Vera Wulandari, Ika Evitasari Aris, Maulina Rahayu

ANALISIS FAKTOR PENYEBAB RENDAHNYA KEMAMPUAN MEMBACA SISWA KELAS III SDN 2 BUMI NABUNG UTARA

Introduction

Analisis faktor penyebab rendahnya kemampuan membaca siswa kelas iii sdn 2 bumi nabung utara. Analisis faktor penyebab rendahnya kemampuan membaca siswa kelas 3 SD. Temukan solusi dari faktor internal (motivasi, minat) & eksternal (metode ajar, dukungan orang tua) untuk tingkatkan literasi.

Abstract

This study aims to analyze the factors contributing to the low reading ability of third-grade students at SDN 2 Bumi Nabung Utara. The research is based on the importance of reading skills as a fundamental foundation for students’ academic success in elementary school. Using a qualitative descriptive approach, data were collected through observation, interviews, and documentation to capture the real conditions in the field. The findings reveal two main influencing factors: internal and external. Internal factors include low intelligence, lack of learning motivation, and limited reading interest. External factors consist of conventional teaching methods, insufficient parental support, limited learning facilities, and an unconducive learning environment. These factors interact and directly affect students’ literacy development. Therefore, improving reading skills requires collaboration among teachers, parents, and schools through innovative teaching methods, intensive guidance, and the provision of adequate reading facilities.

Review

The study, "ANALISIS FAKTOR PENYEBAB RENDAHNYA KEMAMPUAN MEMBACA SISWA KELAS III SDN 2 BUMI NABUNG UTARA," tackles a highly pertinent issue in primary education: the identification of factors hindering reading ability among third-grade students. The abstract effectively highlights the criticality of reading skills as a fundamental pillar for academic success, establishing a strong rationale for the research. The choice of a qualitative descriptive approach, aiming to capture "real conditions in the field," indicates a commendable commitment to understanding the complexities of the problem within a specific educational context. A significant strength of this research lies in its methodological triangulation, employing observation, interviews, and documentation to gather comprehensive data. This multi-faceted approach is well-suited for uncovering the nuanced internal and external factors contributing to low reading ability. The findings, clearly categorized into internal (low intelligence, lack of motivation, limited reading interest) and external factors (conventional teaching methods, insufficient parental support, limited learning facilities, unconducive learning environment), provide a holistic view. The recognition that these factors interact and directly affect literacy development underscores the study's depth in analyzing this complex educational challenge. The study effectively translates its findings into practical implications, advocating for a collaborative effort among teachers, parents, and schools. The proposed solutions—innovative teaching methods, intensive guidance, and the provision of adequate reading facilities—directly address the identified barriers and offer actionable strategies for intervention. While the abstract presents a robust overview, future investigations could potentially explore the specific dynamics of how these internal and external factors interact, or evaluate the effectiveness of proposed interventions through a follow-up study. Overall, this research provides valuable insights and a strong foundation for developing targeted strategies to enhance reading proficiency in elementary school settings.

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