FEBRIANA, SERLY PUTRI (2026) PENGARUH STRATEGI DRTA (DIRECTED READING THINKING ACTIVITY) BERBASIS DEEP LEARNING TERHADAP KEMAMPUAN MEMBACA PEMAHAMAN SISWA KELAS IV SEKOLAH DASAR. S1 thesis, Universitas PGRI Madiun.
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Abstract
Febriana, Serly Putri. Student ID 2202101042. 2026. The Effect of the Deep Learning-Based DRTA (Directed Reading Thinking Activity) Strategy on the Reading Comprehension Ability of Fourth-Grade Elementary School Students. Undergraduate Thesis. Primary School Teacher Education Study Program, Faculty of Teacher Training and Education, Universitas PGRI Madiun. Advisors: (I) Dr. Dewi Tryanasari, S.Pd., M. Pd.; (II) Dr. Sri Budyartati, S.S., M.Pd. This study aimed to examine the effect of the deep learning-based Directed Reading Thinking Activity (DRTA) strategy on the reading comprehension ability of fourth-grade elementary school students. The study employed a quantitative approach with a quasi-experimental Non-Equivalent Control Group Design. The sample consisted of 44 students from classes IV A and IV B of SDN 1 Siwalan, determined through saturated sampling, with class IV A as the experimental group and class IV B as the control group. Data were collected using a reading comprehension test covering literal, inferential, and evaluative indicators, and were analyzed using the Independent Sample T-Test and Paired Sample T-Test with the help of SPSS software. The results showed that the post-test mean score of the experimental class (77.42) was far higher than that of the control class (35.30). The Independent Sample T-Test yielded t = 18.100, df = 42, and a significance value of 0.000 (< 0.05), indicating that H₀ was rejected and H₁ was accepted. The Paired Sample T-Test for the experimental class also showed a significant increase between the pre-test and post-test (t = -24.324; df = 21; sig. = 0.000), with an average gain score of 43.30, higher than the control class's 11.74. The greatest improvement occurred in the inferential and evaluative aspects. It can therefore be concluded that the deep learning-based DRTA strategy has a significant and effective influence on improving the reading comprehension ability of fourth-grade elementary school students.
| Item Type: | Thesis/Skripsi/Tugas Akhir (S1) |
|---|---|
| Kata Kunci: | DRTA strategy; deep learning; reading comprehension ability; elementary school |
| Subjects: | L Education > L Education (General) P Language and Literature > PL Languages and literatures of Eastern Asia, Africa, Oceania |
| Divisions: | Fakultas Keguruan dan Ilmu Pendidikan > Pendidikan Guru Sekolah Dasar |
| Depositing User: | FEBRIANA PUTRI SERLY |
| Date Deposited: | 22 Jul 2026 05:36 |
| Last Modified: | 22 Jul 2026 05:36 |
| URI: | http://eprint.unipma.ac.id/id/eprint/7806 |
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