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All Journal IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature KREDO : Jurnal Ilmiah Bahasa dan Sastra RETORIKA: Jurnal Bahasa, Sastra, dan Pengajarannya Journal on Education Pepatudzu : Media Pendidikan dan Sosial Kemasyarakatan Community Development Journal: Jurnal Pengabdian Masyarakat INDONESIA: Jurnal Pembelajaran Bahasa dan Sastra Indonesia DEIKTIS: Jurnal Pendidikan Bahasa dan Sastra TITIK DUA: Jurnal Pembelajaran Bahasa dan Sastra Indonesia Jurnal Motivasi Pendidikan dan Bahasa Edumaspul: Jurnal Pendidikan
Syahruddin Syahruddin
Universitas Muhammadiyah Makassar
Arts Humanities Economics, Econometrics & Finance Education Health Professions Languange, Linguistic, Communication & Media Public Health Social Sciences Other

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PENGARUH STRATEGI PEMBELAJARAN BERDIFERENSIASI TERHADAP KEMAMPUAN LITERASI MEMBACA PEMAHAMAN SISWA KELAS V SD NEGERI UJUNG TANAH 2 KOTA MAKASSAR Madinah Tulmunawwara; Sukri Syamsuri; Syahruddin Syahruddin
Pepatudzu : Media Pendidikan dan Sosial Kemasyarakatan Vol 21, No 1 (2025): Volume 21, Nomor 1, Mei 2025
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat Universitas Al Asyariah Mandar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35329/fkip.v21i1.6098

Abstract

Reading comprehension literacy is a crucial skill that elementary students must develop to support their learning across various subjects. However, differences in students’ abilities, interests, and preferred learning styles often present challenges to mastering this skill. This study examines the effect of implementing differentiated instruction strategies on the reading comprehension literacy of fifth-grade students at SD Negeri Ujung Tanah 2 in Makassar. The research utilized a pre-experimental design with a one-group pretest-posttest approach, involving 30 students from class VA. Data collection was conducted through reading comprehension tests administered before and after the intervention. The results showed a significant increase in the average score, from 33.67 on the pretest to 79.00 on the posttest. A paired sample t-test yielded a significance value of 0.000 (p < 0.05), indicating that the differentiated instruction strategy significantly improved students’ reading comprehension literacy. Nonetheless, 37% of the students did not reach the minimum competency criteria, highlighting the need for further refinement of the approach. In conclusion, while differentiated instruction effectively enhances reading comprehension literacy, it requires ongoing development to better accommodate the varied learning needs of all students.
Co-Authors Amal Akbar Ananda Aulya Natasya Anin Asnidar Anzar Anzar Ermawati Ermawati Fajrul Khaer M. Agus Madinah Tulmunawwara Maulidya Apriana Milia Sugiarti Munirah Kusnadi, Munirah Nuraeni Nuraeni Nurmila Auliya Ratnawati Ratnawati Regi Silvania Regita Maulinda Risma Ruslan Rizal Sitti Aida Azis Sukri Syamsuri