Mengintegrasikan Narasi Visual ke dalam Pembelajaran Literasi: Pengembangan dan Evaluasi Buku Cerita Bergambar untuk Pembaca Kelas Tiga
Integrating Visual Narratives Into Literacy Learning: Development and Evaluation of Picture Storybooks for Third-Grade Readers
DOI:
https://doi.org/10.54069/attadrib.v9i1.1219Keywords:
Picture storybook, Reading Comprehension, instructional media, Research and Development, Reading LiteracyAbstract
Reading comprehension is a fundamental literacy skill that elementary school students must develop, as it plays an essential role in supporting learning achievement across various subjects. However, preliminary observations conducted in Grade III of MIS Nurul Hidayah revealed that students’ reading comprehension skills remained relatively low. Students experienced difficulties in understanding texts, identifying main ideas, answering comprehension questions, and drawing conclusions from reading materials. Furthermore, the limited use of engaging instructional media reduced students’ reading interest and learning motivation. This study aimed to develop a picture storybook medium that is both feasible and effective in improving the reading comprehension skills of third-grade students at MIS Nurul Hidayah. The study employed a Research and Development (R&D) approach using the ADDIE model, which consists of Analysis, Design, Development, Implementation, and Evaluation stages. The participants were 14 third-grade students. Data were collected through observations, interviews, questionnaires, and tests. The feasibility of the developed media was evaluated through expert validation involving media, material, and language experts, while its effectiveness was measured using pretest and posttest scores analyzed through a paired sample t-test. The findings indicated that the picture storybook media was categorized as “Highly Feasible,” with validation scores of 92% from media experts, 93% from material experts, and 93% from language experts. The average student score increased from 57.14 in the pretest to 82.36 in the posttest. The paired sample t-test produced a significance value of 0.000 (p < 0.05), indicating a statistically significant improvement in students’ reading comprehension after using the developed media. These findings demonstrate that picture storybooks effectively enhance reading comprehension, reading interest, learning motivation, and student engagement. The study implies that picture storybooks can serve as an innovative instructional medium to support literacy development in Madrasah Ibtidaiyah and elementary schools.
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