PENGARUH METODE PEMBELAJARAN GUIDED READING BERBANTUAN STORY BOOK TERHADAP KEMAMPUAN MEMBACA PEMAHAMAN PESERTA DIDIK KELAS V SD ISLAM UNGGULAN HIDAYATUL MUBTADIIN DAYAMURNI TULANG BAWANG BARAT

Novita, Sari (2026) PENGARUH METODE PEMBELAJARAN GUIDED READING BERBANTUAN STORY BOOK TERHADAP KEMAMPUAN MEMBACA PEMAHAMAN PESERTA DIDIK KELAS V SD ISLAM UNGGULAN HIDAYATUL MUBTADIIN DAYAMURNI TULANG BAWANG BARAT. Diploma thesis, UIN RADEN INTAN LAMPUNG.

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Abstract

Abstract This study aimed to examine the effect of the Guided Reading method assisted by Story Book on the reading comprehension skills of fifthgrade students at SD Islam Unggulan Hidayatul Mubtadiin Dayamurni, with the control group using the Shared Reading method assisted by text stories as a comparison. The study employed a quantitative approach with a quasi-experimental nonequivalent control group design, involving 43 students, comprising 21 students in the experimental class and 22 students in the control class. Both classes received the same instructional content, but differed in method: the experimental class used Guided Reading assisted by Story Book, while the control class used Shared Reading assisted by text stories. Data were collected through reading comprehension tests (pretest and posttest) and analyzed using normality and homogeneity tests, followed by an Independent Sample T-Test. The results showed that the average posttest score of the experimental class (77) was higher than that of the control class (69), with a significance value of 0.000 < 0.05, indicating a significant effect of the Guided Reading method assisted by Story Book. These findings suggest that the method enhances reading instruction effectiveness, encourages active student engagement, and produces. Abstrak Penelitian ini bertujuan mengetahui pengaruh metode Guided Reading berbantuan Story Book terhadap kemampuan membaca pemahaman peserta didik kelas V SD Islam Unggulan Hidayatul Mubtadiin Dayamurni. Penelitian ini menggunakan pendekatan kuantitatif dengan desain quasi-experimental nonequivalent control group, melibatkan 43 peserta didik 21 siswa kelas eksperimen dan 22 siswa kelas kontrol. Kedua kelas menerima materi pembelajaran yang sama, namun berbeda dalam metode. Kelas Eksperimen menggunakan Guided Reading berbantuan Story Book sedangkan Kelas kontrol menggunakan metode Shared Reading berbantuan teks cerita sebagai pembanding. Data dikumpulkan melalui tes membaca pemahaman (pretest dan posttest) dan dianalisis menggunakan uji normalitas, uji homogenitas, serta Independent Sample T-Test. Hasil menunjukkan rata-rata posttest kelas eksperimen lebih tinggi (77) dibanding kelas kontrol (69), dengan signifikansi 0,000 < 0,05, menandakan pengaruh signifikan metode Guided Reading berbantuan Story Book. Temuan ini menegaskan bahwa metode ini meningkatkan efektivitas pembelajaran membaca, mendorong keterlibatan aktif peserta didik, dan memberikan hasil lebih baik dibanding metode Shared Reading.

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