Improving Students’ Reading Literacy During the Covid-19 Pandemic Using the PBL Model and According to the Pisa Context

Abstract

Several research results show that the reading literacy of high school students is still low, especially during the Covid-19 pandemic. This is also shown by Indonesia's ranking in the Study Program for International Student Assessment (PISA) which is still at level 2 PISA. As an effort to improve it, a class action research has been conducted with the formulation of the problem, "Can the reading literacy of class VIII students be improved by using the 'problem based learning' (PBL) model and texts that are in accordance with the PISA context?" The research was carried out covering the stages of planning, implementation, assessment and observation, as well as reflection. The subjects of this study were students of class VIII.1 SMPN 4 Palembang. The data collection techniques used observations and tests. The analysis was carried out qualitatively and quantitatively. The study was conducted in 3 cycles in one semester with different text contexts according to the context PISA and using the PBL model. The results showed that during the learning process students were very active, responsible, creative, and disciplined. The results of each cycle showed an increase in the average score obtained by students. Initial average score: 56; after cycle 1:73; after cycle 2:80; and after cycle 3 the average score reached: 87. The increase in the average score is not only due to the application of an innovative model but also due to the more contextual context of the text. Practitioners are advised to use texts that are appropriate to the context of PISA in learning and practice, so that students are accustomed to working on PISA type questions.

The Development of Inquiry Method Based Explanatory Text With Pisa Framework for Junior High School

“…The skills needed for the 21 st century are literacy, competence and character (Nudiati & Sudiapermana, 2020). Literacy is not limited to cognitive abilities, but rather more complex abilities which include social skills, linguistics and psychological aspects (Zahra et al, 2023). Literacy ability cannot be separated from one's language skills (Wulanjani & Anggraeni, 2019).…”