PENGARUH METODE SQ4R (SURVEY, QUESTION, READ, REFLECT, RECITE, RIVIEW) DALAM MENINGKATKAN MEMBACA PEMAHAMAN LITERAL ANAK AUTIS

THE EFFECT OF THE SQ4R METHOD (SURVEY, QUESTION, READ, REFLECT, RECITE, REVIEW) ON IMPROVING LITERAL READING COMPREHENSION IN CHILDREN WITH AUTISM

Pemahaman literal pada anak autis mengacu pada kemampuan untuk menangkap makna yang tersurat dalam teks namun seringkali anak autis memahami teks secara harfiah tanpa memperhatikan konteks atau makna implisit. Penelitian bertujuan untuk menganalisis pengaruh metode SQ4R (Survey, Question, Read, Reflect, Recite, Riview) dalam meningkatkan kemampuan membaca pemahaman literal pada anak autis. Pendekatan penelitian menggunakan pendekatan kuantitatif dengan desain penelitian one-group pretest-posttest. Subjek dalam penelitian berjumlah 6 peserta didik disabilitas autis dengan 4 peserta didik berada pada tingkatan SD dan 2 peserta didik pada tingkatan SMP. Teknik pengumpulan data menggunakan tes. Perolehan nilai rata-rata pretest sebelum diberikan perlakuan sebesar 65,4. Hasil perlakuan selama enam kali menunjukkan peningkatan, bahwa peserta didik mampu mengidentifikasi hal-hal pokok maupun detail dalam bacaan berisi dua paragraf, yang mana dalam satu paragraf terdiri dari empat sampai lima kalimat. Perolehan nilai rata-rata posstest sebesar 83,8. Berdasarkan simpulan bahwa SQ4R berpengaruh signifikan terhadap peningkatan membaca pemahaman literal anak autis (Zhitung 2,2 > Ztabel 1,96).

Kata kunci : Metode SQ4R, membaca pemahaman literal, autis

Literal comprehension in children with autism refers to the ability to understand the explicit meaning in a text. However, they often interpret texts literally without considering the context or implicit meaning. This study aims to analyze the effect of the SQ4R method (Survey, Question, Read, Reflect, Recite, Review) on improving the literal reading comprehension skills of children with autism. The research employs a quantitative approach with a one-group pretest-posttest design. The subjects of this study comprised six autistic students, with four at the elementary school level and two at the junior high school level. Data collection was conducted using tests. The average pretest score before the intervention was 65.4. After six sessions of intervention, results showed improvement, as the students were able to identify main ideas and details in a reading passage consisting of two paragraphs, with each paragraph containing four to five sentences. The average posttest score increased to 83.8. It can be concluded that the SQ4R method significantly impacts the improvement of literal reading comprehension in children with autism (Zcalculated 2.2 > Ztable 1.96).

Keywords: SQ4R Method, Literal Reading Comprehension, Autism