<![CDATA[Penelitian ini bertujuan untuk mendeskripsikan penerapan model pembelajaran berbasis literasi serta menganalisis peningkatan kemampuan membaca pemahaman siswa kelas VII MTs Al-Khairaat Wayaua, Kecamatan Bacan Timur Selatan. Penelitian menggunakan pendekatan Penelitian Tindakan Kelas (PTK) yang dilaksanakan dalam dua siklus dengan tahapan perencanaan, pelaksanaan tindakan, observasi, dan refleksi. Subjek penelitian berjumlah 19 siswa. Teknik pengumpulan data meliputi observasi, tes esai membaca pemahaman, dan wawancara, sedangkan analisis data dilakukan menggunakan teknik persentase. Indikator kemampuan membaca pemahaman yang dikaji mencakup memahami isi teks, menemukan gagasan pokok, menyimpulkan isi bacaan, menanggapi informasi, serta memahami makna kosakata. Hasil penelitian menunjukkan bahwa pada Siklus I kemampuan membaca pemahaman siswa masih berada pada kategori rendah dengan nilai rata-rata 55,52 dan hanya 2 siswa yang mencapai ketuntasan belajar. Setelah dilakukan perbaikan pembelajaran pada Siklus II melalui penguatan peran guru dan optimalisasi kerja kelompok, nilai rata-rata meningkat menjadi 78,68 dengan 14 siswa mencapai ketuntasan. Temuan ini menunjukkan bahwa penerapan model pembelajaran berbasis literasi efektif dalam meningkatkan kemampuan membaca pemahaman siswa. Model ini mendorong keterlibatan aktif, kolaborasi, serta pemaknaan teks secara mendalam sehingga pembelajaran membaca menjadi lebih bermakna. The Implementation of a Literacy-Based Learning Model to Improve Students’ Reading Comprehension Ability This study aims to describe the implementation of a literacy-based learning model and to analyze the improvement of reading comprehension ability among seventh-grade students at MTs Al-Khairaat Wayaua, Bacan Timur Selatan District. The research employed a Classroom Action Research (CAR) design conducted in two cycles, each consisting of planning, action, observation, and reflection stages. The participants were 19 students. Data were collected through observation, reading comprehension essay tests, and interviews, and were analyzed using percentage-based descriptive techniques. The indicators of reading comprehension assessed in this study included understanding the content of the text, identifying main ideas, drawing conclusions, responding to textual information, and understanding word meanings. The results showed that in Cycle I, students’ reading comprehension ability was relatively low, with an average score of 55.52 and only two students achieving the minimum mastery criterion. After instructional improvements were implemented in Cycle II—particularly through strengthening the teacher’s role and optimizing group-based literacy activities—the average score increased to 78.68, with 14 students achieving mastery. These findings indicate that the literacy-based learning model is effective in improving students’ reading comprehension skills. The model encourages active student engagement, collaboration, and deeper text interpretation, thereby making reading instruction more meaningful and effective.]]>
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