Pengaruh Model Pembelajaran Planning, Attention, Simultaneous, and Successive Processing (PASS) terhadap Keterampilan Membaca Permulaan Siswa Kelas II SDN 21 Lubuk Lintah Effect of the Planning, Attention, Simultaneous, and Successive Processing (PASS) Learning Model on Beginning Reading Skills of Second Grade Students at SDN 21 Lubuk Lintah
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Page Numbers:
2395-2404
Digital Object Identifier:
10.58578/arzusin.v5i5.7554
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Authors:
Feny Febiola1, Sry Apfani2, Alfroki Martha3 
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Authors retain copyright and grant the journal right of first publication.
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Abstract
The low level of early reading skills among second-grade students at SDN 21 Lubuk Lintah serves as the background of this study, as it directly impacts both the learning process and the development of students’ foundational literacy. This research aims to examine the effect of the Planning, Attention, Simultaneous and Successive Processing (PASS) learning model on early reading skills among second-grade students. The research employed a pre-experimental design with a one-group pretest–posttest approach. The population and sample consisted of all 28 students in Class II.3. Data were collected through an early reading test administered before and after the implementation of the PASS model. Results showed that students’ early reading skills were in the "adequate" category prior to the intervention (62%) and improved to 67% after the intervention, remaining within the same category. A hypothesis test using the t-test yielded tₕᵢₜᵤₙg = 7.69 > tₜₐbₑₗ = 2.05, indicating that H₀ is rejected and H₁ is accepted. This confirms a significant effect of the PASS model on improving early reading skills. The study concludes that the PASS model is effective, although the observed improvement is moderate. The implication is that this model can serve as an alternative instructional strategy for teachers to enhance students’ focus, attention, and information processing in a gradual and integrated manner, thereby supporting literacy development at the elementary school level.
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