PENGGUNAAN MEDIA FISHBONE UNTUK MENINGKATKAN PEMAHAMAN MEMBACA CERITA KELAS IV DI SD CANGKRING 02

Abstract

This study aims to improve reading comprehension among fourthgrade students at SD Negeri Cangkring 02 through the use of fishbone media. The theoretical framework is grounded in constructivist theory (Vygotsky) and reading comprehension theory (Anderson & Pearson), both emphasizing the importance of active student engagement in constructing meaning from texts through the use of visual media that support critical thinking processes. The research employed a Classroom Action Research (CAR) approach based on the Kemmis and McTaggart model, which includes planning, action, observation, and reflection. The subjects of this study were 28 fourth-grade students from SD Negeri Cangkring 02. Data collection techniques included observation, reading comprehension tests, documentation, and interviews. Data were analyzed using both qualitative descriptive and quantitative methods by comparing test scores across cycles. The results indicate that the use of fishbone media effectively enhances students’ reading comprehension. The fishbone media proved to help students systematically identify story elements and strengthen their understanding of text content. In Cycle I, test results showed improvement: 17 out of 28 students (60.7%) scored ≥70, with the average score rising to 71.3. Despite this positive trend, some students still struggled to logically connect textual information within their fishbone diagrams. After refining the instructional actions, Cycle II results showed more significant improvement, with 24 students (85.7%) exceeding the minimum competency standard, and the average score increasing to 78.6. Thus, the use of fishbone media is effective in enhancing reading comprehension among fourth-grade students and can serve as an engaging and meaningful alternative instructional strategy.