Email this article 
1.jpg)
SARRES FUN LEARNING MODEL BASED ON DEEP LEARNING FOR IMPROVING CHILDREN'S READING COMPREHENSION IN THE COMMUNITY READING CENTER
Abstract
Purpose – This study aims to analyze the impact of implementing the SARRES Fun Learning model, grounded in the principles of Deep Learning (mindful, meaningful, and joyful learning), on improving children's reading comprehension skills at the Community Reading Center (TBM) using Barrett's Taxonomy.
Methodology – The study used a quantitative approach with a one-group pretest-posttest pre-experimental design. The research subjects consisted of 36 elementary school children selected through purposive sampling. The intervention was conducted over four sessions by applying the six stages of SARRES (Survey, Ask, Read Aloud, Review, Engage, and Share). Data were collected using a validated and reliable reading comprehension test and analyzed using descriptive statistics, paired-samples t-tests, and normalized gain.
Findings – The results showed a significant improvement in children's reading comprehension skills, with the average score increasing from 34.97 to 55.89 (t = −16.950; p < 0.05). The n-gain value of 0.55 indicates moderate learning effectiveness and an improvement in all Barrett Taxonomy indicators.
Contribution – The novelty of this study lies in the empirical testing of the application of the SARRES Fun Learning model, implemented using Deep Learning principles in the context of non-formal literacy at the Community Reading Park (TBM). This research expands the empirical evidence on the effectiveness of adapting the SQ3R strategy in non-formal learning environments. It provides practical implications as an alternative, systematic, and applicable reading-learning strategy for TBM managers and facilitators.Keywords
Full Text:
PDFReferences
Agusalim, S. R., & Sayidiman, N. (2023). Penerapan Metode SQ3R Untuk Meningkatkan Keterampilan Membaca Pemahaman Siswa Sekolah Dasar Kelas Empat di Kabupaten Takalar. Pinisi Journal of Education.
Aisah, R. P., Unaenah, E., & Nurfadhillah, S. (2024). Pengaruh Model SQ3R Terhadap Kemampuan Membaca Pemahaman Teks Cerpen Siswa Sekolah Dasar. KOLEKTIF: Jurnal Pendidikan, Pengajaran, Dan Pembelajaran, 1(2), 103–112. https://doi.org/10.70078/kolektif.v1i2.33
Anderson, R., & Pearson, P. D. (1984). A Schema-Theoretic View Of Basic Processes In Reading Comprehension (pp. 255–291). Handbook of reading research.
Arya, F. R. P., & Marlini, M. (2024). Persepsi Masyarakat Terhadap Taman Bacaan Masyarakat (TBM) Sebagai Sarana Pengetahuan dan Keterampilan di SKB 1 Tanah Datar. RISOMA : Jurnal Riset Sosial Humaniora Dan Pendidikan, 2(5), 92–104. https://doi.org/10.62383/risoma.v2i5.317
Aulia Rizki, I., & Silvi Dhawirtha, N. (2024). Literature Review: Analisa Pemahaman dan Kemampuan Membaca Cepat pada Siswa Sekolah Dasar. Jurnal Bahasa,Sastra Dan Pengajaran (JBSP), 1(1). https://ejournal.pelitabina.com/index.php/jbsp
Baharuddin, H., Hanafi, M., & Aswadi, A. (2021). Pengaruh Penggunaan Metode Reorganisasi Taksonomi Barett Terhadap Kemampuan Membaca Intensif Siswa Kelas VIII SMP Negeri 5 Panca Rijang. Cakrawala Indonesia, 6(1), 21–28. https://doi.org/10.51817/jci.v6i1.299
Candal, D. B., & de Avila, C. R. B. (2025). Phonological working memory and linguistic processing speed in inferential reading comprehension. Psicologia: Reflexao e Critica, 38(1). https://doi.org/10.1186/s41155-025-00356-z
Cataraja, G. (2022). Effect of SQ3R on Students’ Reading Comprehension. International Journal of Multidisciplinary: Applied Business and Education Research, 3(4). https://doi.org/10.11594/ijmaber.03.04.07
Day, R. R., & Park, J.-S. (2005). Developing reading comprehension questions. U.S Department of Education, 17(1). http://nflrc.hawaii.edu/rfl
Endang, S. M., Lailatul Karoma, D., & Ayu Cahya, W. (2022). Implementasi Teknik SQ3R Disertai Media Cerita Bergambar Pada Pembelajaran Keterampilan Membaca Pemahaman Siswa SD. Jurnal Ilmiah Pendidikan Bahasa Dan Sastra Indonesia, 12(1). https://doi.org/https://doi.org/10.23969/literasi.v12i1.4726
Fahrel, S., Faiha, Z., Ananda, M., Media, A., Suriani, A., Hamka, J., Tawar Padang, A., & Barat, S. (2025). Strategi Guru dalam Meningkatkan Literasi Membaca melalui Kegiatan Membaca Nyaring di Kelas Rendah. Pendidikan Dan Ilmu Bahasa. https://doi.org/10.59059/perspektif.v3i2.2328
Fahri, M. H., & Nasution, I. S. (2025). Penerapan Metode Fun Learning untuk Meningkatkan Kemampuan Membaca pada Siswa di Sanggar Belajar Kepong Malaysia. Jurnal Pendidikan Dan Pembelajaran Indonesia (JPPI), 5(1), 521–529. https://doi.org/10.53299/jppi.v5i1.1410
Fibra, O. , Kusuma, D., Fairuz Salsabila, J., & Ningtyas, F. A. (2025). Penerapan Pembelajaran Bermakna Ausabel Dalam materi Ketidaksamaan Kuadtrat. JMA), 3(1), 3031–5220. https://doi.org/10.62281
Ginanjar, Y., Febriyanto, B., & Asteka, P. (2025). Systematic Literature Review (Slr) : Pengaruh Model Sq3r Dalam Meningkatkan Keterampilan Membaca Pemahaman Siswa. PGSD FKIP Universitas Mandiri. https://doi.org/https://doi.org/10.36989/didaktik.v11i03.7820
Halawa, N. (2020). Kontribusi Minat Baca Terhadap Kemampuan Membaca Pemahaman Siswa. Jurnal Edukasi Khatulistiwa : Pembelajaran Bahasa Dan Sastra Indonesia, 3(1), 27. https://doi.org/10.26418/ekha.v2i2.3278
Harahap, RD., Judijanto, L., Hasibuan, LR, Sutrisno, S. 2025. Aplikasi Media Pembelajaran Berbasis Augmented Reality: Inovasi untuk Mendukung Pendekatan Deep Learning. Jambi. PT. Sonpedia Publishing Indonesia
Huang, Y.-C. (2021, May 20). Comparison and Contrast of Piaget and Vygotsky’s Theories. Proceedings of the 7th International Conference on Humanities and Social Science Research (ICHSSR 2021). https://doi.org/https://doi.org/10.2991/assehr.k.210519.007
Husain, N., Ali, W., Badu, H., Malabar, F., Umar, I., El, M., Kau, W., Wirahmi Bay, I., & Mamu, R. (2022a). Strategi Kegiatan Literasi dengan Tema “Fun Learning” untuk Meningkatkan Kemampuan Membaca Bahasa Inggris pada Anak. Pengabdian Pada Masyarakat, 1(2).
Husain, N., Ali, W., Badu, H., Malabar, F., Umar, I., El, M., Kau, W., Wirahmi Bay, I., & Mamu, R. (2022b). Strategi Kegiatan Literasi dengan Tema “Fun Learning” untuk Meningkatkan Kemampuan Membaca Bahasa Inggris pada Anak. Pendidikan Pada Masyarakat, 1(2).
Inoue, N., Trivedi, H., Sinha, S., Balasubramanian, N., & Inui, K. (2021). Summarize-then-Answer: Generating Concise Explanations for Multi-hop Reading Comprehension. http://arxiv.org/abs/2109.06853
Irpan, M., Utami, Y., Hamdi, Z., & Sururuddin, M. (2022). Pengaruh Metode Pembelajaran Sq3r (Survey, Question, Read, Recite, Review) Berbantuan Teks Cerita Terhadap. Desember, 14(2), 197–217. http://journal.uinmataram.ac.id/index.php/
Ismail, I., Rahmat, M., M. J., S., I. S., & Djafar, S. (2025). Deep learning to optimize literacy intervention with educational games in elementary schools. Premiere Educandum : Jurnal Pendidikan Dasar Dan Pembelajaran, 14(1). https://doi.org/10.25273/pe.v14i1.21665
Jems Sopacua, Titin Kempa, Rufiati Simal, & Cristianti C. Kilikily. (2025). Scramble Fun Learning sebagai Inovasi Permainan Edukatif untuk Meningkatkan Literasi Membaca Siswa di SDN 1 Weet Kabupaten Maluku Barat Daya. Inovasi Sosial : Jurnal Pengabdian Masyarakat, 2(3), 192–201. https://doi.org/10.62951/inovasisosial.v2i3.2023
Joyce, B., & Weil, M. (2000). Models of teaching. model-model pengajaran (9th ed.). PustakaPelajar.
Kemendikbud. (2020). Masyarakat Tbm Kreatif ‐ Rekreatif Tahun 2020.
Kemendikbud. (2021). Bantuan Penguatan Taman Bacaan Masyarakat ( Tbm ).
Khasawneh, M. A. S., & Belton, B. (2025). Disclosing the effects of automated feedback on reading comprehension, reading motivation, reading engagement, and reading anxiety through personalized technology-enhanced learning. Computers in Human Behavior Reports, 20. https://doi.org/10.1016/j.chbr.2025.100817
Kirana, C. (2025). Pengaruh Guide Reading And Summary Procedure (Grasp) Terhadap Pemahaman Membaca Siswa Di Smk Negeri 01 Kandis. In Journal of Sustainable Education (Vol. 2, Issue 1).
Kreijkes, P., Kewenig, V., Kuvalja, M., Lee, M., Hofman, J. M., Vitello, S., Sellen, A., Rintel, S., Goldstein, D. G., Rothschild, D., Tankelevitch, L., & Oates, T. (2025). Effects of LLM Use and Note-Taking on Reading Comprehension and Memory: A Randomised Experiment in Secondary Schools. Computers & Education, 105514. https://doi.org/10.1016/j.compedu.2025.105514
Latifa, B., Fitria, A., & Eliza, D. (2023). Pengaruh Read Aloud Dalam Mengembangkan Bahasa Pada Aanak Di Raudathul Athfal Ar-rahman Kinali. Jurnal Pendidikan Anak Usia Dini. https://doi.org/https://doi.org/10.61132/semantik.v2i3.844
Ma, L., Ismail, L., & Saharuddin, N. (2023). Effectiveness of Literature Circles in Developing English Language Reading Ability: A Systematic Review. English Language Teaching, 16(7), 47. https://doi.org/10.5539/elt.v16n7p47
Mahindra Diputera, A., Noveri Eza, G., Guru Pendidikan Anak Usia Dini, P., & Ilmu Pendidikan, F. (2024). Memahami Konsep Pendekatan Deep Learning dalam Pembelajaran Anak Usia Dini Yang Meaningful, Mindful dan Joyful: Kajian Melalui Filsafat Pendidikan. Bunga Rampai Usia Emas, 10(2), 2301–9409. https://doi.org/10.24114/jbrue.v10i2.67168
Miao, Y., Lin, G., Hu, Y., & Miao, C. (2019). Reading Comprehension Ability Test: A Turing Test for Reading Comprehension. Computation and Language.
OECD. (2023). Program For International Student (PISA) 2022 Assessment and Analytical Framework. In OECD. (Organisation for Economic Co-Operation and Development) Publishing.
Pek, L. S., Khusni, H. K., Yob, F. S. C., Zaid, N. N. M., Ne’matullah, K. F., Mee, R. W. M., & Azli, N. S. S. (2024). Children’s literacy skills development through non-formal education: a scoping review. In Journal of Education and Learning (Vol. 18, Issue 4, pp. 1505–1513). Intelektual Pustaka Media Utama. https://doi.org/10.11591/edulearn.v18i4.21766
Pramling, N., Simonsson, M., & Norling, M. (2025). Paradigmatic and narrative forms of knowledge in read-aloud practices and their implications for further learning and education of children. Learning, Culture and Social Interaction, 55, 100957. https://doi.org/10.1016/J.LCSI.2025.100957
Pujiastuti, I., Damaianti, V. S., & Syihabuddin, S. (2022). Membangun Pemahaman Bacaan Mahasiswa melalui Aktivitas Pascabaca. Diglosia: Jurnal Kajian Bahasa, Sastra, Dan Pengajarannya, 5(1), 119–134. https://doi.org/10.30872/diglosia.v5i1.356
Putri, A., & Kharisma, I. (2025). Kemampuan Berpikir Evaluatif Dalam Keterampilan Membaca Pemahaman Siswa Kelas V. In Jurnal Pendidikan Sosial dan Humaniora (Vol. 4). https://doi.org/https://publisherqu.com/index.php/pediaqu/article/view/2595
Rahmaida, R. A., Sa’idah, M., Prameswari, S. D., Fadhilah, T. H., Putri, D., & Priambodo, B. (2024). Evaluasi Implementasi Kebijakan Program Taman Bacaan Masyarakat (TBM) Kota Surabaya (Studi pada Kelurahan Gayungan). Journal Publik, 18(01), 37–47. https://doi.org/10.52434/jp.v18i01.346
Riyanti, A., & Fauziyyah, H. (2025). Improving Reading Comprehension through the SQ3R Strategy towards Junior High School Students in Tarakan. In the International Journal of Community Engagement Payungi (Vol. 5, Issue 1). https://journal.payungi.org/index.php/ijcep
Robertson, S., Borchardt, J., & Geye, T. (2025). Exploring structured reading groups: case studies on classroom conversation and engagement. In Smart Learning Environments (Vol. 12, Issue 1). Springer. https://doi.org/10.1186/s40561-025-00408-y
Sabilla, S., Lubis, S. M. F., & Nasution, F. (2023). Pengajaran Membaca Melalui Pendekatan Kognitif dan Konstruktivisme. El-Mujtama: Jurnal Pengabdian Masyarakat, 3(3), 842–852. https://doi.org/10.47467/elmujtama.v3i3.3016
Saepudin, E., Rusmana, A., Studi, P., Perpustakaan, I., & Padjadjaran, U. (2017). Peran Taman Bacaan Masyarakat ( Tbm ) Bagi Anak-Anak. 5(1), 1–12.
Sayyidatul Ifadah, A., & Irayana, I. (2023). Penerapan Metode Read Aloud dalam Meningkatkan Literasi Anak Usia Dini. Jurnal Ilmiah Potensia, 8(2), 520–530. https://doi.org/10.33369/jip.8.2
Sinulingga, S., Saragih, E., & Purba, C. A. (2023). Improving students’ reading comprehension skills through the Survey, question, read, recite, review (SQ3R) method. Journal EDUCATIO: Journal Pendidikan Indonesia, 9(1), 492. https://doi.org/10.29210/1202322940
Sugiyono. (2024). Metode Penelitian Kuantitatif (Edisi Terupdate).
Syajida, N., Ahyadi, N., Alfina, ), Zuhdiah, ), & Sekol. (2024). Strategi Pembelajaran Yang Efektif Untuk Meningkatkan Kemampuan Membaca Siswa SD/MI. https://doi.org/https://doi.org/10.46870/passikola.v1i1.1198
Tanjung, N. J. U., Lubis, Y., & Daulay, E. (2022). The Effect of Pre-Reading, During Reading, and Post-Reading Activities to Monitor Students’ Comprehension in Reading Narrative Text. Instructional Practices in Language Education, 1(2).
Umamy, E., Bactiar, H., Nadhiroh, K., Mawadah, I. M., & Farida, U. (2025). Implementasi Taksonomi Barret untuk Meningkatkan Kemampuan Membaca Pemahaman Siswa Kelas VIII. Ed Humanistics, 4(Vol. 10 No. 1 (2025): Ed-Humanistics). https://doi.org/https://doi.org/10.33752/ed-humanistics.v10i1.8985
Vygotsky, Cole, M., J.-S., V., S., S., & Souberman, E. (1978). Mind in Society: Development of Higher Psychological Processes. Harvard University Press.
Yenilik, D., Dergisi, A., & Güzel, S. (2022). The importance of reading activities in reading comprehension. Disiplinlerarası Yen Araş Der, 2(1), 29–34. https://doi.org/https://dergipark.org.tr/en/pub/dyad/article/1429055
Zhang, Z. (2024). Revolutionizing Education: The Transformative Power of Educational Technology in Online Learning. Proceedings of the 2024 3rd International Conference on Humanities, Wisdom Education and Service Management (HWESM 2024), 523–529. https://doi.org/10.2991/978-2-38476-253-8_62
DOI: https://doi.org/10.36987/jes.v13i1.8519
Refbacks
- There are currently no refbacks.
Copyright (c) 2026 Sri Daning Aprianti, Sisca Rahmadonna
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
