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All Journal Klasikal: Journal of Education, Language Teaching and Science
Ummu Khaltsum
Elementary School Teacher Education Study Program, Faculty of Teacher Training and Education, Universitas Muhammadiyah Makassar
Education Languange, Linguistic, Communication & Media Mathematics Other

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THE THE EFFECT OF SQ3R READING LEARNING METHOD ON READING COMPREHENSION ABILITY OF FOURTH-GRADE STUDENTS AT SD INPRES PAKATTO CADDI GOWA REGENCY: SQ3R Method, Reading Comprehension, Elementary Education, Reading Literacy. Mufidatul Azmi; Ummu Khaltsum; Anin Asnidar
KLASIKAL : JOURNAL OF EDUCATION, LANGUAGE TEACHING AND SCIENCE Vol 8 No 2 (2026): Klasikal: Journal of Education, Language Teaching and Science (In Progress)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52208/klasikal.v8i2.1842

Abstract

This study aims to analyze the effect of using the SQ3R (Survey, Question, Read, Recite, Review) reading learning method on the reading comprehension ability of fourth-grade students at SD Inpres Pakatto Caddi, Gowa Regency. This type of research is quantitative with a quasi-experimental approach (Quasi-Experimental Design) using the Nonequivalent Control Group Design. The research population included all 52 fourth-grade students of SD Inpres Pakatto Caddi, with sample class IV-A as the experimental class (26 students) and class IV-B as the control class (26 students) selected through cluster sampling technique. The results showed that the students' reading comprehension ability before treatment (pre-test) was in the low category with an average of 48.15 in the experimental class and 52.88 in the control class. After treatment (post-test), the reading comprehension ability of the experimental class experienced a very significant increase to 85.46 (very high category and 100% mastery level), while the control class reached an average of 72.50 (mastery level of 42.3%). N-Gain Score analysis showed the effectiveness of the experimental class was 0.71 (high category) compared to the control class of 0.41 (medium category). Hypothesis testing using Independent Sample T-Test obtained a calculated t-value of 5.364 with a significance value (Sig. 2-tailed) of 0.001 < 0.05, so H0 is rejected and H1 is accepted. These findings prove empirically that the SQ3R method has a positive and significant effect on improving students' reading comprehension ability in elementary school.
IMPLEMENTATION OF THE TPACK LEARNING MODEL IN IMPROVING THE INDONESIAN LANGUAGE LEARNING OUTCOMES OF GRADE V STUDENTS AT UPT SDN 6 BINAMU, JENEPONTO DISTRICT Muh Alfin; M Agus; Ummu Khaltsum
KLASIKAL : JOURNAL OF EDUCATION, LANGUAGE TEACHING AND SCIENCE Vol 8 No 2 (2026): Klasikal: Journal of Education, Language Teaching and Science (In Progress)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52208/klasikal.v8i2.1913

Abstract

This study was motivated by low Indonesian language learning outcomes and the suboptimal use of technology in the learning process, which impacted students' active participation, motivation, and speaking skills. The study aimed to improve Indonesian language learning outcomes by implementing the Technological Pedagogical Content Knowledge (TPACK) learning model among fifth-grade students at UPT SDN 6 Binamu, Jeneponto Regency. This research used the Classroom Action Research (CAR) method based on the Kemmis and McTaggart model and was conducted over two cycles; each cycle included planning, action implementation, observation, and reflection. The research subjects consisted of 29 students from class VB. Data collection techniques included observation, testing, and documentation. The results indicated that implementing the TPACK learning model improved both speaking skills and Indonesian language learning outcomes. In Cycle I, students fell into the "Needs Guidance" (PB) category, and the 80% class mastery rate failed to meet the established minimum mastery criterion (KKTP) of 78. In Cycle II, learning outcomes improved to the "Good" (B) category, with 80% of students achieving the minimum KKTP score of 78, thereby meeting the class mastery requirement. Improvements in speaking skills were evident in pronunciation clarity, content accuracy, intonation, and voice volume. Thus, implementing the TPACK learning model can enhance students' learning outcomes and speaking skills.
Co-Authors Anin Asnidar M Agus Mufidatul Azmi Muh Alfin