EVALUASI PEMBELAJARAN BAHASA INDONESIA KHUSUS KETERAMPILAN MEMBACA PEMAHAMAN DI KELAS X SMAN 1 TANJUNG BUNGA TAHUN PELAJARAN 2025/2026

Abstract

Reading comprehension skills in secondary education frequently encounter sociolinguistic constraints and instructional logistical deficits that are rarely evaluated holistically. This empirical gap has left the underlying roots of students' low reading literacy in archipelagic regions inadequately mapped across the educational ecosystem. This study aims to evaluate Indonesian language learning specifically for reading comprehension skills among tenth-grade students of SMAN 1 Tanjung Bunga in the 2025/2026 academic year using the CIPP (Context, Input, Process, Product) evaluation model. This study employed a qualitative-evaluative approach with descriptive methods involving 93 students across three classes, two Indonesian language teachers, and one school principal selected through purposive sampling. Data were collected via classroom observations, in-depth interviews, and document reviews validated through expert judgment. The data analysis applied the Miles and Huberman interactive model, which consists of data reduction, data display, and conclusion drawing. The results revealed that context evaluation aligned well with the Merdeka Curriculum for Phase E, yet it was hindered by students' low initial literal reading competence. The input evaluation faced acute obstacles due to severe library building damage and a shortage of printed textbooks in the classroom. The process evaluation showed that instructional syntax ran systematically using skimming and scanning techniques, but was persistently challenged by Lamaholot regional language interference. The product evaluation revealed that classical mastery reached only 40.86%, with 59.14% of students falling below the learning completion criteria of 75.

ABSTRAK

Keterampilan membaca pemahaman di jenjang sekolah menengah atas kerap menghadapi kendala sosiolinguistik dan keterbatasan logistik instruksional yang jarang dievaluasi secara holistik. Kesenjangan empiris ini menyebabkan akar masalah rendahnya literasi siswa di wilayah kepulauan belum terpetakan secara sistematis dari aspek ekosistem belajarnya. Penelitian ini bertujuan mengevaluasi pembelajaran Bahasa Indonesia khusus keterampilan membaca pemahaman siswa kelas X SMAN 1 Tanjung Bunga Tahun Pelajaran 2025/2026 menggunakan model evaluasi CIPP (Context, Input, Process, Product). Penelitian ini menggunakan pendekatan kualitatif-evaluatif dengan metode deskriptif yang melibatkan 93 siswa kelas X dari tiga rombongan belajar, dua guru pamong, dan satu kepala sekolah yang dipilih menggunakan teknik purposive sampling. Pengumpulan data dilakukan melalui observasi kelas, wawancara mendalam, dan telaah dokumen yang telah divalidasi ahli. Teknik analisis data dilakukan melalui model interaktif Miles dan Huberman yang meliputi reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa evaluasi context telah selaras dengan Kurikulum Merdeka fase E, namun terhambat kemampuan awal membaca literal siswa. Evaluasi input mengalami defisit serius berupa kerusakan gedung perpustakaan dan kekurangan buku teks cetak riil di kelas. Evaluasi process menunjukkan sintaks mengajar telah berjalan sistematis menggunakan teknik skimming dan scanning, namun terkendala interferensi bahasa daerah Lamaholot. Evaluasi product membuktikan ketuntasan belajar secara klasikal hanya mencapai 40,86%, di mana 59,14% siswa belum melampaui kriteria ketuntasan tujuan pembelajaran sebesar 75.