Pengaruh Pendekatan Deep Learning terhadap Kemampuan Membaca dan Menulis Siswa Kelas II di SD Negeri 001 Kunto Darussalam

Abstract

Reading and writing skills constitute an essential foundation for elementary school students in understanding various subject areas. However, preliminary observations showed that several Grade II students at SD Negeri 001 Kunto Darussalam still experienced difficulties with basic reading, reading comprehension, sentence construction, spelling, and the appropriate use of letters. This study aimed to analyze the effect of the deep learning approach on students’ reading and writing skills. The study employed a quantitative approach with a pre-experimental one-group pretest–posttest design. The research sample consisted of 22 Grade II-C students selected using purposive sampling. Data were collected through tests, observation, and documentation and then analyzed using descriptive statistics, the Shapiro–Wilk normality test, and the paired-samples t-test with the assistance of SPSS version 27. The findings showed that the mean reading score increased from 11.14 on the pretest to 14.18 on the posttest, whereas the mean writing score increased from 15.36 to 17.82. The paired-samples t-test revealed a significant difference between students’ reading and writing skills before and after the implementation of the deep learning approach (p < .001). Thus, the implementation of the deep learning approach contributed to improving the reading and writing skills of Grade II students. These findings provide the practical implication that the deep learning approach can be used as an alternative literacy learning approach to help students process information, understand concepts, and express ideas more meaningfully through reading and writing activities.