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The reading literacy level of students is still low, while the level of internet use is high. The higher the use of the internet, the more open the opportunity for students to be consumed by hoax news. Therefore, this research aims to develop a digital literacy model through critical reading of hoax news texts with the SQ3R technique. The research method used is RD with ADDIE model stages. The population of this study is an A-accredited junior high school in East Jakarta. Phase D students at SMPN 20 Jakarta, SMPN 74 Jakarta, and SMP Diponegoro 1 Jakarta are samples of this research. The instruments used are questionnaires and interviews. Data analysis techniques use Likert scale and rating scale. Based on the analysis of validation data, the average validation percentage score of 89% which is categorized as very feasible to use, but there needs to be improvement according to validators. In addition, data analysis at the evaluation stage resulted in an average score of the percentage of responses from students to the learning model included in the good criteria with a percentage of 82%, while teachers rated the learning model included in the very good/very feasible criteria with a percentage of 91%. Abstrak Tingkat literasi membaca peserta didik masih rendah, sedangkan tingkat penggunaan internet tinggi. Semakin tinggi penggunaan internet, semakin membuka peluang peserta didik termakan berita hoaks. Oleh karena itu, riset ini bertujuan mengembangkan sebuah model literasi digital melalui membaca kritis pada teks berita hoaks dengan teknik SQ3R. Metode riset yang digunakan ialah RD dengan tahapan model ADDIE. Populasi riset ini ialah SMP berakreditasi A di Jakarta Timur. Peserta didik fase D di SMPN 20 Jakarta, SMPN 74 Jakarta, dan SMP Diponegoro 1 Jakarta merupakan sampel riset ini. Instrumen yang digunakan yaitu angket dan wawancara. Teknik analisis data menggunakan skala Likert dan rating scale. Berdasarkan analisis data validasi, rata-rata skor persentase validasi sebesar 89% yang masuk kategori sangat layak digunakan, tetapi perlu ada perbaikan menurut validator. Selain itu, analisis data pada tahap evaluation menghasilkan rata-rata skor persentase respons dari peserta didik terhadap model pembelajaran masuk dalam kriteria baik dengan persentase 82%, sedangkan guru menilai model pembelajaran masuk dalam kriteria sangat baik/sangat layak dengan persentase 91%.

Comprehension is the primary objective reading, which promotes cognizance in all disciplines and so improves the teaching-learning process. The objective of this research was to see how SQ3R affected the reading comprehension of Grade 11 students at the Palompon Institute of Technology. The pretest-posttest control group design was employed in this research. Sixty Students randomly assigned to either of the groups. To gather the data, a reading comprehension test was used. It was treated using the mean and t-tests for dependent and independent samples. The following findings were revealed: 1) The initial reading comprehension of the SQ3R was "fair to good" while the conventional reading strategy was also "fair to good." 2) The students' initial reading comprehension was of the same level; 3)The final reading comprehension of the SQ3R was better than the conventional reading strategy; 4) A significant difference was found between the initial and final reading comprehension of the students exposed to the SQ3R as well as those to the conventional reading strategy; and 5) There was a significant difference between the reading comprehension of the students exposed to the SQ3R and to the conventional reading strategy. This means that the SQ3R is a more effective strategy than conventional reading in the development of the students' reading comprehension. On the above findings, it was concluded that students need a different reading strategy to improve their reading comprehension, but they perform better if they use the SQ3R instead of conventional reading strategy. [ABSTRACT FROM AUTHOR]

Critical literacy (CL) is an area that remains under-researched regardless of the growing acknowledgement on its importance. Previously published works on CL have provided depictions of classroom implementations but they appeared to be lacking a guiding framework thus tended to be haphazard. This study addressed the gap by exploring the implementation of CL using a prototype model that combines the Four Resources Framework (FRF) as a theoretical frame and Survey, Question, Read, Recite, and Review (SQ3R) as a working model. The study aims at uncovering how CL could be infused into regular EFL Reading class using the model and how students developed their CL. The investigation involved 39 university students in Indonesia. The data were collected using multiple methods: observation, tests, interview, artifact, and questionnaire. Quantitative and qualitative data were concurrently analyzed by using statistical pack and interactive model, respectively. The study confirmed that questions and materials played key roles in turning a conventional Reading class into a CL class. Having exposed to critical questions, the students indicated progress in their practice as text users and text analysts. The analysis revealed that the students at differing baselines addressed the four roles differently in terms of the extent and consistency. Students with high proficiency tended to be more consistent in addressing the text user and text analyst roles either individually or as part of the group. In contrast, students with lower proficiency indicated inconsistent engagement with the two roles, particularly in individual work. Generally, the students’ ability to build critical stance to text was also determined by the complexity of the material. The easier the text was comprehended, the more critical the students were toward the text. The study suggests that it be necessary to include explicit teaching and sufficient provision of time in CL teaching to produce an automated critical response to texts.

Tujuan penelitian dan pengembangan yaitu untuk mengetahui : 1) Karakteristik model Discovery Learning Using Survey pada materi jamur di SMA Negeri I Jogorogo Ngawi, 2) Kelayakan model Discovery Learning Using Survey pada materi jamur di SMA Negeri I Jogorogo, 3) Kefektifan model Discovery Learning Using Survey terhadap hasil belajar siswa SMA Negeri I Jogorogo. Penelitian ini menggunakan metode Research And Development (R & D) mengacu pada model Borg &Gall yang telah dimodifikasi. Kelayakan model divalidasi oleh ahli model, ahli materi, dan guru biologi (praktisi). Subjek uji coba pada penelitian ini adalah siswa kelas X MIA dengan rincian 23 research and information collection, 15 siswa untuk tahap main field testing dan 57 siswa untuk tahap operasional field testing. Hasil penelitian dan pengembangan menunjukkan : 1) Karakteristik model Discovery Learning Using Survey dilakukan dengan memperhatikan karakteristik dari model yaitu adanya sintaks, sistem sosial, sistem pendukung, peran siswa, peran guru, dampak instruksional, dan dampak pengiring, 2) hasil pengembangan model Discovery Learning Using Survey layak untuk diterapkan pada materi fungi. Kelayakan model Discovery Learning Using Survey berdasarkan penilaian dari ahli, praktisi, dan respon siswa yang secara keseluruhan memberikan kategori sangat baik pada produk pengembangan dan layak digunakan di SMA Negeri I Jogorogo, 3) model Discovery Learning Using Survey sangat efektif serta mampu meningkatkan hasil belajar siswa. Hasil penelitian menunjukkan ada perbedaan yang signifikan dari rerata hasil belajar antara kelas baseline dengan kelas uji coba dengan penggunaan model Discovery Learning Using Survey lebih baik dibandingkan dengan kelas baseline yang menggunakan model ceramah bervariasi.

Berdasarkan observasi di SD Negeri 01 Pajerukan ditemukan masalah dalam pembelajaran membaca di kelas V. Proses pembelajaran membaca berjalan kurang efektif. Hal ini terlihat dari aktivitas siswa dalam kegiatan membaca pemahaman saat pembelajaran masih kurang optima. Siswa juga terlihat kurang antusias dalam mengikuti pembelajaran membaca karena guru belum meggunakan media pembelajaran yang menarik dan tepat. Pembelajaran yang demikian menyebabkan kegiatan pembelajaran membaca pemahaman tidak efektif sehingga hasil belajar siswa rendah. Jenis penelitian ini adalah penelitian tindakan kelas menggunakan metode SQ3R dengan media gambar slide Setiap siklus terdiri perencanaan, pelaksanaan, observasi, dan refleksi. Subjek penelitian adalah guru dan siswa kelas V SD Negeri 01 Pajerukan. Teknik pegumpulan data menggunakan tes, observasi/pengamatan, catatan lapangan, dan dokumentasi.. Kesimpulan dari penelitian ini adalah melalui metode SQ3R dengan media gambar slide dapat meningkatkan kualitas pembelajaran membaca pemahaman di kelas V Sekolah Dasar.

The development of learning in the 21st century, requires students to have the competency that can support in the development of the times. competency is one of them is the ability to think critically. Students must have this competency in order to solve problems faced such as environmental pollution problems. The problem of environmental pollution is one part of biology, by collaborating SQ3R model that has advantages for cooperation between students and students enggagment. is expected to contribute greatly to students able to solve problems. Quasi Research This experiment uses two way anova design (2x2 factorial). This research was conducted at SMA Negeri 1 Tambun Utara in May-June 2017. The result data showed normal and homogeneous values (p> 0.05) with 140 samples. Result of research using two way anova test got data that p value = 0.000, mean p

The purposes of this research was to analyzing the development of reading interest, critical thinking skills and reading comprehension skills by applying SQ3R (Survey, Question, Read, Recite and Review). This research method is Classroom Action Research, data collection was done through observation, written tests, interviews and field notes which were analyzed descriptive qualitative. There was an increase in student's interest in reading in Cycle I by 50% to 100% in Cycle II and III. In students' critical thinking skills, namely from 87.5% in Cycle I to 100% in Cycle II and III. Student reading comprehension ability also show improvement, in Cycle I was 67.4; Cycle II was 84.2 and Cycle III was 88.6. From student interviews and questionnaires showed that students agreed through the application of SQ3R to increase students' reading interest, critical thinking skills and reading comprehension skills.

Abstract: This study aims to determine the implementation of PBL-based modules with the SQ3R Method (Survey, Question, Read, Recite, Review). The research method used was a quasi-experimental nonrandomized control group pretest-posttest design in class X IPA in Public High School 8 Kediri. The results of the study stated that the implementation of learning using PBL-based modules with the SQ3R method could increase the mean score of post-literacy science and environmental care attitude in the biodiversity material of class X IPA. Abstrak: Penelitian ini bertujuan untuk mengetahui implementasi modul berbasis Problem Based Learning dengan Metode SQ3R (Survey, Question, Read, Recite, Review). Metode penelitian yang digunakan adalah quasi eksperimen nonrandomized control group pretest-posttest design pada kelas X IPA di SMA Negeri 8 Kediri. Hasil penelitian menyatakan bahwa implementasi pembelajaran dengan menggunakan modul berbasis PBL dengan metode SQ3R dapat meningkatkan rerata nilai postes literasi sains dan sikap peduli lingkungan pada materi keanekaragaman hayati siswa kelas X IPA.

Critical literacy (CL) is an area that remains under-researched regardless of the growing acknowledgement on its importance. Previously published works on CL have provided depictions of classroom implementations but they appeared to be lacking a guiding framework thus tended to be haphazard. This study addressed the gap by exploring the implementation of CL using a prototype model that combines the Four Resources Framework (FRF) as a theoretical frame and Survey, Question, Read, Recite, and Review (SQ3R) as a working model. The study aims at uncovering how CL could be infused into regular EFL Reading class using the model and how students developed their CL. The investigation involved 39 university students in Indonesia. The data were collected using multiple methods: observation, tests, interview, artifact, and questionnaire. Quantitative and qualitative data were concurrently analyzed by using statistical pack and interactive model, respectively. The study confirmed that questions and materials played key roles in turning a conventional Reading class into a CL class. Having exposed to critical questions, the students indicated progress in their practice as text users and text analysts. The analysis revealed that the students at differing baselines addressed the four roles differently in terms of the extent and consistency. Students with high proficiency tended to be more consistent in addressing the text user and text analyst roles either individually or as part of the group. In contrast, students with lower proficiency indicated inconsistent engagement with the two roles, particularly in individual work. Generally, the students' ability to build critical stance to text was also determined by the complexity of the material. The easier the text was comprehended, the more critical the students were toward the text. The study suggests that it be necessary to include explicit teaching and sufficient provision of time in CL teaching to produce an automated critical response to texts. [ABSTRACT FROM AUTHOR]

Kemampuan literasi siswa masih sangat rendah. Data perpustakaan nasional menunjukkan rata-rata warga warga negara Indonesia membaca 0-1 buku pertahun. Usaha untuk meningkatkan minat baca harus digalakkan terutama disekolah. Salah satu alternatif yang dapat dilakukan guru yaitu menerapkan model pembelajaran SQ3R yang terdiri dari Survey, Question, Read, Recite dan Review. Keunggulan model pembelajaran SQ3R adalah (1) dapat membuat siswa lebih percaya diri dalam memahami dan menyelesaikan soal-soal, (2) Membantu konsentrasi siswa, (3) Membantu memfokuskan perhatian siswa dan mengidentifikasi kesulitannya dalam mendapatkan jawaban, (4) Melatih memberikan jawaban dalam pertanyaan tentang materi, (5) Membantu mempersiapkan catatan dalam bentuk tanya jawab.

Recognizing our own learning strategies is an effective way to help ourselves to self evaluate for what we have done in our own learning. One among other factors leading to a successful learning is due to the effective learning strategies. However, not all learners are aware of what they have been doing in learning, or they even sometimes do not know how to learn. If this is the problem, learning strategy training can be very beneficial for the learners with this problem. Why should be through strategy training? The answer might lie on the fact that strategy is quite amenable to change, and by nature, teachable as well as learneable (Oxford, 1990). In addition, Nuswantara (2008) also found out that the successful learners (i.e. in learning English) were triggered by the courage of using various learning strategies, the more varied the learners are willing to try out, the broader the chance for success. Training is the way that can be selected to present to the learners’ various strategies that they can choose and at the same time employ when learning is taken place. Moreover, by means of training, learners are made aware of the strategy, and they can mend their own strategy, as a result, they become more self - directed rather than dependent. This article attempts to frame out from the perspective of how to bring reading strategies that are applicable for handling various reading content texts to the learners, and present the result of a one-group experimental study. Thus, training is prepared for college learners who are inevitably deal with various English content textbooks and the final aim of the training is to improve learners’ study skills. Then, one group experimental study using correlated sample provides some evidences supporting the effectiveness of the training. Specifying on reading strategies, SQ3R that is joined with other learning strategies involving writing activity, annotating a text and paraphrasing/summarizing is exposed to the learners. The effectiveness is assessed by means of reading comprehension test that assesses the ability of the learners to perceive information from a text they read. One group experimental study is aimed to measure the effectiveness of the treatment. Finally, the end product of the study is to give a support to the idea of strategy training for improving the quality of how to learn

In fall 2012, an interdisciplinary team of science, English, and library faculty embedded reading, writing, and information literacy strategies in Science, Technology, Engineering, and Mathematics (STEM) curricula as a first step in improving student learning and retention in science courses and aligning them with the Next Generation Science and Common Core State Standards. The authors present their reading, writing, and information literacy contributions, explaining the importance of introducing these concepts and strategies into science courses. [ABSTRACT FROM AUTHOR]

Although researchers have long investigated ways to improve study habits and raise achievement, few studies compare study strategy systems with one another. No study to date has compared the long popular SQ3R (Survey, Question, Read, Recite, Review) system with the more modern SOAR (Select, Organize, Associate, Regulate) system. This study directly compared SQ3R and SOAR to determine which is most effective. College students trained in the SQ3R or SOAR system and given corresponding study materials used their respective method to study a text in preparation for a test assessing fact, relationship, and concept learning. Results confirmed that students who used the SOAR system outperformed those who used the SQ3R system and learned 20 % more relationships, 14 % more facts, and 13 % more concepts. Results were attributed to SOAR's cognitive processing advantages over SQ3R. [ABSTRACT FROM AUTHOR]

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This study aims to determine the effectiveness of cooperative learning model types Survey Question Read Recite Review (SQ3R) to mathematical problem solving abilities of students in the junior high school grade VII of material relationships between angles. The population in this study is students of grade VII SMP N 1 Pagerbarang school year 2011/2012. The samples taken by cluster random sampling technique so namely studentsinclassVIIB as control group and studentsinclass VIIC as experiment group. Design used in this research is true experimental design posttest only control type. Results showed that the averagetest scores mathematical problem solving abilities of students in class taught by cooperative learning model types SQ3Rof material relationships between angles achieve minimal completeness criteria(KKM) applies in SMP N 1 Pagerbarang, with many students who achieve KKM is more than equal 75%, and average test scores mathematical problem solving abilities of students in classtaught by cooperative learning model typesSQ3Rof material relationships between anglesmore than the average test scoresmathematical problem solving abilities of students in class taught by expository model. Based on the research results can be concluded that the cooperative learning model types SQ3R is effective to improve students problem solving skills students grade VII to the material relationships between angles.

Novice learners demonstrate marked difficulty in using reading-study systems to read academic textbooks. One notable problem is that the process and constructed knowledge is complex. Novice learners are required to exert considerable effort in applying the process and in remembering the knowledge, resulting in lower motivation and fewer cognitive resources for reading. This study develops an e-book reading system with an integrated reading guidance module and an annotation map, and conducts an experiment for examining the effect of this system on reading, reviewing, navigational performance, and reader behavior. The results show that the annotation map significantly improves reviewing and navigational performance, but not reading performance. Log analysis identifies two problems related to reading guidance: time allocation and learner control. We discuss these results and propose recommendations for future works. [ABSTRACT FROM AUTHOR]

The primary purpose of this study was to investigate the combined and partial effects of the Integrated Reading/Study Strategy and Conceptual Physics Approach on ninth grade private high school students' achievement in and attitudes toward optics. The Integrated Reading/Study Strategy is a new strategy which was developed by integrating previously existing reading strategies of the KWL and SQ3R with classroom lecturing. The Conceptual Physics Approach is an instructional strategy developed on the basis of Conceptual Physics suggested by Paul G. Hewitt. To investigate the partial and combined effects of methods, factorial design was used. The study was conducted with 124 students from two private high schools in the Çankaya district region of Ankara, Turkey. Various teaching/learning materials were developed and used for the study. Two measuring tools, Achievement Test about Optics and Attitude Scale about Optics were used as pre and post tests before and after instruction. The study continued for a two-month treatment period. The results of the study showed that the combined effect of the Integrated Reading/Study Strategy and Conceptual Physics Approach improved students' achievement significantly compared to the separate individual methods. Although the product of the Integrated Reading/Study Strategy and Conceptual Physics Approach increased students' attitudes more compared to the remaining methods, the result is not statistically significant. [ABSTRACT FROM AUTHOR]

Minimal research to date has evaluated the impact of Survey–Question–Read–Recite–Review (SQ3R) implementation (i.e., surveying prior to reading, generating questions, reading to answer said questions, reciting, and reviewing information) on content retention and student performance. Existing research is anecdotal or lacks ecological validity. The current research shows the impact of SQ3R implementation, as demonstrated by note packet completion, on student comprehension and retention. Results from the current study indicate that when students use SQ3R strategies, they retain more information, as demonstrated by higher achievement on course exams. Because students are not apt to utilize their textbooks in an effective manner independently, the author provides suggestions regarding the incorporation of these findings into course design. [ABSTRACT FROM PUBLISHER]

For courses in a marketing curriculum to be effective where traditional textbook-based teaching methods are used, students must have sufficient ability to comprehend assigned reading materials. In addition, marketing graduates will have to read proficiently to meet the expectations of employers and to satisfy their own need to be highly competent self-directed learners. Self-regulated reading training is put forth as a partial remedy, and implementation of the most popular of these methods--SQ3R--is explained. [ABSTRACT FROM AUTHOR]