Strategi Directed Reading Thinking Activity (DRTA) Terhadap Keterampilan Membaca Pemahaman Pada Siswa Sekolah Dasar.

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This study aims to examine the Directed Reading Thinking Activity (DRTA) strategy on reading comprehension skills in elementary school students. The data sources used in this research are research journals or scientific articles related to reading comprehension skills with the Directed Reading Thinking Activity (DRTA) strategy. The research method used in this study is the Systematic Literature Review (SLR) research method from 15 journals resulting from the implementation of Directed Reading Thinking Activity (DRTA) on reading comprehension skills in elementary school students from 2014-2022.
Based on the results of literature and research on several articles that have been carried out, the use of the Directed Reading Thinking Activity (DRTA) strategy on reading comprehension skills in elementary school students is very effective for reading comprehension skills. Through the Directed Reading Thinking Activity (DRTA) Strategy, it can create students' creativity to learn, so as to create a comfortable, active, and creative classroom atmosphere used in learning because students have the opportunity to involve themselves in activities for independent learning and this will affect reading skills. understanding. With the Directed Reading Thinking Activity (DRTA) strategy, it is believed that students are able to find the main idea, understand the content of the reading, answer questions according to the content of the reading, conclude the content of the reading text and retell the content of the reading.

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