Efektivitas Strategi Question-Answer Relationship (QAR) terhadap Kemampuan Kognitif dalam Pembelajaran Memirsa Sastra di Sekolah Dasar
DOI:
https://doi.org/10.24114/qmsd4r22Keywords:
Question-Answer Relationship (QAR), memirsa sastra, kemampuan kognitif, literasi multimodal, sekolah dasarAbstract
Penelitian ini bertujuan untuk mendeskripsikan pelaksanaan pembelajaran memirsa sastra menggunakan strategi QAR dan menganalisis efektivitasnya terhadap kemampuan kognitif siswa Sekolah Dasar (SD). Penelitian menggunakan metode quasi eksperimen dengan desain pretest-posttest control group design yang melibatkan 52 siswa kelas V SD Negeri 101887 Bangun Sari, terdiri atas 25 siswa kelas eksperimen dan 27 siswa kelas kontrol. Kelas eksperimen memperoleh pembelajaran memirsa sastra menggunakan strategi QAR, sedangkan kelas kontrol mengikuti pembelajaran konvensional. Data penelitian berupa skor pretest dan posttest kemampuan kognitif siswa dianalisis menggunakan statistik deskriptif dan Analysis of Covariance (ANCOVA), sedangkan pelaksanaan pembelajaran dideskripsikan berdasarkan observasi dan dokumentasi. Hasil penelitian menunjukkan bahwa strategi QAR dapat diimplementasikan melalui tahap pramemirsa, saat memirsa, dan pascamemirsa untuk membimbing siswa memprediksi isi tayangan, mengidentifikasi informasi, menghubungkan antarkejadian, menafsirkan pesan, dan menyusun simpulan. Secara kuantitatif, rerata posttest kelas eksperimen (80,0) lebih tinggi daripada kelas kontrol (75,6). Hasil ANCOVA menunjukkan bahwa setelah skor pretest dikontrol, kelompok pembelajaran berpengaruh signifikan terhadap skor posttest (F = 6,05; p = 0,017; η²p = 0,110). Temuan ini menegaskan bahwa strategi QAR efektif meningkatkan kemampuan kognitif siswa dalam pembelajaran memirsa sastra di SD.
Kata Kunci: Question-Answer Relationship (QAR); memirsa sastra; kemampuan kognitif; literasi multimodal; sekolah dasar
Downloads
References
Afriani, Z. L., Anggraini, M., & Riswanto, R. (2020). The Effect of Question Answer Relationship (QAR) Strategy in Enhancing Students’ Reading Comprehension. Journal of English Education and Teaching, 4(4), 548-558.
Alvionita, W., Anggreni, A., Munir, S., & Suriaman, A. (2025). Question and Answer Relationship Strategy (QAR): Elevating EFL Students’ Reading Comprehension. Journal of English Language and Education, 10(4), 942-946.
Ananda, L. J., Faisal, F., Zati, V. D. A., Sipahutar, R. J., & Purnomo, T. W. (2024). Mewujudkan Masyarakat Cerdas Digital. Tangguh Denara Jaya Publisher.
Arianti, N. K. W., Lambe, L., & Tuerah, I. J. (2025). The Effectiveness of Question-Answer Relationship (QAR) Strategy in Improving Students’reading Comprehension at SMP Budi Luhur Kembang Mertha. Lingua Scientia, 32(2), 14-22.
Arisman, R., Adu, B., & Ambotang, N. A. F. (2021). Reading Comprehension Improvement Through Question and Answer Relationship (QAR) Method. English Language in Focus (ELIF), 3(2), 109-118.
Atqiya, W. (2024). Students' Experience to Question-Answer Relationship (QAR) Strategy in Critical Reading Class: Narrative Inquiry (Doctoral dissertation, UIN. KH Abdurrahman Wahid Pekalongan).
Cobb, E. C. (2025). Very Mindful, Very Multimodal: Digital Texts Affordances for Emergent Readers. Georgia Journal of Literacy, 47(1), 4-23.
Cortese, E. E. (2003). The Application of Question-Answer Relationship Strategies to Pictures. The Reading Teacher, 57(4), 374-380.
Daulay, E., & Dewi, U. (2025). Reading Comprehension Through Multimodal Literacy Approach for English Education. ETERNAL (English Teaching Journal), 16(2), 397-404.
Dewi, E. M., Sayekti, O. M., & Wibowo, S. E. (2024). Character moderation readiness: Analysis of elementary school students' viewing readiness. Jurnal Penelitian Ilmu Pendidikan, 17(2), 75-86.
Diah, D. U. N., Surya, A. F., & Susiloningsih, E. (2024). Application of Animated Video Learning Media to Enhance Elementary Students' Ability to Understand Intrinsic Elements of Short Stories. EduStream: Jurnal Pendidikan Dasar, 8(2), 100-112.
Faisal, F., & Lova, S. M. (2018). The Development of Reading Learning Material Based on DRTA Strategy as an Effort to Build A Literate Generation in Fifth Grade (5th) of Primary School. School Education Journal PGSD FIP Unimed, 8(2), 145-158.
Faisal, F., Sembiring, M. M., Halimatussakdiah, H., Hatmi, E., Lova, S. M., & Ramadani, N. (2024). Pengembangan Pembelajaran Bahasa dan Apresiasi Sastra Indonesia SD. Tangguh Denara Jaya Publisher.
Faisal, F., Sembiring, M. M., Hatmi, E., & Lova, S. M. (2024). Guru Reflektif dan Adaptif di Sekolah Dasar: Pendekatan IAM (Inspired, Adopt, and Magnify). Tangguh Denara Jaya Publisher.
Fitri, A. A., & Herwani, S. (2026). Integration of Multimodal Literacy with A Deep Learning Approach Towards Elementary School Students'reading Comprehension: A Case Study. Jurnal Cakrawala Pendas, 12(2), 346-352.
Fox, J., & Weisberg, S. (2024). Car: Companion to Applied Regression. [R package]. Retrieved from https://cran.r-project.org/package=car.
Fundelius, E., Wade, T., Robbins, A., Wang, S., McConomy, M. A., & Fumero, K. (2023). Universal Design Principles for Multimodal Representation in Literacy Activities for Preschoolers. Inclusive Practices, 2(1), 13-21.
Gaffar, M. A., Aini, H. Q., Hidayah, L., & Maulana, R. J. (2024). The Impact of the Question Answer Relationship (QAR) Strategy On Improving Students’reading Comprehension. English Review: Journal of English Education, 12(2), 883-892.
Hamid, S. (2025). Integrating Artificial Intelligence and Multimodality in Language Education: A Systematic Review of Emerging Trends and Practices. Journal of Social & Organizational Matters, 4(2), 400-416.
Harrison, D., & Linares, R. E. (2023). Engaging Elementary Students Beyond the Text Through Multimodal Critical Literacy. Language Arts, 100(6), 448-461.
Hidayat, N. H., Sundari, H., & Zuhairi, A. (2024). EFL Reading Comprehension Through Digital Storytelling in Multimodal Digital Literacy. Scope: Journal of English Language Teaching, 9(1), 380-391.
Hui, B., & Kessler, M. (2025). Connecting Multimodal Learning Processes and Outcomes in CALL: Introduction to the Special Issue. Language Learning & Technology, 29(3).
Kim, D., Park, H. R., & Vorobel, O. (2024). Enriching Middle School Students’ Learning Through Digital Storytelling: A Multimodal Analytical Framework. ECNU Review of Education, 7(2), 357-383.
Lenth, R. (2025). Emmeans: Estimated Marginal Means, aka Least-Squares Means. [R package]. Retrieved from https://cran.r-project.org/package=emmeans.
Lieung, K. W., Rahayu, D. P., Alifah, K. Z., Saputri, R., Sukitman, T., Pramono, R. S., ... & Yulianto, A. (2025). Psikologi Pembelajaran dan Inovasi Pendidikan di Sekolah Dasar. Tangguh Denara Jaya Publisher.
Lim, F. V., Toh, W., & Nguyen, T. T. H. (2022). Multimodality in the English Language Classroom: A Systematic Review of Literature. Linguistics and Education, 69, 101048.
Linder, R., & Falk-Ross, F. (2024). Multimodal Resources And Approaches for Teaching Young Adolescents: A Review of The Literature. Education Sciences, 14(9), 1010.
Liu, J. E., Zhong, J., & Fang, F. (2025). Developing Pre-service Teachers’ Critical Awareness and Strategic Use of Multilingual and Multimodal Repertoires in Materials Design. Journal of Multilingual and Multicultural Development, 1-22.
Löfgren, M. (2026). Literacy and Multimodality for All. Swedish Educational Policy for Reading and Writing in the Age of Global Assessments. Scandinavian Journal of Educational Research, 70(3), 518-536.
Lova, S. D., & Faisal, F. (2023). Menjadi Guru Adaptif dengan Pendekatan C-NAR di Sekolah Dasar. Paedagogi: Jurnal Kajian Ilmu Pendidikan, 150.
Lova, S. M., & Faisal, F. (2026). Potret Implementasi Deep Learning dalam Pembelajaran Apresiasi Sastra di Sekolah Dasar: Evaluasi Berbasis Model Goal-Oriented. Autentik: Jurnal Pengembangan Pendidikan Dasar, 10(1), 210-223.
Mariam, S., Kepirianto, C., Fadlilah, S., & Izza, A. F. (2025). Enhancing Students’reading Comprehension of Recount Text with Multimodal Digital Literacy. Indonesian EFL Journal, 11(1), 41-52.
Mohammadi, M., Abbasian, G. R., & Siyyari, M. (2022). Characterization and Development of Critically-Thinker EFL Readers’ Reading Ability: AWC vs. QAR Approaches. Cogent Education, 9(1), 2148451.
Muhaimin, Y., Nurjannah, S., & Taufik, M. (2024). Improving Students’reading Comprehension Through Question Answer Relationship (QAR) Strategy. VERBA: Journal of English Language Issues, Trends and Studies, 2(3), 47-56.
Nurdiana, N., Afrizal, A., Sutrisna, S., & Fachrurrozi, F. (2024). Implementing Question-Answer Relationship Strategy on Student's Reading Comprehension. Al-Manar, 15(2).
Nurjamin, A., Nurjamin, L. R., Fajriah, Y. N., Nurjamin, A. K., & Firdaus, H. A. (2026). Integrating Generative Artificial Intelligence (AI)-Based Multimodal Learning in Education to Enhance Literacy Aligned with Sustainable Development Goals (SDGs). ASEAN Journal of Educational Research and Technology, 5(1), 71-88.
Parandhama, A. (2025). Empowering Adolescent Emergent Readers in Government Schools: An Exploration of Multimodal Texts as Pathways to Comprehension. Literacy Research and Instruction, 64(4), 411-430.
Querol-Julián, M., & Lo, Y. Y. (2026). Multimodal Literacy in the Professional Development of Bilingual Educators. International Journal of Bilingual Education and Bilingualism, 29(3), 297-307.
Rachmatia, M., Priyadi, M. S., Suhariyanti, M., & Al Hadi, I. A. (2024). Integrating Cognitive and Pedagogical Schema Activation Strategies in EFL Reading Comprehension. BRIDGE: The Multidisciplinary Research Portal, 2(2), 176-189.
Rahmadayani, N. F., Hudriati, A., & Sulastri, S. (2024). Question-Answer Relationship Strategy to Improve Students’ Reading Comprehension Through Narrative Text. DIDAKTIS: Jurnal Pendidikan Bahasa dan Sastra Indonesia, 2(2), 59-64.
Raphael, T. E. (1986). Teaching Question Answer Relationships, Revisited. The Reading Teacher, 39(6), 516-522.
R Core Team. (2025). R: A Language and Environment for Statistical Computing. (Version 4.5) [Computer software]. Retrieved from https://cran.r-project.org. (R packages retrieved from CRAN snapshot 2025-05-25).
Samudera, E. G., & Lolita, Y. (2025). Enhancing EFL Students’ Reading Comprehension Through the Use of Schema Activation Techniques. JET (Journal of English Teaching) Adi Buana), 10(02), 135-151.
Taylor, S. V., & Leung, C. B. (2020). Multimodal Literacy and Social Interaction: Young Children’s Literacy Learning. Early Childhood Education Journal, 48(1), 1-10.
The Jamovi Project. (2025). Jamovi. (Version 2.7) [Computer Software]. Retrieved from https://www.jamovi.org.
Tiara, U., Mertosono, S. R., Lebagi, D., & Marhum, M. (2025). The Effectiveness of QAR Strategy in Improving Junior High School Learners’ Reading Comprehension: A Lesson of Deep Reading Processes. J. Lang. Lit. Stud, 5(1), 174-184.
Tseng, C. I., & Djonov, E. (2023). Children’s Comprehension of Time in Audiovisual Narratives: A Multimodal Discourse and Empirical Approach. Linguistics and Education, 73, 101144.
Unsworth, L. (2024). Multimodal Literacy in a New Era of Educational Technology: Comparing Points of View in Animations of Children's and Adult Literature. ECNU Review of Education, 7(2), 384-405.
Urba, N. (2023). The Implementation of Question Answer Relationship (QAR) Strategy in Improving Reading Comprehension of the Student at the Eight Grade of UPT SMP Negeri 1 Lembang Kab. Pinrang (Doctoral dissertation, IAIN Parepare).
Utami, G. A. P., Kristiantari, M. G. R., & Pramunditya, D. (2024). Storytelling-Based Audiovisual Media Learning in Improving the Skills of Grade IV Elementary School Students. International Journal of Language and Literature, 8(3), 110-120.
Utami, N. A., & Arief, T. A. (2024). The Effect of Question-Answer Relationship (QAR) Strategy On Students' Reading Interest and Reading Comprehension Ability. Primary: Jurnal Pendidikan Guru Sekolah Dasar, 13(1), 43-49.
Venneker, D., Helder, A., & van den Broek, P. (2025). Understanding Narratives in Different Media Formats: Processes and Products of Elementary-School Children’s Comprehension of Texts and Videos. Reading and Writing, 38(7), 1985-2006.
Wahyuningsih, Y., Majid, I. A., Efendi, F., & Purnanto, A. W. (2025). Evaluating the Watching-Based Learning Model for Elementary School Students: A Case Study in Muhammadiyah Bandongan. Journal of Educational Management And Strategy, 4(1), 55-65.
Wiranegara, D. A., Purbasari, P., & Hairi, S. (2024). Implementing Question-Answer Relationship (QAR) Strategy in Teaching Reading on Practical English Course. Journal of English for Academic and Specific Purposes (JEASP), 7(1).
Yoo, Y. (2024). On the Dynamics of Inferential Behavior While Reading Expository and Narrative Texts. Brain Sciences, 14(5), 428.
Zainuddin, M., Yusnadi, Y., Nasution, N. B., Lubis, Z., Kamtini, K., & Faisal, F. (2024). Desa Literasi: Mewujudkan Masyarakat Literat. Tangguh Denara Jaya Publisher.
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Stelly Martha Lova, Faisal
This work is licensed under a Creative Commons Attribution 4.0 International License.
Elementary School Journal PGSD FIP UNIMED is licensed under a Creative Commons Attribution 4.0 International License.
ESJ : Elementary School Journal PGSD FIP UNIMED by PGSD Universitas Negeri Medan. p-ISSN : 2407-4934 | e-ISSN : 2355-1747
1.png)
