Development of Understanding Reading Teaching Material as an Efforts to Improve Integrated Themat Learning Using the Big Question Strategy in Class V SD

This research is motivated by the use of teaching materials that are less attractive to students and lack of understanding of students about a reading that results in students not understanding the information contained in a reading. The goal to be achieved in the effort to develop teaching materials is to produce reading comprehension materials as an effort to improve integrated thematic learning by using valid, practical, and effective The Big Question strategies for teachers and students. This type of research is development research. This study uses the Plomp model which consists of three stages, namely: (1) preliminary stage, (2) prototyping stage, and (3) assessment stage. Validity test data is obtained through the evaluation sheet for the implementation of lesson plans, observations, teacher responses, and student responses. Effectiveness is seen from the activities of students and the assessment of student learning outcomes. Based on the results of the validity, practicality, and effectiveness tests obtained teaching materials that are valid, practical, and effective and able to improve reading comprehension of students. It can be concluded that reading comprehension teaching materials as an effort to improve integrated thematic learning using the Big Question strategy developed can be used in integrated thematic learning in class V of Elementary School.