MENINGKATKAN KEMAMPUAN MEMBACA PEMAHAMAN MELALUI MODEL PEMBELAJARAN COOPERATIVE INTEGRATED READING AND COMPOSITION (CIRC) BAGI SISWA KELAS IV SD NEGERI CIKARET 1 BOGOR SELATAN

Penelitian tindakan kelas ini bertujuan untuk meningkatkan kemampuan membaca pemahaman melalui model pembelajaran Cooperative Integrated Reading and Composition (CIRC) pada pembelajaran Bahasa Indonesia bagi siswa kelas IV di SDN Cikaret 1 Bogor Selatan. Penelitian dilakukan di SDN Cikaret 1 Bogor Selatan dengan subjek penelitian peserta didik kelas IV yang berjumlah 28 peserta didik semester genap tahun ajaran 2019/2020. Metode penelitian yang digunakan adalah penelitian tindakan kelas model Kemmis dan Mc Taggart. Setiap siklus terdiri dari empat tahapan, yaitu perencanaan, pelaksanaan tindakan, pengamatan dan refleksi. Sumber data berasal dari guru dan peserta didik. Teknik pengumpulan data menggunakan tes membaca pemahaman yang berjumlah 11 butir, instrumen pemantauan tindakan aktivitas guru dan peserta didik, catatan lapangan, serta dokumentasi. Analisis data menggunakan Teknik Analisis Deskriptif dengan menggunakan teknik persentase. Berdasarkan hasil penelitian ini kemampuan membaca pemahaman siswa pada siklus I, persentase hasil skor tes mencapai 39,30%. Hasil tersebut dinyatakan belum mencapai target, yaitu 80%. Penelitian dilanjutkan ke siklus II, dengan persentase hasil skor kemampuan membaca siswa mencapai 82,14%. Hasil tersebut sudah melampaui target, dan penelitian dihentikan. Persentase pemantau tindakan guru dan peserta didik pada siklus I sebesar 65%, pada siklus II meningkat menjadi 90% melebihi target yaitu 80%.Kesimpulan penelitian ini adalah melalui model pembelajaran CIRC dapat meningkatkan kemampuan membaca pemahaman pada siswa. This classroom action research aims to improve reading comprehension skills through the Cooperative Integrated Reading and Composition (CIRC) learning model in Indonesian language learning for IV grade students at SDN Cikaret 1 South Bogor. The research was conducted at SDN Cikaret 1 Bogor Selatan with the research subjects of IV grade students totaling 28 even in the second semester of the school year 2019/2020. The research method used was a classroom action research model of Kemmis and Mc Taggart. Each cycle consists of four stages, namely planning, implementing actions, observing and reflecting. Data sources come from teachers and students. The data collection technique used a reading comprehension test which amounted to 11 points, instruments for monitoring the activities of teachers and students, field notes, and documentation. Data analysis used descriptive analysis technique using percentage technique. Based on the results of this study, the students' reading comprehension ability in the first cycle, the percentage of the test scores reached 39.30%. This result is stated to have not reached the target, namely 80%. The research continued to cycle II, with the percentage of the students' reading ability scores reaching 82.14%. The results had exceeded the target, and the study was stopped. The percentage of monitoring the actions of teachers and students in cycle I was 65%, in cycle II it increased to 90% exceeding the target of 80%. The conclusion of this study is that through the CIRC learning model it can improve reading comprehension skills in students