The Effect of Edbot in Assessing Literal Reading Comprehension at MTsN 4 Padang

Rizkia, Tridara (2026) The Effect of Edbot in Assessing Literal Reading Comprehension at MTsN 4 Padang. Skripsi thesis, UIN Imam Bonjol Padang.

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Abstract

This study investigates whether of EdBot,an AI-powered digital assessment platform, gives significant effect on seventh-grade students' literal reading comprehension at MTsN 4 Padang. This research employed a quasi-experimental post-test only control group design with cluster random sampling, resulting in Class VII.1 (31 students) as the experimental group and Class VII.4 (32 students) as the control group. Both groups received identical guided reading instruction using descriptive texts, but differed in assessment method: EdBot for the experimental class and conventional paper-based test for the control class. The instrument consisted of 42 multiple-choice items measuring five literal reading comprehension indicators specific information, main idea, vocabulary in context, inference, and reference based on Brown's (2004) framework. Data were analyzed using descriptive statistics, Shapiro-Wilk normality test, Levene's homogeneity test, and Independent Samples T-Test via SPSS version 25. The experimental class achieved a mean score of 80.29 (Good), compared to 70.38 (Fair) in the control class. The T-Test yielded t = -4.274 with sig. = .000 (p < 0.05), confirming that EdBot has a significant positive effect on students' literal reading comprehension performance. It is concluded that EdBot is an effective digital assessment medium that enhances engagement, provides real-time feedback, and fosters a low-anxiety testing environment at the junior high school level.

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