Implementing Problem-Based Learning to Improve Advanced Reading Skills Among Students with Learning Difficulties
DOI:
https://doi.org/10.56916/jirpe.v4i4.2372Keywords:
problem-based learning, advanced reading skills, learning difficulties, elementary students, inclusive educationAbstract
This classroom action research investigated the effectiveness of Problem-Based Learning (PBL) in improving advanced reading skills among fifth-grade students with learning difficulties. Seven students at SDN A Muara Bengkal who scored below minimum competency criteria (KKM=70) participated in this study. The research employed Kemmis and McTaggart's cyclical model across two complete intervention cycles, incorporating pre- and post-assessments, systematic observations, and teacher interviews. Data analysis utilized both quantitative methods (descriptive statistics and percentage improvements) and qualitative approaches (thematic analysis of observations and interviews). Results demonstrated substantial improvement in reading achievement, with mean scores increasing from 47.14 at baseline to 63.57 after Cycle I and 72.14 after Cycle II, representing a total gain of 25 points. Five of seven students (71%) achieved or exceeded competency standards, with notable enhancements in critical thinking, collaborative engagement, and academic confidence. However, two students with severe reading disabilities showed minimal progress, indicating that PBL effectiveness varies based on individual learning profiles. The findings suggest that PBL serves as an effective pedagogical approach within multi-tiered inclusive education systems when implemented with culturally relevant content, differentiated scaffolding, and iterative refinement, though intensive individualized interventions remain necessary for students with profound learning difficulties.
References
Abrenica, E. C. (2025). Problem-based learning: A strategic intervention in enhancing critical and analytical thinking skills of middle school students in mathematics. International Journal of Research and Innovation in Social Science, 9(09), 575–580. https://dx.doi.org/10.47772/IJRISS.2025.90900050
Avramidis, E., & Norwich, B. (2002). Teachers' attitudes towards integration/inclusion: A review of the literature. European Journal of Special Needs Education, 17(2), 129–147. https://doi.org/10.1080/08856250210129056
Banzon, L. J. G., Carungay, C., Fuentes, D. C. B., Guevarra, C. E., Ordaniza, S. M. L., Rugasan, A. B., Tindoc, C. T., & Pondang, K. A. (2025). Problem-based learning and critical thinking skills among accountancy, business, and management students. International Journal of Research and Innovation in Social Science, 9(02), 3427–3438. https://dx.doi.org/10.47772/IJRISS.2025.9020271
Castles, A., Rastle, K., & Nation, K. (2018). Ending the reading wars: Reading acquisition from novice to expert. Psychological Science in the Public Interest, 19(1), 5–51. https://doi.org/10.1177/1529100618772271
Connor, C. M., Morrison, F. J., & Petrella, J. N. (2004). Effective reading comprehension instruction: Examining child × instruction interactions. Journal of Educational Psychology, 96(4), 682–698. https://doi.org/10.1037/0022-0663.96.4.682
De Ocampo, L. L. L., Tosino, W. F., & Martir, E. M. (2022). Teachers' reading comprehension strategies, approaches and challenges. English Education Journal, 13(4), 523–547. https://doi.org/10.51386/25815946/ijsms-v7i3p107
Dessemontet, R. S., Bless, G., & Morin, D. (2012). Effects of inclusion on the academic achievement and adaptive behaviour of children with intellectual disabilities. Journal of Intellectual Disability Research, 56(6), 579–587. https://doi.org/10.1111/j.1365-2788.2011.01497.x
Dixon, M., & Oakhill, J. (2024). Exploring teachers teaching reading comprehension: Knowledge, behaviours and attitudes. International Journal of Primary, Elementary and Early Years Education, 52(7), 892–909. https://doi.org/10.1080/03004279.2024.2357884
Duke, N. K., Ward, A. E., & Pearson, P. D. (2021). The science of reading comprehension instruction. The Reading Teacher, 74(6), 663–672. https://doi.org/10.1002/trtr.1993
Fletcher, J. M., Lyon, G. R., Fuchs, L. S., & Barnes, M. A. (2019). Learning disabilities: From identification to intervention (2nd ed.). Guilford Press.
Florian, L., & Linklater, H. (2010). Preparing teachers for inclusive education: Using inclusive pedagogy to enhance teaching and learning for all. Cambridge Journal of Education, 40(4), 369–386. https://doi.org/10.1080/0305764X.2010.526588
Gao, X., Li, P., Shen, J., & Sun, H. (2022). Effects of problem-based learning instructional intervention on critical thinking in higher education: A meta-analysis. Thinking Skills and Creativity, 45, Article 101069. https://doi.org/10.1016/j.tsc.2022.101069
Gedik, O., & Akyol, H. (2022). Reading difficulty and development of fluent reading skills: An action research. International Journal of Progressive Education, 18(1), 248–268. https://doi.org/10.29329/ijpe.2022.426.16
Hmelo-Silver, C. E. (2018). Problem-based learning: What and how do students learn? Educational Psychology Review, 16(3), 235–266. https://doi.org/10.1023/B:EDPR.0000034022.16470.f3
Huda, A. I. N., & Abduh, M. (2021). Peningkatan Keterampilan Berpikir Kritis Siswa Melalui Model Problem Based Learning Pada Siswa Sekolah Dasar. Jurnal basicedu, 5(3), 1547-1554. https://doi.org/10.31004/basicedu.v5i3.973
Juhanaini, R., Wulandari, R., & Rochyadi, E. (2018). A case study of reading comprehension instruction of students with learning difficulties in elementary school. In Proceedings of the 2nd International Conference on Indonesian Education for All (pp. 156–163). Atlantis Press. https://doi.org/10.2991/ic-indoeduc4all-18.2018.32
Kim, Y. S. G., Petscher, Y., Schatschneider, C., & Foorman, B. (2020). Developmental relations between reading fluency and reading comprehension: A longitudinal study from Grade 1 to Grade 2. Journal of Educational Psychology, 112(3), 527–542. https://doi.org/10.1037/edu0000384
Liu, Y., Georgiou, G. K., & Manolitsis, G. (2021). Cognitive factors and literacy development during the transition from kindergarten to primary school. International Journal of Educational Research, 107, Article 101747. https://doi.org/10.1016/j.ijer.2021.101747
Lu, J. (2022). Challenges teachers face in teaching reading among elementary pupils. International Journal of Educational Research and Development, 3(2), 112–127.
Luthfika, A. L., Rakhman, P. A., & Nursifa, P. (2024). Analisis Model Pembelajaran Sq3r Dalam Meningkatkan Membaca Lanjutan Di Kelas Iv Sekolah Dasar. Cendekia Pendidikan, 3(4), 43-51. https://doi.org/10.36841/cendekiapendidikan.v3i4.5501
Maharani, N. K. D., Janawati, D. P. A., & Phalguna, K. W. (2022). Analisis Kemampuan Membaca Lanjutan Di Kelas Iva Sd N 2 Kawan Bangli. Wahana Chitta Jurnal Pendidikan, 4(2), 22-29. https://jurnal.markandeyabali.ac.id/index.php/wahanachitta/article/view/140
Maulana, D. I., & Kusumadani, A. I. (2025). Penerapan Model Pembelajaran Berbasis Problem Based Learning Untuk Meningkatkan Kemampuan Berpikir Tingkat Tinggi Dan Keaktifan Siswa Kelas X SMA Negeri 3 Sragen (Doctoral dissertation, Universitas Muhammadiyah Surakarta).
Maulida, A., Putri, P. C., Fadlah, R. C., & Fariha, T. N. (2025). Strategi Guru dalam Mengatasi Kesulitan Membaca Siswa Sekolah Dasar. JIPSD, 1(3), 165-179. https://journal.innoscientia.org/index.php/jipsd/article/view/13
National Reading Panel, & National Institute of Child Health and Human Development. (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. U.S. Government Printing Office.
Nofziarni, A., Hadiyanto, H., Fitria, Y., & Bentri, A. (2019). Pengaruh penggunaan model problem based learning (pbl) terhadap hasil belajar siswa di sekolah dasar. Jurnal Basicedu, 3(4), 2016-2024. https://doi.org/10.31004/basicedu.v3i4.244
Perfetti, C., & Stafura, J. (2021). Reading comprehension (and reading) as a source of individual differences in learning. Educational Psychologist, 56(3), 219–239. https://doi.org/10.1080/00461520.2021.1939702
Razak, A. (2022). Improving critical thinking skills in teaching through problem-based learning for students: A scoping review. International Journal of Learning, Teaching and Educational Research, 21(3), 342–362. https://doi.org/10.26803/ijlter.21.3.18
Ritonga, A. A. (2023). Keterampilan membaca pada pembelajaran kelas tinggi di tingkat MI/SD [Reading skills in upper-class learning at MI/SD level]. Jurnal Riset Pendidikan dan Bahasa, 2(3), 102–113. https://doi.org/10.58192/insdun.v2i3.988
Salsabila, K., Angelina, D., Sari, S., & Darmawan, H. (2024). Penerapan Model Pembelajaran Berbasis Masalah Menggunakan Media Interaktif Untuk Meningkatkan Keterampilan Membaca Pemahaman Siswa Kelas 5 Sdn 17/I Rantau Puri. Pendas: Jurnal Ilmiah Pendidikan Dasar, 9(3), 1185-1194. https://doi.org/10.23969/jp.v9i03.15308
Toste, J. R., Didion, L., Peng, P., Filderman, M. J., & McClelland, A. M. (2019). A meta-analytic review of the relations between motivation and reading achievement for K–12 students. Review of Educational Research, 90(3), 420–456. https://doi.org/10.3102/0034654320919352
Vaughn, S., & Bos, C. S. (2012). Strategies for teaching students with learning and behavior problems (8th ed.). Pearson. https://esmaja.lv/sites/default/files/2021-05/strategies-for-teaching-students-with-learning-and-behavior-probl-sharon-r-vaughn-candace-s-bos-pdf-download-free-book-24ad389.pdf
Wexler, N., Fletcher, J. M., & Vaughn, S. (2021). The importance of background knowledge for reading comprehension. Reading Research Quarterly, 56(S1), S371–S386. https://doi.org/10.1002/rrq.401
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Riya Yunisa, Sukinah
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
