Peningkatan multidimensional kemampuan membaca pemahaman melalui pembelajaran kooperatif berbasis gamifikasi: studi pra-eksperimen pada pendidikan dasar

Abstract

Low reading comprehension scores among fifth-grade students prompted this study to test a combined approach: Cooperative Integrated Reading and Composition (CIRC) paired with a digital gamified quiz. Two theoretical strands justify this pairing cooperative scaffolding within the Zone of Proximal Development, and Mayer's Cognitive Theory of Multimedia Learning. Because no comparable control class was available at the research site, a one-group pretest-posttest design was adopted instead, a choice that limits how strongly maturation and testing effects can be ruled out. Twenty-two fifth-graders, chosen through purposive sampling based on active enrollment and complete test attendance, took part. Before use, the ten-item essay instrument (built on Burns' 1984 comprehension framework) went through expert validation by three reviewers using Aiken's V, with an average value of 0.94, and a field trial with 23 students from a different but comparable school, yielding Cronbach's Alpha of 0.795. Mean scores rose from 56.6 at pretest to 82.50 at posttest, a statistically significant gain (t = −13.90, p < 0.001, d = 2.97) with a moderate N-Gain of 0.59. Without a control condition, however, this points to an association between the intervention and score improvement rather than proof of causal superiority over other methods.