Model Pelaksanaan Gerakan Literasi Sekolah di Sekolah Dasar

Abstract

<p><strong>Abstract:</strong> This study describe the implementation of school literacy movement consisting of its habituation, development and learning and obstacles in SD Muhammadiyah 4 of Surabaya. Habituation stage covers literacy activities habituation, supporting facilities, creating a literacy-rich environment, and public involvement. Development stage covers habits of literacy activities, literacy activities supporting program, educators and education force in literacy activities, school literacy team and professional literacy development for educator and education force. Learning stage includes the use of enrichment book, textbook selection, responding to the text activities, and facilities utilization in learning. The research findings showed that the implementation of school literacy movement ran optimally. During its implementation, there were some obstacles such as the time to conduct the literacy activities, the availability of reading materials in the class, and diminishing commitment of the teachers to run the literacy activities inside the class along with the changing policy of the literacy habituation from the headmaster.</p><strong>Abstrak:</strong> Studi ini mendeskripsikan tentang pelaksanaan gerakan literasi sekolah yang terdiri dari pembiasaan, pengembangan dan pembelajaran dan kendalanya di SD Muhammadiyah 4 Kota Surabaya. Dalam tahap pembiasaan meliputi pembiasaan kegiatan literasi, penyediaan sarana dan prasarana, pengadaan lingkungan kaya teks dan pelibatan publik. Tahap pengembangan, meliputi kebiasaan kegiatan literasi, program pendukung kegiatan literasi, partisipasi pendidik dan tenaga kependidikan dalam kegiatan literasi, tim literasi sekolah, dan pengembangan profesional literasi bagi pendidik dan tenaga kependidikan. Tahap pembelajaran, meliputi penggunaan buku pengayaan, pemilihan buku teks pembelajaran, kegiatan menanggapi teks, pemanfaatan sarana dan prasarana dalam pembelajaran. Hasil penelitian menunjukkan bahwa pelaksanaan gerakan literasi sekolah berjalan optimal, namun masih terdapat kendala dalam pelaksanaannya, seperti masalah waktu pelaksanaan kegiatan literasi, berkurangnya koleksi baca di dalam kelas, dan berkurangnya komitmen guru dalam melaksanakan kegiatan pembiasaan membaca di kelas bersamaan dengan berubahnya kebijakan dari kepala sekolah atas pentingnya pembiasaan literasi untuk siswa.

The Implementation of School Literacy Movement by Using Storybook in Elementary School

“…This is closely related to the lack of availability of various types of books around them. The implementation of literacy problems in school due to lack of availability of books in the school library (Novarina et al, 2019;Yulianti et al, 2018). In addition, several studies have found that several inhibiting factors for increasing interest in reading today include the scarcity of interesting book that is published in the country, and the lack of availability of free reading parks with complete and interesting book collections (Agustin & Cahyono, 2017).…”

Assistance in implementing the learning stage of school literacy movement at YBPK Christian Elementary School Malang

“…The SLM Learning Stage Assistance carried out in this community service confi rms that the main objectives of learning reading in schools are comprehension (Harianto, 2020) and teaching literacy as a process (Novarina et al, 2019). With assistance in the three SLM stages -Habituation Phase (2019), Development Phase (2020), and Learning Phase (2021), it is expected that YBPK Christian Elementary School would be able to create a literate community and environment.…”

“…One factor that supports reading interest and ability is time to read (Novarina et al, 2019). In each reading cycle, the teacher divided it into the pre-reading, whilst-reading, and post-reading stages with a minimum time allocation of 15 minutes, which met the minimum time required in the SLM programme of the Ministry of Education and Culture (Widodo, 2020).…”

“…In this stage, the students are required to complete graded assessments. The reading activities at this stage aim to support the implementation of the 2013 curriculum, which requires students to read books about general knowledge, hobbies, and special interests that can be related to specifi c school subjects (Novarina et al, 2019). The Learning Stage continues to apply the fi fteen-minute reading daily with techniques such as reading aloud, group reading, and guided reading.…”

Evaluasi Program Gerakan Literasi Sekolah (Gelis) Di Sekolah Dasar

“…Pelaksanaan program ini dilakukan untuk meningkatkan kemampuan memahami, mengembangkan, dan menerapkan apa yang telah dibaca oleh peserta didik (Purwo, 2019;Rohman, 2017). Banyak faktor yang mempengaruhi seseorang untuk mampu memahami sebuah informasi diantaranya adalah teknik atau strategi yang digunakan dalam membaca, lama kegiatan membaca, dan pengalaman seseorang dalam membaca pada kehidupan seharihari (Novarina et al, 2019;Wanelly, 2019). Hal ini sesuai dengan tuntutan pembelajaran abad ke-21 pembelajaran multiliterasi merupakan pembelajaran yang dikembangkan atas keberagaman kemampuan siswa baik dari sisi kecerdasan, gaya belajar, maupun model belajarnya (Haryanti & Saputra, 2019;Rohman, 2017).…”