Penggunaan Teknik Membaca Kritis Untuk Meningkatkan Kemampuan Identifikasi Fakta Dan Opini Dalam Teks Berita

Fatimah Azzahra; Desy Auliya; Laili Amalia

doi:10.69693/ijim.v4i2.1144

Authors

Fatimah Azzahra Universitas Madura
Desy Auliya Universitas Madura
Laili Amalia Universitas Madura

DOI:

https://doi.org/10.69693/ijim.v4i2.1144

Keywords:

Membaca Kritis, Fakta Dan Opini, Teks Berita, Literasi Kritis, HOTS

Abstract

Kemampuan membedakan fakta dan opini merupakan salah satu kompetensi literasi kritis yang krusial di era banjir informasi digital. Penelitian ini bertujuan untuk mendeskripsikan penggunaan teknik membaca kritis dalam upaya meningkatkan kemampuan siswa mengidentifikasi fakta dan opini pada teks berita. Pendekatan yang digunakan adalah kualitatif deskriptif dengan sumber data berupa teks-teks berita dari media daring dan buku teks Bahasa Indonesia. Pengumpulan data dilakukan melalui teknik baca-catat sistematis, sedangkan analisis data mengacu pada model interaktif Miles, Huberman, dan Saldaña (Miles, 2014). Hasil penelitian menunjukkan bahwa kemampuan awal siswa dalam mengidentifikasi fakta dan opini masih tergolong rendah, yang ditandai oleh kesulitan mereka dalam membedakan kalimat yang mengandung data konkret dengan kalimat yang bersifat subjektif. Setelah diterapkan teknik membaca kritis, yang mencakup tahap prabaca, membaca mendalam, dan pascabaca secara reflektif, kemampuan identifikasi siswa mengalami peningkatan yang signifikan. Temuan ini mengonfirmasi bahwa teknik membaca kritis tidak hanya membantu siswa memahami struktur teks berita, tetapi juga melatih proses kognitif tingkat tinggi yang sejalan dengan pendekatan Higher Order Thinking Skills (HOTS) dalam pembelajaran Bahasa Indonesia berbasis Kurikulum Merdeka. Implikasi penelitian ini mendorong guru untuk mengintegrasikan strategi membaca kritis secara sistematis dalam pembelajaran teks berita di kelas.

Downloads

Download data is not yet available.

References

Almarshedi, R. M. (2022a). Role of metalinguistic awareness intraining for reading: a quasi-experimental study with Saudi EFL learners. F1000Research, 11, 412. https://doi.org/10.12688/f1000research.109456.1

Almarshedi, R. M. (2022b). Role of metalinguistic awareness intraining for reading: a quasi-experimental study with Saudi EFL learners. F1000Research, 11, 412. https://doi.org/10.12688/f1000research.109456.1

Aninda Shinta Fatimatus Siha, Alan, A. J. P., & Endang Fauziati. (2025). A REVIEW OF SCHEMA THEORY IN STUDENTS’ READING COMPREHENSION. JPGENUS: Jurnal Pendidikan Generasi Nusantara, 3(1), 62–67. https://doi.org/10.61787/f8dgb784

Baki, Y. (2025). The Impact of Critical Listening and Critical Reading on Critical Thinking. Behavioral Sciences, 15(1), 34. https://doi.org/10.3390/bs15010034

Calma, A., & Davies, M. (2026). Assessing students’ critical thinking abilities via a systematic evaluation of essays. Studies in Higher Education, 51(2), 422–437. https://doi.org/10.1080/03075079.2025.2470969

Dahal, N. (2025). Qualitative data analysis: reflections, procedures, and some points for consideration. Frontiers in Research Metrics and Analytics, 10. https://doi.org/10.3389/frma.2025.1669578

Druck, J. , S. J. , M. B. A. , & B. P. (2017). Book and Media Reviews. Journal of Palliative Medicine, 5(3), 437–439. https://doi.org/10.1089/109662102320135388

Graham, S., Kiuhara, S. A., & MacKay, M. (2020). The Effects of Writing on Learning in Science, Social Studies, and Mathematics: A Meta-Analysis. Review of Educational Research, 90(2), 179–226. https://doi.org/10.3102/0034654320914744

Halimah, H. (2020). Critical Literacy Approach in the teaching of literary appreciation using Indonesian short stories. Indonesian Journal of Applied Linguistics, 10(1), 84–94. https://doi.org/10.17509/ijal.v10i1.24992

Hutchins, D., & Kelley, D. (2023). Fact and Opinion. Informal Logic, 43(3), 352–368. https://doi.org/10.22329/il.v43i3.7815

Indarti, D. (2018). Syntactic complexity of online newspaper editorials across countries. Studies in English Language and Education, 5(2), 294–307. https://doi.org/10.24815/siele.v5i2.11320

Karatas, K., & Arpaci, I. (2021). The Role of Self-directed Learning, Metacognition, and 21st Century Skills Predicting the Readiness for Online Learning. Contemporary Educational Technology, 13(3), ep300. https://doi.org/10.30935/cedtech/10786

Kemendikbudristek. (2022). Pembelajaran dan Asesmen.

Kusumalestari, R. R., Rachmiatie, A., Darmawan, F., Kurnia, S. S., Yuniati, Y., & Palapah, M. A. O. (2024). Reading Hoax: Measuring Students’ Critical News Literacy. Studies in Media and Communication, 12(2), 201. https://doi.org/10.11114/smc.v12i2.6669

Lasmawan, I. W. (2019). Spectrum of Social Studies: Testing of the Social Reconstruction Vygotsky’s Paradigm in Elementary Schools Social Studies Learning. JPI (Jurnal Pendidikan Indonesia), 8(2), 159. https://doi.org/10.23887/jpi-undiksha.v8i2.19231

Lee, C. D. (2023). We Ask Students What they Understand, Not How they Understand: Making Reasoning Comprehension Processes Visible and Explicit. The Reading Teacher, 77(3), 371–382. https://doi.org/10.1002/trtr.2255

Mettler, M., & Mondak, J. J. (2024). Fact-opinion differentiation. Harvard Kennedy School Misinformation Review. https://doi.org/10.37016/mr-2020-136

Mohseni, F., Seifoori, Z., & Ahangari, S. (2020). The impact of metacognitive strategy training and critical thinking awareness-raising on reading comprehension. Cogent Education, 7(1). https://doi.org/10.1080/2331186X.2020.1720946

Nowell, L. S., Norris, J. M., White, D. E., & Moules, N. J. (2017). Thematic Analysis. International Journal of Qualitative Methods, 16(1). https://doi.org/10.1177/1609406917733847

Panjaitan, Y. A. (2021). EVALUATING THE TRUSTWORTHINESS OF ONLINE SOURCES: ASSESSMENT FOR STUDENTS OF UNIVERSITAS INDONESIA. International Review of Humanities Studies, 6(1). https://doi.org/10.7454/irhs.v6i1.311

Putri Rahmasari, A., & Sunarti. (2024). Investigating the Role of Critical Reading Strategies in Developing Students’ Reading Comprehension. Journal of English Language Learning, 8(1), 518–529. https://doi.org/10.31949/jell.v8i1.9854

Quillian, L., Pager, D., Hexel, O., & Midtbøen, A. H. (2017). Meta-analysis of field experiments shows no change in racial discrimination in hiring over time. Proceedings of the National Academy of Sciences, 114(41), 10870–10875. https://doi.org/10.1073/pnas.1706255114

Rumelhart, D. E. (2017). Schemata: The Building Blocks of Cognition. In Theoretical Issues in Reading Comprehension (pp. 33–58). Routledge. https://doi.org/10.4324/9781315107493-4

Sugiyono. (2021). METODE PENELITIAN KUANTITATIF. Alfabeta.

Wahyuni, S., Soemanto, R., & Haryono, B. (2022). KENAKALAN PELAJAR DALAM KELUARGA SINGLE PARENT: STUDI KASUS PADA PELAJAR DALAM KELUARGA SINGLE PARENT DI SEKOLAH MENENGAH ATAS NEGERI 1 GIRIMARTO, WONOGIRI TAHUN 2012/2013. Jurnal Analisa Sosiologi, 4(2). https://doi.org/10.20961/jas.v4i2.17430