UPAYA MENGATASI KESULITAN MEMBACA DAN MENULIS SISWA SEKOLAH DASAR DITINJAU DARI PERBEDAAN KEBUTUHAN BELAJAR DAN PERAN ORANG TUA DI SD INPRES 2 BESUSU

Abstract

This study aimed to overcome elementary school students' reading and writing difficulties by considering differences in learning needs and parental involvement at SD Inpres 2 Besusu. The study employed Classroom Action Research (CAR) using the Kemmis and McTaggart model, which was conducted in two cycles consisting of planning, action, observation, and reflection stages. The research subjects were lower-grade elementary students who experienced difficulties in reading and writing. Data were collected through observation, interviews, tests, and documentation. The data were analyzed using descriptive quantitative and qualitative techniques. The results showed a significant improvement in students' reading and writing abilities across all assessment indicators. The average score increased from 57.4% in Cycle I to 87.98% in Cycle II. Improvements were observed in reading fluency, letter and word recognition, reading comprehension, spelling accuracy, and handwriting neatness. The findings indicate that learning activities tailored to students' learning needs and supported by active parental involvement can effectively reduce reading and writing difficulties. Therefore, collaboration between teachers and parents plays an important role in improving elementary school students' literacy skills.