Efektivitas Pendekatan Multisensori dalam Meningkatkan Kemampuan Membaca Permulaan Siswa Sekolah Dasar yang Mengalami Kesulitan Membaca
DOI:
https://doi.org/10.24256/tunascendekia.v9i2.12153Keywords:
pendekatan multisensori, membaca permulaan, membaca kata berpola KV-KV, kesulitan membacaAbstract
Penelitian ini dilatarbelakangi oleh rendahnya kemampuan membaca kata berpola KV-KV pada siswa kelas II dengan kesulitan membaca di SD Negeri Sei Telang. Siswa mengalami kesulitan mengenali huruf, membedakan huruf b dan d, menggabungkan suku kata menjadi kata, serta membaca kata secara tepat dan lancar. Kesulitan tersebut menunjukkan adanya hambatan pada proses decoding, sehingga diperlukan pendekatan pembelajaran yang mengintegrasikan stimulasi visual, auditori, kinestetik, dan taktil untuk memperkuat hubungan grafem-fonem. Penelitian ini bertujuan mendeskripsikan penerapan pendekatan multisensori dalam pembelajaran membaca permulaan serta menganalisis peningkatan kemampuan decoding kata berpola KV-KV pada siswa yang mengalami kesulitan membaca. Penelitian ini menggunakan metode Penelitian Tindakan Kelas model Kemmis dan McTaggart yang dilaksanakan dalam dua siklus melalui tahap perencanaan, tindakan, observasi, dan refleksi. Subjek penelitian terdiri atas tiga siswa kelas II yang mengalami kesulitan membaca. Data dikumpulkan melalui observasi, tes kemampuan membaca kata berpola KV-KV, dan dokumentasi, kemudian dianalisis secara deskriptif kuantitatif dan kualitatif. Tindakan dilakukan melalui aktivitas visual, auditori, kinestetik, dan taktil untuk memperkuat pengenalan huruf, penggabungan suku kata, dan pembacaan kata berpola KV-KV. Hasil penelitian menunjukkan bahwa nilai rata-rata kemampuan membaca meningkat dari 53,33% pada tahap pra tindakan menjadi 67,92% pada Siklus I dan 74,58% pada Siklus II. Peningkatan terjadi pada kemampuan mengenali huruf, membedakan huruf b dan d, menggabungkan suku kata, serta membaca kata dengan lebih tepat dan lancar. Analisis berdasarkan level instrumen menunjukkan bahwa siswa lebih mudah membaca kata repetisi dibandingkan kata transfer, yang mengindikasikan bahwa kemampuan generalisasi terhadap kata baru masih berkembang. Meskipun ketuntasan klasikal belum sepenuhnya mencapai indikator keberhasilan, seluruh subjek mengalami peningkatan kemampuan membaca. Dengan demikian, pendekatan multisensori mampu memperkuat proses decoding melalui integrasi stimulasi visual, auditori, kinestetik, dan taktil sehingga meningkatkan kemampuan membaca kata berpola KV-KV pada siswa dengan kesulitan membaca.
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