(Universitas Cenderawasih, Papua, Indonesia)
(2) Dian Septikasari
(Universitas Cenderawasih, Papua, Indonesia)(3) Amelia Warikar
(Universitas Cenderawasih, Papua, Indonesia)*Corresponding author
AbstractThis study aims to analyze the reading literacy skills of second-semester students based on the results of the Even Semester Midterm Assessment in the Indonesian Language and Literature course within the Primary School Teacher Education (PGSD) Program at Universitas Cenderawasih for the 2023/2024 academic year. A qualitative descriptive method was employed, with data collected through tests, interviews, and questionnaires. A total of 200 students from eight different classes participated in the study and were categorized into four literacy proficiency levels: in need of special intervention, basic, proficient, and advanced. The findings reveal variations in students’ reading literacy levels, with 4% categorized as needing special intervention, 30% at the basic level, 44% at the proficient level, and 22% at the advanced level. These literacy levels were measured using midterm test items that assessed three cognitive domains: retrieving information, interpreting and integrating, and evaluating and reflecting. The results indicate that students struggled particularly with cognitive tasks related to evaluation and reflection.These findings offer valuable insights for lecturers, providing a clearer understanding of students’ reading literacy capabilities. This information can serve as a foundation for reflective teaching practices and the formulation of more effective strategies aimed at improving students’ reading literacy—especially their critical and reflective thinking skills.
KeywordsReading Literacy; Mid-Semester Assessment; Primary School Teacher Education
|
DOIhttps://doi.org/10.33122/ejeset.v6i1.981 |
Article metricsAbstract views : 267 | PDF views : 132 |
Cite |
Full Text Download
|
References
Afflerbach, P., Cho, B. Y., & Kim, J. Y. (2015). Conceptualizing and assessing higher‑order thinking in reading. Theory Into Practice, 54(3), 203–212. https://doi.org/10.1080/00405841.2015.1055010
Ananiadou, K., & Claro, M. (2009). 21st century skills and competences for new millennium learners in OECD countries (OECD Education Working Paper No. 41). OECD Publishing. https://doi.org/10.1787/218525261154
Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: Principles, Policy & Practice, 5(1), 7–74. https://doi.org/10.1080/0969595980050102
Brookhart, S. M. (2010). How to assess higher‑order thinking skills in your classroom. ASCD.
Cain, K., & Oakhill, J. (2007). Children’s comprehension problems in oral and written language: A cognitive perspective. The Guilford Press.
Cunningham, A. E., & Stanovich, K. E. (1997). Early reading acquisition and its relation to reading experience and ability 10 years later. Developmental Psychology, 33(6), 934–945. https://doi.org/10.1037/0012-1649.33.6.934
Duke, N. K., & Pearson, P. D. (2002). Effective practices for developing reading comprehension. In A. E. Farstrup & S. J. Samuels (Eds.), What research has to say about reading instruction (pp. 205–242). International Reading Association.
Fisher, D., & Frey, N. (2012). Text-dependent questions: Pathways to close and critical reading. IRA.
Grabe, W., & Stoller, F. L. (2013). Teaching and researching reading (2nd ed.). Routledge.
Guthrie, J. T. (2004). Teaching for literacy engagement. Journal of Literacy Research, 36(1), 1–30. https://doi.org/10.1080/10862960409562946
Guthrie, J. T., & Wigfield, A. (2000). Engagement and motivation in reading. In M. L. Kamil et al. (Eds.), Handbook of Reading Research, Volume III. Lawrence Erlbaum.
Harvey, S., & Goudvis, A. (2007). Strategies That Work: Teaching Comprehension for Understanding and Engagement (2nd ed.). Stenhouse Publishers.
Heer, R. (2012). A model of learning objectives: Based on a revision of Bloom’s taxonomy of educational objectives. Iowa State University.
Hidayati, N., Sari, A. Y., & Wulandari, F. (2024). Digital literacy in the era of online learning: A case study. Journal of Educational Technology, 18(1), 55–67.
Hermawati, E., & Safitri, M. (2023). Integrating HOTS in reading comprehension: A qualitative study. Indonesian Journal of Education, 11(2), 87–99.
Kemendikbud. (2021). Kerangka Asesmen Nasional. Jakarta: Pusat Asesmen dan Pembelajaran.
Kintsch, W. (2005). Comprehension: A paradigm for cognition. Cambridge University Press.
Krashen, S. (2004). The power of reading: Insights from the research. Heinemann.
Kusnandar. (2022). Literasi digital untuk pendidikan abad 21. RajaGrafindo Persada.
Mol, S. E., & Bus, A. G. (2011). To read or not to read: A meta-analysis of print exposure from infancy to early adulthood. Psychological Bulletin, 137(2), 267–296. https://doi.org/10.1037/a0021890
Mulyaningsih, R., Hasanah, R., & Darlis, N. (2023). Literasi membaca dalam pendidikan dasar. Jurnal Literasi Nusantara, 10(1), 12–25.
Mullis, I. V. S., Martin, M. O., Foy, P., & Drucker, K. T. (2017). Progress in International Reading Literacy Study (PIRLS) 2016. TIMSS & PIRLS International Study Center.
Muslimin. (2018). Model pembelajaran inovatif di perguruan tinggi. Alfabeta.
Naufal, M. Z., & Hasanudin, A. (2023). Analisis literasi membaca mahasiswa selama pembelajaran daring pada masa pandemi Covid‑19. Jurnal Pendidikan, 12(2), 150–162.
Nation, K. (2019). Children’s reading difficulties, language, and reflections on the simple view of reading. Australian Journal of Learning Difficulties, 24(1), 47–73. https://doi.org/10.1080/19404158.2019.1596411
OECD. (2019). PISA 2018 assessment and analytical framework. OECD Publishing. https://doi.org/10.1787/b25efab8-en
OECD. (2021). 21st century readers: Developing literacy skills in a digital world. OECD Publishing. https://doi.org/10.1787/7c8e6fb7-en
OECD. (2022). PISA 2022 results. OECD Publishing.
Paris, S. G., & Paris, A. H. (2003). Assessing metacognition and metacognitive awareness. In J. H. Schraw & M. C. McCrudden (Eds.), Advances in Motivation and Achievement. Jai Press.
Pressley, M., & Afflerbach, P. (1995). Verbal protocols of reading: The nature of constructively responsive reading. Erlbaum.
Pujiati, N., Wahyuni, S., & Sari, D. (2022). Pengembangan kemampuan membaca kritis mahasiswa melalui model pembelajaran kontekstual. Jurnal Pendidikan Bahasa, 10(3), 205–216.
Safira Nur Rahma, et al. (2024). Evaluasi penerapan HOTS dalam pembelajaran literasi mahasiswa. Jurnal Pendidikan Tinggi, 15(2), 143–158.
Snow, C. E., & RAND Reading Study Group. (2002). Reading for understanding: Toward an R&D program in reading comprehension. RAND Corporation.
Trilling, B., & Fadel, C. (2009). 21st century skills: Learning for life in our times. Jossey‑Bass.
Trisiana, A., Hendrawan, R., & Cahyaningsih, L. (2020). HOTS‑based assessment in higher education. Jurnal Ilmu Pendidikan, 18(2), 89–101.
Zohar, A., & Dori, Y. J. (2003). Higher order thinking skills and low‑achieving students: Are they mutually exclusive? The Journal of the Learning Sciences, 12(2), 145–181. https://doi.org/10.1207/S15327809JLS1202_1
Azzam, T., & Wilkinson, A. (2004). Assessing general education learning outcomes: A case study of information literacy. Research Strategies, 18(3–4), 95–110. https://doi.org/10.1016/j.resstr.2004.10.003
Biancarosa, G., & Snow, C. E. (2006). Reading next—A vision for action and research in middle and high school literacy. Alliance for Excellent Education.
Goldman, S. R. (2004). The development of scientific literacy: A focus on embodied cognition. Science Education, 88(1), 140–150. https://doi.org/10.1002/sce.10144
Guthrie, J. T., Wigfield, A., & You, W. (2012). Instructional context to support reading motivation: Reading engagement research. Educational Psychologist, 47(3), 190–209. https://doi.org/10.1080/00461520.2012.677108
Israel, S. E., & Pearson, P. D. (2006). Teaching reading comprehension to diverse learners: Theory and practice. Teachers College Press.
Mayer, R. E. (2002). Rote versus meaningful learning. Theory Into Practice, 41(4), 226–232. https://doi.org/10.1207/s15430421tip4104_4
Pressley, M. (2006). Reading instruction that works: The case for balanced teaching (3rd ed.). Guilford.
Robinson, R. D., & Kiewra, K. A. (2000). Visual argumentation: An illustration of dual-coding theory in educational multimedia. Educational Psychologist, 35(3), 213–230. https://doi.org/10.1207/S15326985EP3503_5
Snow, C. E. (2002). Reading for understanding: Toward an R&D program in reading comprehension. RAND Educational Research Program.
Refbacks
- There are currently no refbacks.
Copyright (c) 2025 Mamberuman Marthen Inggamer, Dian Septikasari, Amelia Warikar
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Electronic Journal of Education, Social Economics and Technology (eJESET)
ISSN 2723-6250 (Online)
Published by the SAINTIS Publishing
Homepage: http://ejeset.saintispub.com
Editor E-mail : ; editor.ejeset@gmail.com
Editorial Office Address:
