Kesalahan Membaca Siswa SMP dalam Perspektif Psikolinguistik dan Implementasi Model Pembelajaran Berbasis Scaffolding
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Abstract
Kemampuan membaca pada jenjang Sekolah Menengah Pertama (SMP) memiliki karakteristik tersendiri yang berbeda dari jenjang dasar. Siswa SMP dihadapkan pada teks yang lebih kompleks, dari teks eksplanasi, narasi sastra, hingga teks argumentative, namun sejumlah besar dari mereka masih mengalami berbagai kesalahan membaca yang berdampak pada pemahaman dan prestasi akademis. Artikel ini bertujuan mengkaji bentuk-bentuk kesalahan membaca siswa SMP melalui kerangka analisis psikolinguistik, sekaligus merumuskan model pembelajaran yang tepat untuk mengatasinya. Penelitian menggunakan metode kajian pustaka sistematis (systematic literature review) terhadap sumber-sumber ilmiah terbitan 2020–2025. Fokus pembahasan meliputi: (1) klasifikasi kesalahan membaca pada siswa SMP, (2) faktor psikolinguistik penyebabnya, (3) pengaruh lingkungan dan praktik pembelajaran, serta (4) implementasi Model Pembelajaran Berbasis Scaffolding (Scaffolded Reading Experience / SRE) yang dikombinasikan dengan strategi Reciprocal Teaching dan pendekatan Vocabulary Self-Collection Strategy (VSS) sebagai respons pedagogis yang berbasis bukti. Hasil kajian menegaskan bahwa kesalahan membaca siswa SMP berpola dan dapat diatasi secara sistematis melalui model pembelajaran yang menggabungkan scaffolding adaptif, dialog metakognitif antarsiswa, dan pengembangan kosakata yang kontekstual.
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