Pembelajaran Sastra Di Sd Dalam Gamitan Kurikulum 2013

Abstract

Dalam Kurikulum 2006, di Sekolah Dasar, pembelajaran sastra dimaksudkan untuk meningkatkan kemampuan siswa mengapresiasi karya sastra. Kegiatan mengapresiasi sastra berkaitan dengan latihan mempertajam perasaan, penalaran, daya khayal, serta kepekaan terhadap masyarakat, budaya dan lingkungan hidup. Pengembangan kemampuan bersastra di sekolah dasar dilakukan dalam berbagai jenis dan bentuk melalui kegiatan mendengarkan, berbicara, membaca, dan menulis. Namun dalam Kurikulum 2013, kegiatan bersastra, kurang mendapat porsi yang baik. Padahal pendekatan kurikulum tersebut mengisyaratkan penekanannya pada pengembangan sikap dan budi pekerti, yang tentu saja sastra sebagai bahan yang sangat kaya untuk dijadikan landasan mengasah kepribadian dan budi pekerti mengingat sastra mengandung nilai personal maupun nilai pendidikan yang luar biasa. Hasil analisis<br />Kompetensi Dasar pada Permendikbud No 57 Tahun 2014, di kelas I ada teks cerita diri, kelas II cerita narasi dan lirik puisi, di kelas III dongeng, di kelas IV cerita petualangan dan pantun serta syair, di kelas V, fiksi sejarah, hal tersebut tentunya berpengaruh pada isi Buku Guru dan Buku Siswa, yang ternyata memperlihatkan sastra yang tercakup dalam isi buku kurang memadai (sangat kurang), karena isi Buku Guru maupun Buku Siswa, turunan dari Kompetensi Dasar yang sudah dipetakan secara tematik integratif.

Literature on Student Book and its Effect for Developing Elementary School Teaching Materials

“…The research produces an enrichment book that can be used in one of the literary learning activities, while this research produces a list of literary learning materials needed in the fourth grade of the elementary school based on student book analysis results. It is also different with research by Djuanda (2014) that is limited to the analysis of literary materials on the curriculum, while this research is the more in-depth analysis of student books.…”

“…Therefore, literature becomes a part of the lesson materials learned in various schools in the world. Some countries using literature in their school curriculums are Greek (Aravani, 2012), United States, German (Wally, Levinger, & Grainger, 2005), and Indonesia (Djuanda, 2014).…”

“…Literary teaching aims at increasing the competence of students to enjoy, implement, and understand literary work. Educational values, which can be absorbed by kids from literary readings, are to help develop language, improve competence to read, increase competence to write (Djuanda, 2014). Through literature, students feel easier to self-express, dare to suggest, dare to think differently and become more enthusiastic in developing imagination.…”

Internalization Character Education in Students Elementary School Through the Story of Children

“…In order to empower the learning of literary appreciation in school. Djuanda (2014) says that teachers are the spearheads that must have an interest in literature that is demonstrated by attitudes, roles, and development efforts [5]. Teacher's attitude so far seems to be insulated from his creativity and innovative spirit in carrying out his duties if the results of his efforts are only always associated with the results of the National Exam.…”

“…[18]. Then Djuanda (2014) says that children's literature is not just a work made by children, not limited by who the author is, but for whom the work was created [5]. Thus, children's literature may be the work of adults, but contains stories that reflect children's feelings, children's experiences, and can be understood and enjoyed by children according to children's knowledge.…”