Penguatan Literasi Membaca Melalui Penerapan Metode SQ3R Berbasis Service Learning di MAS YPP Jamanis

Devi Silviana Dewi; Dede Nurul Qomariah; Sania Aqil Salsabila; Muhammad Alfi Fadlilla; Sherinda Wibowo Putri

doi:10.62515/society.v3i2.1468

Authors

Devi Silviana Dewi Insitut Nasional Nusantara Al Farabi
Dede Nurul Qomariah Insitut Nasional Nusantara Al Farabi
Sania Aqil Salsabila Insitut Nasional Nusantara Al Farabi
Muhammad Alfi Fadlilla Insitut Nasional Nusantara Al Farabi
Sherinda Wibowo Putri Insitut Nasional Nusantara Al Farabi

DOI:

https://doi.org/10.62515/society.v3i2.1468

Keywords:

SQ3R, Reading Literacy, Reading Comprehension, Service Learning

Abstract

Reading interest and the ability to comprehend written information are important components of strengthening students’ literacy. Initial observations at MAS YPP Jamanis indicated that students’ reading activities still needed to be strengthened, particularly in understanding and conveying information from texts. This community service program aimed to provide students with a structured reading experience through the implementation of the Survey, Question, Read, Recite, and Review (SQ3R) method. The program employed a service-learning approach consisting of three stages: pre-implementation, implementation, and post-implementation. The participants were 80 students from Grades X and XI at MAS YPP Jamanis. The implementation stage included an introduction to the SQ3R steps, question-and-answer sessions, discussions, and a five-minute reading practice using reading materials brought by the students. Evaluation was conducted through observations of students’ attention, participation, engagement in reading activities, comprehension of the texts, and ability to retell information. The results showed that the students were able to follow the SQ3R stages and engage in structured reading activities. Three students who were given the opportunity to perform the Recite stage were able to retell the content and main ideas of the texts in their own words. These findings indicate that the implementation of SQ3R provided a more structured reading experience and encouraged students to comprehend, process, and communicate information from texts. However, the program did not employ pre-test and post-test measurements; therefore, changes in reading interest and reading comprehension could not be quantitatively determined. This program may serve as an alternative approach to strengthening reading literacy and should be followed by continuous reading practice and mentoring within the school environment.

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