PERAN TEKNOLOGI DALAM IMPLEMENTASI MODEL DIRECTED READING-THINKING ACTIVITY (DR-TA) UNTUK MENINGKATKAN HASIL BELAJAR DALAM PEMBELAJARAN MEMBACA: SEBUAH PENDEKATAN SISTEMATIS TINJAUAN PUSTAKA
DOI:
https://doi.org/10.25134/fon.v21i2.63Keywords:
model pembelajaran DR-TA, teknologi pendidikan, membaca pemahaman, 1; DR-TA 2; educational technology 3; learning outcomes 4; reading comprehension 5; systematic literature reviewAbstract
ABSTRAK: Kemajuan teknologi telah mendorong transformasi pembelajaran membaca berbasis strategi. Salah satu model yang terbukti efektif adalah Directed Reading-Thinking Activity (DR-TA). Artikel ini menyajikan tinjauan pustaka sistematis terhadap peran teknologi dalam implementasi model DR-TA untuk meningkatkan hasil belajar membaca. Metode penelitian mengikuti protokol PRISMA, dengan telaah terhadap 25 artikel ilmiah dari database terindeks Scopus dan Google Scholar (periode 2018–2024). Hasil kajian menunjukkan bahwa integrasi teknologi seperti LMS, multimedia interaktif, dan platform berbasis AI memperkuat efektivitas DR-TA dalam meningkatkan pemahaman, motivasi, dan partisipasi siswa dalam pembelajaran membaca. Implikasi hasil studi ini menawarkan panduan integratif bagi pendidik untuk mengembangkan strategi DR-TA berbasis teknologi secara efektif
KATA KUNCI: Kata Kunci 1; DR-TA 2; teknologi pendidikan 3; hasil belajar 4; membaca pemahaman ;5 systematic literature review
THE ROLE OF TECHNOLOGY IN IMPLEMENTING THE DIRECTED READING-THINKING ACTIVITY (DR-TA) MODEL TO IMPROVE LEARNING OUTCOMES IN READING LEARNING: A SYSTEMATIC APPROACH TO LITERATURE REVIEW
ABSTRACT: Technological advances have driven the transformation of strategy-based reading learning. One model that has proven effective is Directed Reading-Thinking Activity (DR-TA). This article presents a systematic literature review of the role of technology in implementing the DR-TA model to improve reading learning outcomes. The research method follows the PRISMA protocol, with a review of 25 scientific articles from Scopus and Google Scholar indexed databases (period 2018–2024). The results indicate that the integration of technologies such as LMS, interactive multimedia, and AI-based platforms strengthens the effectiveness of DR-TA in improving student comprehension, motivation, and participation in reading learning. The implications of this study offer integrative guidance for educators to develop effective technology-based DR-TA strategies.
KEYWORDS: 1; DR-TA 2; educational technology 3; learning outcomes 4; reading comprehension 5; systematic literature review
Diterima:
24 September 2025
Direvisi:
3 Oktober 2025
Disetujui:
3 Oktober 2025
Dipublikasi:
30 Oktober 2025
Pustaka : Aisyah, A., Rochintaniawati, D., & Rozak, R. W. A. (2025). Peran teknologi dalam implementasi model Directed Reading-Thinking Activity (DR-TA) untuk meningkatkan hasil belajar dalam pembelajaran membaca: Sebuah pendekatan sistematis tinjauan pustaka. Jurnal Fon Pendidikan Bahasa dan Sastra Indonesia, 21(2), 581-605.
Artikel ini berlisensi Creative Commons Attribution-ShareAlike 4.0 International License.
Downloads
References
Agao-Agao, A. M. A. (2020). Effectiveness of DRTA strategy in improving the reading skills. International Journal of Educational Management and Development Studies, 1(1), 1–12.
Anderson, R. C. (2018). Becoming a nation of readers: The report of the Commission on Reading. National Institute of Education.
Brown, L. M. (2020). Teaching reading in the digital age: Strategies and challenges. Journal of Literacy and Education, 15(3), 112–124.
Cubillas, A. U., & Pardo, S. M. W. (2020). Enhancing pupils’ narrative text reading comprehension in mother tongue through directed reading thinking activity. International Journal of Membrane Science and Technology, 10(2), 608–614.
Guthrie, J. T., & Wigfield, A. (2020). Engagement and motivation in reading. In M. L. Kamil, P. D. Pearson, & R. Barr (Eds.), Handbook of reading research (Vol. 3, pp. 403–422). Routledge.
Johnson, D. R., & Smith, K. A. (2019). Technology-enhanced reading comprehension: Exploring interactive applications. Journal of Educational Technology Research, 22(4), 341–357.
Lee, J., & Kim, H. (2021). Fostering reading motivation in adolescents: A learner-centered approach. Literacy Studies Review, 9(2), 87–95.
Martinez, S., & Lopez, R. (2022). Integrating EdTech into reading instruction: Effects on student engagement and comprehension. Journal of Digital Learning in Teacher Education, 38(1), 45–56.
Nguyen, T. H. (2023). A review of technology integration in reading strategies: Challenges and opportunities. International Journal of Educational Research, 102(3), 129–141.
Patel, R., & Kumar, A. (2023). Exploring the role of digital tools in enhancing DRTA-based reading programs. Asian Journal of Education and e-Learning, 11(2), 55–64.
Riyanda, A. R., Rahmawati, D., & Suryani, E. (2021). Penggunaan media digital dalam pembelajaran membaca: Kajian pada model DR-TA. Jurnal Teknologi Pendidikan, 23(2), 101–115.
Smith, J. A., & Jones, M. L. (2019). Literacy foundations: Early reading instruction and interventions. New York: Harper & Row.
Alkhalaf, H., & Moafa, M. (2025). Diploma students’ perceptions on English-speaking practice application. Journal of Language and Technology in Education, 12(2), 34–48.
Cubillas, A. U., & Pardo, S. M. W. (2023). Enhancing pupils’ narrative text reading comprehension in mother tongue through directed reading thinking activity. International
Journal of Membrane Science and Technology, 10(2), 608–614.
Dludla, S., Govender, S., & Mhlongo, H. (2024). Teaching strategies used by English First Additional Language teachers in teaching reading for comprehension. Edelweiss Applied Science and Technology, 8(6), 6717–6729. https://doi.org/10.55214/25768484.v8i6.3446
Han, X., Han, J., Zeng, Y., & Zhao, W. (2025). The innovation path of VR technology integration into music classroom teaching in colleges and universities. Nature Research Journal of Educational Technology, 15(1), 22–37.
Hamer, A. R., Mustika, D., & Sari, R. P. (2025). Utilizing SPADA UNTIRTA to enhance self-regulated learning among economics department students at Sultan Ageng Tirtayasa University. Journal of Digital Education Research, 5(1), 44–55.
Hinostroza, J. E., Martínez, P., & Orellana, M. (2025). Linear regression model to predict AI use in experimental science students. Journal of AI in Education, 13(1), 100–115.
Mudra, H. (2025). Boosting ESP students’ learning motivation through Gen-Z teachers’ technology integration. Journal of English for Specific Purposes and Technology, 7(1), 12–28.
Nerim. (2020). Scrutinizing Directed Reading Thinking Activity (DRTA) strategy on students' reading comprehension. Journal of English Language Teaching and Linguistics, 5(2), 102–111.
Nguyen, T. H., Patel, R., & Kumar, A. (2023). Ethical principles for artificial intelligence in education: A global review. AI & Society in Education, 28(3), 211–228.
Patel, R., & Kumar, A. (2023). Exploring the role of digital tools in enhancing DRTA-based reading programs. Asian Journal of Education and e-Learning, 11(2), 55–64.
Riyanda, A. R., Hasanah, L., & Sulastri, N. (2025). Digital skills and technology integration challenges in vocational high school teacher learning. Indonesian Journal of Educational Technology, 19(1), 33–45.
Stuckey, M. E., & Snodgrass, J. G. (2025). We just leave it as "Other": Undocumented student policy and practice in Hispanic-Serving Institutions. Journal of Critical Policy Studies in Higher Education, 8(1), 66–81.
Weatherall, A., & Bridgman, T. (2025). Writing differently in management learning. Management Learning, 56(2), 123–138. https://doi.org/10.1177/13505076231234567
Yazdani, M. M., & Mohammadi, M. (2015). The explicit instruction of reading strategies: Directed Reading Thinking Activity vs. Guided Reading Strategies. International Journal of Applied Linguistics & English Literature, 4(3), 53–60. https://doi.org/10.7575/aiac.ijalel.v.4n.3p.53
Zulfiani, A., Firmansyah, D., & Rahmawati, F. (2025). Trends in SAMR research in teaching and learning from 2019 to 2024: A systematic review. Institute of Advanced Science Extension, 7(1), 76–90.
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Aneng Aisyah, Diana Rochintaniawati, Rama Wijaya Abdul rozak (Penulis)
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
