Analisis Penerapan Teori Belajar Kognitivisme dalam Pembelajaran Reading Comprehension Bahasa Inggris Siswa
DOI:
https://doi.org/10.30605/jsgp.9.1.2026.8270Keywords:
Teori Kognitivisme, Reading Comprehension, Pembelajaran Bahasa InggrisAbstract
Pembelajaran reading comprehension dalam konteks EFL sering kali masih berorientasi pada pemahaman literal sehingga kurang mengoptimalkan proses berpikir tingkat tinggi siswa. Penelitian ini bertujuan untuk menganalisis penerapan teori belajar kognitivisme dalam pembelajaran reading comprehension pada siswa kelas XI di MAN 1 Madiun serta mengkaji dampaknya terhadap kemampuan pemahaman membaca siswa. Penelitian menggunakan pendekatan kualitatif deskriptif dengan teknik pengumpulan data berupa observasi pembelajaran, wawancara semi-terstruktur dengan guru dan siswa, serta analisis dokumen perangkat pembelajaran. Data dianalisis melalui tahapan reduksi data, penyajian data, dan penarikan kesimpulan, dengan triangulasi teknik serta triangulasi sumber untuk menjamin keabsahan temuan. Hasil penelitian menunjukkan bahwa prinsip kognitivisme diterapkan melalui aktivasi skemata pada tahap prabaca, penggunaan strategi pemrosesan informasi seperti skimming, scanning, identifikasi ide pokok, dan penarikan inferensi pada tahap saat membaca, serta refleksi metakognitif pada tahap pascabaca. Implementasi tersebut berkontribusi terhadap peningkatan kemampuan siswa dalam memahami struktur teks, menafsirkan makna implisit, dan memonitor pemahaman secara mandiri. Meskipun demikian, penguatan strategi metakognitif belum sepenuhnya optimal akibat keterbatasan kosakata dan variasi scaffolding yang masih terbatas. Secara keseluruhan, penerapan teori kognitivisme terbukti memperkuat keterlibatan kognitif siswa dan meningkatkan kualitas pemahaman membaca secara analitis.
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