The effectiveness of the SQ3R and KWL strategies on reading interest and learning outcomes among elementary school students in gunungkidul: a quasi-experimental analysis

Doni Kurniawan Subakti; Septia Sugiarsih; Ika Damayanti

doi:10.22460/semantik.v15i2.p231-244

Authors

Doni Kurniawan Subakti Universitas Negeri Yogyakarta
Septia Sugiarsih Universitas Negeri Yogyakarta
Ika Damayanti Universitas Negeri Yogyakarta

DOI:

https://doi.org/10.22460/semantik.v15i2.p231-244

Keywords:

SQ3R, KWL, reading interest, learning outcomes

Abstract

This study aims to analyze the effectiveness of the SQ3R and KWL methods in improving the reading interest and learning outcomes of fourth-grade elementary school students and to compare the effectiveness of these two methods. This study uses a quantitative approach with a quasi-experimental design of the non-equivalent control group type. The research sample was selected using purposive sampling, specifically fourth-grade students at SDN Jetis 1 and SD Kepek 2 in Saptosari Subdistrict, Gunungkidul. Data were collected through reading interest questionnaires and learning achievement tests, then analyzed using the Wilcoxon test and the Mann–Whitney U test at a 5% significance level. The results showed that both the SQ3R and KWL methods were effective in increasing students’ reading interest and learning outcomes, with the improvement categorized as moderate. The SQ3R method yielded an N-Gain of 0.5 for reading interest and 0.4 for learning outcomes, while the KWL method also yielded an N-Gain of 0.5 for reading interest and 0.4 for learning outcomes. The results of the Mann–Whitney U test showed that there was no significant difference in effectiveness between the two methods in improving reading interest (Asymp. Sig. = 0.902) or learning outcomes (Asymp. Sig. = 0.280). Thus, the SQ3R and KWL methods have equivalent levels of effectiveness, so both can be used as learning alternatives to improve reading interest and learning outcomes among elementary school students.

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