 which falls into the excellent category. The application of scientific learning based on big book media is able to improve the reading comprehension skills of students with learning difficulties in grade IV of Inclusive Elementary School.