Photo-Voice : Optimalisasi Peran Taman Baca Masyarakat (Tbm) Sebagai Sarana Penguatan Literasi Danpengembangan Laboratorium Pembelajaran Sepanjang Hayat

Nuswantara, Kartika

doi:10.12962/j23546026.y2018i5.4427

Cited by 4 publications

(4 citation statements)

References 2 publications

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“…Multitext Learning; Efforts to Improve Reading Literacy. In the previous section, it was explained that the cause of the low interest and reading ability of students was due to an inappropriate reading learning system (Nuswantara, 2018). Then what is the reason of the increase in the literacy index to read is slower than science and mathematics; also compared to the reading progress of students from other nations taking the Program for International Students Assessment (PISA) test?…”

Section: Resultsmentioning

confidence: 99%

Multitext Learning: Efforts to Improve Literacy Students in Indonesia

Darmiyanti

Taufik

2021

ijolib

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Problem Statement: Development of literacy lists reading as the main literacy skill in the 21st century. Although society in general especially students are no longer illiterate, reading interest and reading literacy skills in Indonesia, based on PISA, OCED, and UNESCO, are still relatively low in terms of multi text study. For this reason, multi text-based learning is needed for improving the students’ literacy. Purpose: This study aims to describe how multi-text learning is taught to students to increase their interest in reading and literacy. Method: This research uses a qualitative research with literature study method. Data sources of this research are reference books and scientific journal articles that have relevance to the research. Results: Multi-literacy learning or also known as multiliteracy is one of the learning designs used in the context of 2013 curriculum. This concept is designed to meet the skills needed in the 21st century. Multiliteracy learning is created to connect 4 multiliteracy skills (reading, writing, spoken language, and, using IT). The stages of multi-text literacy learning cycle are as follows: 1) involving: 2) responding; 3) elaborating; 4) reviewing; 5) presenting. Conclusion: Multitext learning is still barely taught to students in Indonesia. Only 30% of students have multitext reading knowledge and skills. In fact, multitext learning can be used as an alternative solution to increase reading ability and interest. Multi-text learning needs to be supported by teacher's skills namely creating interesting and adequate multitext materials and ensuring decent reading sources according to its age of reader, as well as for parents, they have to be able to advise their children to choose multitext as the reading sources. Keywords: Literacy; Multitext Learning; Reading Abstrak Latar Belakang: Perkembangan literasi masih menempatkan membaca sebagai keterampilan utama litrasi sebagai keteramplan abad 21. Kendati para pelajar dan masyarakat pada umumnya sudah tidak lagi buta aksara, namun minat membaca dan kemampuan literasi membaca di Indonesia berdasarkan PISA, OCED, dan UNESCO masih terbilang rendah terutama jika dihadapkan pada kajian multiteks. Untu itu diperlukan pembelajaran berbasis multiteks bagi para siswa untuk meningkatkan kualitas literasi. Tujuan: Penelitian ini bertujuan mendeskripsikan bagaimana pembelajaran multiteks diajarkan kepada siswa sehingga mampu meningkatkan minat baca dan literasi siswa. Metode: Penelitian ini merupakan penelitian kualitatif dengan metode studi pustaka . Sumber data penelitian berupa buku-buku referensi dan artikel-artikel jurnal ilmiah yang memiliki relevansi dengan penelitian. Hasil: Pembelajaran mutiteks atau dikenal juga dengan multiliterasi merupakan salah satu desain pembelajaran yang digunakan dalam konteks kurikulum 2013. Konsep ini dirancang untuk menjawab kebutuhan keterampilan yang diperlukan di abad 21. Pembelajaran multiliterasi didesain untuk mampu menghubungkan 4 keterampilan multiliterasi (membaca, menulis, berbahasa lisan, dan ber-IT). Tahapan siklus pembelajaran literasi dengan multiteks antara lain: 1) melibatkan; 2)merespon; 3) elaborasi; 4) meninjau ulang; 5) mempresentasikan. Kesimpulan: Pembelajaran multiteks masih sangat minim diajarkan kepada para siswa di Indonesia. Hanya 30% siswa yang memiliki pengtahuan dan keterampilan membaca multiteks. Pembelajaran multiteks dapat dijadikan solusi alternatif menumbuhkan kemampuan dan minat baca. Pembelajaran multiteks ini perlu ditunjang oleh kemahiran guru dalam membuat multiteks yang menarik dan bermutu, keterjaminan sumber bacaan yang berkualitas dan sesuai dengan usia pembaca, serta peran orang tua yang harus mampu mengarahkan anak-anak memilih sumber bacaan sebagai multiteks Keywords: Literasi; Pembelajaran Multiteks; Membaca

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Section: Resultsmentioning

confidence: 99%

Multitext Learning: Efforts to Improve Literacy Students in Indonesia

Darmiyanti

Taufik

2021

ijolib

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“…Lifelong learning is a concept that sees learning in non-formal educational institutions and is a learning process that continues even if a person is no longer attending education in a formal setting. Thus, it can be emphasised that learning in the true sense lasts throughout a person's life (Nuswantara, 2018).…”

Section: Development and Management Of Tbm Widuri Pandanmentioning

confidence: 99%

The Sustainability of Community Library and Literacy Culture

Setyaningsih

2021

SOSHUM

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Community library is an institution that aims to improve the culture of literacy. It is held by several member of the society. However, community library faces several problems that hinder development, including regeneration problems in the organizational management. The library is generally located in the house of a resident, so its accessibility is very dependent on the existence of the homeowner. The homeowner is also the manager of the library. Therefore, regeneration in management is very important. The lack of awareness of community members causes the problem in the regeneration. This paper discusses the problem on sustainability of the community library. The data was taken from one of the community library in Bantul Regency, namely Widuri Pandan. The results of observations and interviews indicate that: 1) collaboration is needed with various parties to be able to develop the community, not only through donations, but also collaboration activities; 2) it is necessary to design forms of routine activities that can stimulate public interest in literacy; 3) sustainability in the human resources development faces some obstacles, so that regeneration and formation of the literacy team need to be formed.

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“…Dengan adanya TBM sebagai sumber belajar masyarakat memiliki kedudukan strategis dalam mengembangkan potensi masyarakat (Solfema, Bartin, & Pamungkas, 2019). Masyarakat dapat melakukan proses pendidikan informal sepanjang hayat melalui fasilitas yang disediakan dan kegiatan yang diselenggarakan oleh TBM (Nuswantara, 2018;Septiarti & Mulyadi, 2009). Keberadaannya di tengah-tengah masyarakat ini diharapkan mampu mendorong dan mempercepat terwujudnya masyarakat belajar (learning society) (Damayani, Silvana, Saepudin, & Budiono, 2017;Munir & Hidayatullah, 2019…”

Section: Pendahuluanunclassified

The Role of Community Library Rumah Asa in Empowerment of Communities in Karangkajen Yogyakarta

Hayati

2020

kolokium

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Community Library is an institution that provides various types of learning materials needed by the community. TBM As a place for organizing the ability to read and learn, as well as a place to get information for the community. One of the TBMs carrying out these activities is Rumah Asa TBM. In addition to disseminating information, TBM Rumah Harapan also plays a role in community empowerment. This paper describes community empowerment carried out by Taman Bacaan Masyarakat. To obtain these data this paper uses a literature study in the form of conceptual studies. The role of TBM Rumah Asa in community empowerment includes hand skills for mothers, asakura shops, mukena asakura, and Eco.J print. Keywords: Community Library, Community Empowerment

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Photo-Voice : Optimalisasi Peran Taman Baca Masyarakat (Tbm) Sebagai Sarana Penguatan Literasi Danpengembangan Laboratorium Pembelajaran Sepanjang Hayat

Cited by 4 publications

References 2 publications

Multitext Learning: Efforts to Improve Literacy Students in Indonesia

Multitext Learning: Efforts to Improve Literacy Students in Indonesia

The Sustainability of Community Library and Literacy Culture

The Role of Community Library Rumah Asa in Empowerment of Communities in Karangkajen Yogyakarta

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