%D 2025
%X Penelitian ini dilatarbelakangi oleh rendahnya keterampilan membaca pemahaman peserta didik di SD dalam memahami teks narasi, khususnya dalam menjawab pertanyaan sesuai isi bacaan, mengidentifikasi ide pokok, dan membuat kesimpulan. Tujuan penelitian ini adalah mengembangkan multimedia interaktif sebagai media pembelajaran untuk meningkatkan keterampilan membaca pemahaman teks narasi siswa fase C Sekolah Dasar. Metode yang digunakan adalah Design and Development (D&D) dengan model ADDIE. Instrumen penelitian berupa angket validasi dan tes keterampilan membaca pemahaman yang dianalisis secara kualitatif dan kuantitatif. Subjek penelitian meliputi peserta didik kelas V, ahli materi, ahli media, dan praktisi pembelajaran. Desain awal multimedia dibuat melalui penyusunan storyboard, lalu dikembangkan menggunakan Articulate Storyline. Hasil validasi menunjukkan multimedia interaktif berada dalam kategori “sangat layak” merujuk dari ahli materi (92%), ahli media (97%), dan praktisi pembelajaran (96%). Setelah penggunaan multimedia interaktif, terjadi peningkatan keterampilan membaca pemahaman siswa dengan nilai N-gain sebesar 0,68 yang termasuk kategori “sedang”. Hasil dari penelitian ini terciptanya multimedia interaktif yang sangat layak digunakan dan dapat mendukung peningkatan keterampilan membaca pemahaman teks narasi siswa fase C Sekolah Dasar secara cukup signifikan. Pengembangan serupa dapat diperluas ke materi lain dan dilengkapi fitur pemantauan hasil belajar agar penerapannya lebih optimal.

This research is motivated by the low reading comprehension skills of elementary school students in understanding narrative texts, particularly in answering questions based on the content, identifying main ideas, and drawing conclusions. The aim of this study is to develop interactive multimedia as a learning medium to improve the reading comprehension skills of narrative texts among Phase C elementary school students. The method applied is Design and Development (D&D) with the ADDIE model. The research instruments consist of validation questionnaires and reading comprehension tests, which were analyzed both qualitatively and quantitatively. The research subjects included fifth-grade students, material experts, media experts, and teaching practitioners. The initial multimedia design was developed through storyboard preparation and then implemented using Articulate Storyline. The validation results indicate that the interactive multimedia falls into the "highly feasible" category, with scores from material experts (92%), media experts (97%), and teaching practitioners (96%). After using the interactive multimedia, students’ reading comprehension skills improved with an N-gain score of 0.68, which is classified as "moderate." The outcome of this study is the development of interactive multimedia that is highly feasible for use and significantly supports the improvement of narrative text reading comprehension skills among Phase C elementary school students. Similar developments can be expanded to other subjects and equipped with learning progress monitoring features for more optimal implementation.
%K Pengembangan multimedia interaktif, teks narasi, membaca pemahaman, sekolah dasar.

Interactive multimedia development, narrative text, reading comprehension, elementary school.
%T PENGEMBANGAN MULTIMEDIA INTERAKTIF UNTUK MENINGKATKAN KETERAMPILAN MEMBACA PEMAHAMAN TEKS NARASI SISWA FASE C SEKOLAH DASAR
%I Universitas Pendidikan Indonesia
%L repoupi138418
%O https://scholar.google.com/citations?view_op=new_articles&hl=en&imq=BILLY+BIMANTORO#

ID SINTA Dosen Pembimbing:
Effy Mulyasari: 5993306
Izzah Muyassaroh: 6748500
%A - Billy Bimantoro
%A - Effy Mulyasari
%A - Izzah Muyassaroh