Inovasi Program Literasi di SDN 9 Banawa: Mengatasi Problematika Literasi Sekolah
DOI:
https://doi.org/10.30605/jsgp.7.3.2024.4883Keywords:
Peningkatan Literasi, Program Sekolah, Kebiasaan Membaca, Integrasi Teknologi, Tantangan PendidikanAbstract
Masalah utama dalam penelitian ini adalah bagaimana meningkatkan kualitas literasi di sekolah dasar, khususnya di daerah dengan keterbatasan sumber daya seperti SDN 9 Banawa, untuk mengatasi tantangan literasi lokal sekaligus memperkaya literatur inovasi literasi di tingkat nasional. Penelitian ini bertujuan untuk meningkatkan kualitas literasi di sekolah dasar, khususnya di daerah dengan keterbatasan sumber daya seperti SDN 9 Banawa. Penelitian ini tidak hanya berfokus pada pemecahan masalah literasi di tingkat lokal, tetapi juga berupaya memperkaya literatur tentang inovasi literasi di tingkat nasional. Penelitian dilakukan pada September 2024 dengan desain deskriptif, melibatkan dua guru dan kepala sekolah yang merupakan koordinator serta bagian dari tim evaluasi program sekolah. Data dikumpulkan melalui wawancara daring dan analisis dokumen nilai literasi sekolah dari tahun 2022 hingga 2024. Hasil penelitian menunjukkan bahwa program seperti Pembiasaan Membaca 15 Menit dan Pojok Literasi berhasil meningkatkan nilai literasi sebesar 27,30% pada periode 2022–2023, dengan peningkatan signifikan pada kemampuan membaca teks informasional (41,41%). Selain itu, inisiatif kreatif seperti Mading Sekolah dan kompetisi literasi turut mendongkrak keterampilan membaca kritis dan reflektif siswa. Namun, tantangan seperti penurunan keterlibatan siswa, kurangnya integrasi teknologi, dan terbatasnya keragaman kegiatan literasi menyebabkan penurunan performa pada periode 2023–2024, dengan penurunan 7,84% dalam kemampuan mengakses konten teks dan penurunan 0,21% dalam membaca teks sastra. Keterbatasan sumber daya perpustakaan dan infrastruktur teknologi juga menjadi hambatan dalam efektivitas program. Meskipun demikian, faktor pendukung seperti kebiasaan membaca yang konsisten, keberadaan perpustakaan digital, dan kolaborasi antara guru dan orang tua tetap menjadi aspek penting. Rekomendasi untuk masa depan mencakup integrasi teknologi dalam kegiatan literasi, diversifikasi bahan bacaan, serta optimalisasi pengelolaan perpustakaan. Penelitian juga menyarankan studi jangka panjang dan analisis regional untuk mengembangkan program literasi yang berkelanjutan, inklusif, dan inovatif.
Downloads
References
Agustri, D., Suroyo, S., & Yuliana, E. (2023). The School Literacy Program: The Parental Role in Improving Literacy Skills on Online Learning of Elementary Students. International Journal of Elementary Education, 7(4), 555–566. https://doi.org/10.23887/ijee.v7i4.61591
Alahi, F., & Yesmin, S. (2024). Impact of information literacy on research work performance: Measuring thesis students’ competency at a public university in Bangladesh. Global Knowledge, Memory and Communication. https://doi.org/10.1108/GKMC-03-2024-0174
Aswat, H., Masri, M., Aminu, N., B, F., La Ode Onde, M., Sari, E. R., & Ashari, A. (2023). Implementasi Program Bedah Pojok Baca Kelas Untuk Meningkatkan Literasi Siswa Di Sekolah Dasar. MONSU’ANI TANO Jurnal Pengabdian Masyarakat, 6(2), 230. https://doi.org/10.32529/tano.v6i2.2542
Bastian, A. B. F. M., Nurhidayah, W. A., & Syaputra, Y. D. (2022). Memberikan Reward sebagai Upaya Meningkatkan Motivasi Belajar Anak. Jurnal Al-Shifa Bimbingan Konseling Islam, 3(1), 40–58. https://doi.org/10.32678/alshifa.v3i1.7875
Dayantri, M. N., & Nasution, M. I. P. (2024). Membangun Fondasi Bangsa yang Cerdas Melalui Gerakan Literasi Nasional. El-Mujtama: Jurnal Pengabdian Masyarakat, 4(4), 2060–2076. https://doi.org/10.47467/elmujtama.v4i4.3746
Defit, S., Zefriyenni, Novia Dewi, Y., & Yarman. (2019). Effectiveness of the Indonesian literacy school program in improving the quality of basic education for marginal communities in the Indonesian border area. IOP Conference Series: Earth and Environmental Science, 314(1), 012043. https://doi.org/10.1088/1755-1315/314/1/012043
Graham, S., Liu, X., Aitken, A., Ng, C., Bartlett, B., Harris, K. R., & Holzapfel, J. (2018). Effectiveness of Literacy Programs Balancing Reading and Writing Instruction: A Meta‐Analysis. Reading Research Quarterly, 53(3), 279–304. https://doi.org/10.1002/rrq.194
Handayani, W. T. (2024). Use of Interactive Learning Technology in Improving Literacy Skills in Elementary Students. International Journal of Students Education, 258–260. https://doi.org/10.62966/ijose.vi.776
Kirani, I., Kusmiarti, R., & Sahputra, E. (2024). Problematika Gerakan Literasi Sekolah Sebagai Implementasi Kampus Mengajar Angkatan 6 Di Sd Muhammadiyah 5 Kota Bengkulu. IHSAN: JURNAL PENGABDIAN MASYARAKAT, 6(2), 295-304. https://doi.org/10.30596/ihsan.v6i2.17942
Lu, S. I. (2024). The Effects of Parents’ Assistance on Children’s Reading Performance. Journal of Education, Humanities and Social Sciences, 35, 877–883. https://doi.org/10.54097/2cef3m06
Lugya, F. K. (2018). User-friendly libraries for active teaching and learning: A case of business, technical and vocational education and training colleges in Uganda. Information and Learning Science, 119(5/6), 275–294. https://doi.org/10.1108/ILS-07-2017-0073
Makhroji, M., & Isda, I. D. (2023). Analysis of The Need for The Development of Local-Based English Teaching Materials to Improve Reading Literacy in High School Students. AL-ISHLAH: Jurnal Pendidikan, 15(1), 777–784. https://doi.org/10.35445/alishlah.v15i1.2469
Marrugo, A. I. G., & Anson, D. W. J. (2024). The impact of an online doctoral writing group: Increased confidence, feedback literacy, and wellbeing. Australian Review of Applied Linguistics. https://doi.org/10.1075/aral.24012.gar
Miksza, P., Shaw, J. T., Kapalka Richerme, L., Hash, P. M., Hodges, D. A., & Cassidy Parker, E. (2023). Descriptive Statistics. In P. Miksza, J. T. Shaw, L. Kapalka Richerme, P. M. Hash, & D. A. Hodges, Music Education Research (1st ed., pp. 325–346). Oxford University PressNew York. https://doi.org/10.1093/oso/9780197639757.003.0016
Moraes, J. A. D. N. D. (2024). A Leitura Literária Em Sala De Aula: Contribuições No Desenvolvimento Da Reflexão Crítica. RCMOS - Revista Científica Multidisciplinar O Saber, 1(2), 106–116. https://doi.org/10.51473/rcmos.v1i2.2021.35
Nwabuko, O. (2024). An Overview of Research Study Designs in Quantitative Research Methodology. American Journal of Medical and Clinical Research & Reviews, 03(05), 01–06. https://doi.org/10.58372/2835-6276.1169
Prihartini, A. A., Binti Ali, N., & Fitri, H. A. (2023). The Role of School Literacy Movement (slm) in Increasing Student Interest in Reading: A Literature Review. Jurnal Tatsqif, 21(1), 15–34. https://doi.org/10.20414/jtq.v21i1.7409
Rahimah, R., Mutmainnah, M., Rita, C. M., Wahyu Adibah, K. T., Isdarianti, N. L., & Fauzi, I. (2023). Enhancing Early Childhood Literacy through Reading Corners: A Phenomenological Study at Thiflah Early Childhood Education, Aceh Besar. Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini, 8(4), 213–223. https://doi.org/10.14421/jga.2023.84-02
Romadhona, D. P. W., Norliana, N., Resnawati, R., Misnawati, M., Nurachmana, A., Christy, N. A., & Mingvianita, Y. (2023). Implementasi dan Problematika Gerakan Literasi di SD Negeri 2 Palangka. Journal of Student Research, 1(1), 114-128. https://doi.org/10.55606/jsr.v1i1.959
Susilahati, S., Nurmalia, L., Widiawati, H., Laksana, A. M., & Maliadani, L. (2023). Upaya Penerapan Transisi PAUD Ke SD yang Menyenangkan: Ditinjau dari PPDB, MPLS dan Proses Pembelajaran. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 7(5), 5779–5794. https://doi.org/10.31004/obsesi.v7i5.5320
Widyami, G. P. A. S., Sudiana, I. N., & Putrayasa, L. B. (2023). Utilization of Reading Corners in Literacy Activities to Improve Likes to Read Character and Reading Ability of Elementary School Students. Indonesian Values and Character Education Journal, 6(1), 93–102. https://doi.org/10.23887/ivcej.v6i1.61427
Yulianti, B. D., & Sukasih, S. (2023). School Literacy Movement Program and Its Impact on Students Reading Interest and Reading Comprehension Skills. Jurnal Pendidikan Dan Pengajaran, 56(3), 654–666. https://doi.org/10.23887/jpp.v56i3.68122
Downloads
Published
How to Cite
Issue
Section
License
In submitting the manuscript to the journal, the authors certify that:
- They are authorized by their co-authors to enter into these arrangements.
- The work described has not been formally published before, except in the form of an abstract or as part of a published lecture, review, thesis, or overlay journal.
- That it is not under consideration for publication elsewhere,
- That its publication has been approved by all the author(s) and by the responsible authorities – tacitly or explicitly – of the institutes where the work has been carried out.
- They secure the right to reproduce any material that has already been published or copyrighted elsewhere.
- They agree to the following license and copyright agreement.
License and Copyright Agreement
Authors who publish with JSGP agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under Creative Commons Attribution License (CC BY-SA 4.0) that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
