Model Pembelajaran Membaca Pemahaman Menggunakan P3C2R+GIRD Berbasis Berpikir Kritis

• Sudiati Sudiati

  Universitas Negeri Yogyakarta

• Faisal Isnan

  Universitas Negeri Yogyakarta

• Sakinah Isna Firmani

  Universitas Negeri Yogyakarta

• Putri Ayu Cahyani

  Universitas Negeri Yogyakarta

• Muhammad Zahrul Jihadurrohim Bajuri

  Universitas Negeri Yogyakarta

Penelitian ini bertujuan untuk mendesain, mengembangkan, mengimplementasikan, dan mengevaluasi model pembelajaran membaca pemahaman menggunakan P3C2R+GIRD berbasis berpikir kritis. Penelitian ini merupakan penelitian pengembangan dengan model ADDIE dan menggunakan metode campuran (mixed methods). Penelitian berfokus pada tahap desain, pengembangan, implementasi, dan evaluasi dengan menghasilkan produk serta mengujinya. Subjek penelitian terdiri atas dua ahli dan 39 mahasiswa. Hasil penelitian menunjukkan bahwa: (1) dihasilkan tiga produk, yaitu buku model, buku ajar, dan buku panduan dosen; (2) produk telah divalidasi oleh ahli materi dan ahli pembelajaran dengan kategori baik dan layak untuk diimplementasikan; (3) implementasi berupa uji respons mahasiswa menunjukkan kategori sangat baik; dan (4) hasil evaluasi menyatakan ketiga produk layak digunakan. Berdasarkan temuan tersebut, model pembelajaran membaca berbasis P3C2R+GIRD dapat digunakan sebagai alternatif dalam pembelajaran membaca pemahaman yang berorientasi pada kemampuan berpikir kritis. Model pembelajaran membaca ini dapat dimanfaatkan oleh mahasiswa, dosen, dan guru dalam pembelajaran membaca secara khusus untuk menumbuhkan kemampuan berpikir kritis.

Reading Comprehension Learning Model Using P3C2R+GIRD Based on Critical Thinking

This study aims to design, develop, implement, and evaluate a reading comprehension learning model using the P3C2R+GIRD approach based on critical thinking. The study employed a development design using the ADDIE model and a mixed-methods approach, focusing on the stages of design, development, implementation, and evaluation to produce and test instructional products. The subjects consisted of two experts and 39 students. The results indicate that: (1) three products were produced, namely a model book, a textbook, and a teacher’s guide; (2) the products were validated by subject matter and instructional experts and categorized as good, indicating their suitability for implementation; (3) implementation through student response assessment yielded a very good category; and (4) evaluation results confirmed that all three products are suitable for use. Based on these findings, the P3C2R+GIRD-based reading comprehension learning model is feasible as an alternative for instruction oriented toward critical thinking skills and can be applied by students, lecturers, and teachers.

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