PENGEMBANGAN MODEL CONSTRUCTIVELY RESPONSIVE READING BERBASIS LITERASI KONTEN UNTUK MENINGKATKAN KEMAMPUAN MAHASISWA DALAM MEMBACA TEKS AKADEMIK

Indah Pujiastuti, - and Vismaia S. Damaianti, - and Yeti Mulyati, - and Andoyo Sastromiharjo, - (2025) PENGEMBANGAN MODEL CONSTRUCTIVELY RESPONSIVE READING BERBASIS LITERASI KONTEN UNTUK MENINGKATKAN KEMAMPUAN MAHASISWA DALAM MEMBACA TEKS AKADEMIK. S3 thesis, Universitas Pendidikan Indonesia.

Abstract

Kemampuan membaca teks akademik merupakan kompetensi kunci dalam pendidikan tinggi, terutama karena mahasiswa dituntut memahami bacaan kompleks yang berbasis disiplin ilmu (teks akademik). Berdasarkan kebutuhan tersebut, penelitian ini bertujuan untuk menghasilkan model pembelajaran yang dikembangkan dari prinsip Constructively Responsive Reading dan prinsip pembelajaran Literasi Konten, yang disebut Cerrdik. Penelitian ini menggunakan pendekatan R&D dengan model Plomp, yang melibatkan mahasiswa dari perguruan tinggi di Provinsi Kepulauan Riau pada semester ganjil 2024/2025. Data dikumpulkan melalui angket, dokumentasi, observasi, wawancara, dan tes uraian, kemudian dianalisis secara deskriptif kuantitatif (Excel, SPSS) dan kualitatif (reduksi, penyajian, penarikan kesimpulan). Hasil penelitian ini menunjukkan kemampuan awal mahasiswa dalam membaca teks akademik tergolong rendah sehingga mahasiswa membutuhkan model pembelajaran yang dapat membantu meningkatkan kemampuan membaca teks akademik. Dari hasil perbaikan selama proses pengembangan (penilaian pakar, uji coba terbatas, dan uji luas), sintaks Model Cerrdik adalah ”memberi pemantik respons pembaca”, ”mengaktivasi pengetahuan awal”, ”membangun pemahaman interaktif dan pemantauan bacaan”; ”mengolaborasikan hasil bacaan”; ”melakukan refleksi kritis dan penerapan pengetahuan”. Hasil penelitian juga menunjukkan bahwa model Cerrdik efektif meningkatkan kemampuan membaca akademik mahasiswa, ditandai dengan peningkatan skor postes secara signifikan pada uji terbatas maupun uji luas. Implikasi dari temuan ini menunjukkan bahwa model Cerrdik dapat memperkuat pembelajaran membaca teks akademik di perguruan tinggi, khususnya dalam membangun pemahaman konseptual, membaca kritis, dan keterhubungan bacaan dengan bidang ilmu mahasiswa. The ability to comprehend academic texts is a key competency in higher education, as university students are expected to engage with complex, discipline-specific reading materials. In response to this need, the present study aims to develop an instructional model based on the principles of Constructively Responsive Reading and Content Area Literacy, referred to as the Cerrdik model. This research employs a Research and Development (R&D) approach utilizing the Plomp model, involving university students from higher education institutions in the Riau Islands Province during the first semester of the 2024/2025 academic year. Data were collected through questionnaires, interviews, and open-ended tests, and analyzed using both quantitative descriptive methods (Excel, SPSS) and qualitative techniques (data reduction, presentation, and conclusion drawing). The findings reveal that students’ initial ability to read academic texts was relatively low, and there is a clear need for an instructional model that supports the enhancement of their academic reading skills. Based on the revisions made during the development process, the syntax of the Cerrdik Model consists of “providing a reader response stimulus”, “activating prior knowledge”, “building interactive comprehension and reading monitoring”, “collaborating on reading outcomes”, and “conducting critical reflection”. The study demonstrates that the Cerrdik model is effective in improving students' academic reading abilities, as evidenced by significant gains in post-test scores during both limited and broader field trials. The implications of these findings suggest that the Cerrdik model can enhance the teaching of academic reading at the tertiary level, particularly in fostering conceptual understanding, critical reading, and the integration of texts with students' disciplinary knowledge.

	Text D_BIND_2106633_Title.pdf Download (1MB)
	Text D_BIND_2106633_Chapter1.pdf Download (376kB)
	Text D_BIND_2106633_Chapter2.pdf Restricted to Staf Perpustakaan Download (1MB)
	Text D_BIND_210633_Chapter3.pdf Download (847kB)
	Text D_BIND_2106633_Chapter4.pdf Restricted to Staf Perpustakaan Download (4MB)
	Text D_BIND_2106633_Chapter5.pdf Download (492kB)
	Text D_BIND_2106633_Appendix.pdf Restricted to Staf Perpustakaan Download (5MB)

Item Type:	Thesis (S3)
Additional Information:	https://scholar.google.com/citations?user=1-yuAykAAAAJ&hl=id&oi=ao ID SINTA DOSEN PEMBIMBING Vismaia S. Damaianti 5993885 Yeti Mulyati 5993970 Andoyo Sastromiharjo 5987306
Uncontrolled Keywords:	model pembelajaran, constructively responsive reading, literasi konten, teks akademik, kemampuan membaca teks akademik instructional model, constructively responsive reading, content literacy, academic text, academic reading ability
Subjects:	L Education > L Education (General) L Education > LB Theory and practice of education L Education > LC Special aspects of education
Divisions:	Sekolah Pasca Sarjana > Pendidikan Bahasa Indonesia S-3
Depositing User:	Indah Pujiastuti
Date Deposited:	15 Sep 2025 04:10
Last Modified:	15 Sep 2025 04:10
URI:	http://repository.upi.edu/id/eprint/139275

Actions (login required)

View Item