<![CDATA[The short story reading skills of third-grade students at SD Negeri 1 Poka remained low due to conventional teacher-centered instructional approaches that rendered students passive and disengaged from the reading comprehension process. This condition necessitated the implementation of an innovative and student-centered learning model to address the problem. This study aimed to determine the effectiveness of the Problem Based Learning model in improving short story reading skills among third-grade students at SD Negeri 1 Poka. This classroom action research employed the Kemmis and McTaggart model conducted over two cycles, each consisting of four stages: planning, acting, observing, and reflecting. The study involved 18 students as research subjects. Data were collected through tests, observation, and documentation, then analyzed using quantitative descriptive techniques. The findings revealed that the class average score increased from 50.55 at the pre-action stage to 60.55 in Cycle I and 76.66 in Cycle II. Classical learning completeness rose from 17% to 50% and ultimately reached 100%. Improvements were observed across all assessed aspects, including character identification, plot comprehension, and moral value recognition. It is concluded that the Problem Based Learning model effectively enhances short story reading skills of third-grade elementary school students through systematic and reflective instructional cycles. ABSTRAK Kemampuan membaca cerita pendek siswa kelas III SD Negeri 1 Poka masih rendah akibat pendekatan konvensional berpusat pada guru yang membuat siswa pasif. Penelitian tindakan kelas ini bertujuan meningkatkan kemampuan membaca cerita pendek melalui model Problem Based Learning (PBL) rancangan Kemmis dan McTaggart dalam dua siklus. Subjek penelitian terdiri atas 18 siswa, dengan teknik pengumpulan data meliputi tes, observasi, serta dokumentasi yang dianalisis secara deskriptif kuantitatif. Hasil penelitian menunjukkan peningkatan nilai rata-rata kelas dari 50,55 pada prasiklus menjadi 60,55 pada siklus I dan mencapai 76,66 pada siklus II. Ketuntasan klasikal meningkat pesat dari 17% menjadi 50% hingga mencapai ketuntasan penuh 100%. Peningkatan signifikan mencakup seluruh indikator penilaian, yaitu penentuan tokoh, pemahaman alur, dan identifikasi nilai moral. Pembelajaran berbasis masalah terbukti menciptakan suasana belajar aktif serta kolaboratif yang mendorong penalaran siswa. Kesimpulannya, penerapan model Problem Based Learning efektif meningkatkan kemampuan membaca cerita pendek siswa kelas III sekolah dasar secara signifikan. ]]>
Copyrights © 2026
