Kemampuan Literasi Membaca Siswa Indonesia (Berdasarkan hasil UN dan PISA)

Abstract

National Literacy Movement (GLN) in Permendikbud No. 23/2015 requires Indonesian students to master at least six basic literacies. One of them is literacy. This literacy is the initial literacy that must be mastered because it includes functional literacy that is useful in everyday life. This literacy is not only how a people is free from illiteracy, but also has the life skills to be able to compete globally. This year is the fifth year since the program was launched. Ideally, a change in literacy ability can be seen in students. National Examinations, especially Indonesian Language test, can be used as a benchmark for these achievements. This test requires students to be able to answer problems related to reading and writing (literature and non-literature). Remarkably, for three consecutive years, the results of the Indonesian Language National Examination, especially at the Junior High School level, were ranked highest compared to other subjects. In general, students' literacy reading ability is in the ability to access and retrieve information in simple texts (150 to 200 words). They are able to determine the main sentence / main idea of a paragraph, determine the main character, and determine the background evidence of place / time / situation in the text. This is comparable to the 2018 PISA study, that is, the literacy ability of Indonesian students reading is at the level of detecting and handling conflict and representing information literally in the form of uncomplicated questions. Unfortunately, there are some abilities that students have not mastered based on the results of the two tests. In this paper these matters are discussed more deeply with the aim of becoming an enrichment material for teachers in schools to further enhance students' literacy reading skills.

The Literacy and Numeracy Ability Profile Which Are Viewed From Minimum Assessment Components (Akm)

“…To answer this question students must focus on the content and presentation of the text, not just understanding its meaning. This result is in line with research (Liestari & and Muhardis, 2020) which states that only 20.91% of students can answer questions designed to measure the ability to reflect and evaluate the content of the text. The percentage of informational text content with cognitive ability to find information as well as interpretation and integration is 48.43% (low) and 40%…”

Teacher Pedagogic Competencies in the Perspective of Students

“…Several studies have developed a program called "problem based learning" [23], [24] and "epistemological understanding" [25] to train argumentation skills which have significant results on the development of the concept of reasoning, critical thinking and student achievement. Even though in other facts, the ability of students to maintain answers by providing relevant evidence is still low [26].…”

Penggunaan Teknik Skimming dalam Pembelajaran Memahami Isi Teks Cerpen pada Siswa Kelas XI SMK Pratama Mulya Karawang

“…Fokus pada cerpen merupakan hal yang penting pada salah satu sub bab pelajaran Bahasa Indonesia, penelitian sebelumnya telah mengumukakan bahwasanya pengabdian tentang gerakan literasi di sekolah melalui buku cerita bergambar efektif dilakukan melalui kegiatan pelatihan dan pendampingan (Hastuti et al, 2021). "Ada standar literasi yang baiknya dikuasai oleh seseorang, yaitu: literasi baca tulis, numerasi, sains, digital, finasial, serta budaya, dan kewarganegaraan" (Liestari & Muhardis, 2020).…”