Pre-lesson reading activities on creative thinking skills: Implementation, impact, and constraints in Indonesia

Abstract

This study aims to analyze the implementation of pre-lesson reading activities, analyze the impact of pre-lesson reading activities on creative thinking skills, and analyze the constraints of pre-lesson reading activities on creative thinking skills. This research was conducted at State Elementary School 1 Karangduwur, Kebumen, Indonesia. Meanwhile, the subjects of this study were fifth-grade students. Sampling was done by purposive sampling technique. The researcher chose the school because the school became a reference school for Kebumen Regency which had implemented the school literacy movement. The researchers employed observation, interview, test, and documentation techniques to collect data. Then, data analysis was carried out by applying the interactive analysis steps from Miles and Huberman. The steps taken include data reduction, data presentation, and drawing conclusions. The results revealed that pre-lesson reading activities were implemented by maximizing the roles of principals, teachers, and students through monitoring, providing, mentoring, and evaluating programs. The impact of reading activities before class is to increase students' creative thinking skills with the highest order being originality, followed by fluency, elaboration, and finally flexibility. The obstacles encountered were the limited number of readings, limited time, lack of educational content, lack of student experience and low student understanding. These findings can be utilized as references and relevant studies for future researchers to conduct similar studies. Future researchers can analyze the implementation, impacts, and constraints in the classroom wall magazine, reading corner, or literacy tree program in elementary schools.

Peran Kepala Sekolah dalam Meningkatkan Mutu Pendidikan Melalui Gerakan Literasi dan Numerasi

“…Dengan adanya program melalui Gerakan Literasi Sekolah (GLS) diharapkan peserta didik mampu memahami apa yang di pelajari di sekolah sehingga dapat meningkatkan mutu atau kualitas pendidikan, sedangkan mutu di bidang pendidikan menurut kamus besar Bahasa Indonesia (KBBI) meliputi mutu input, proses, dan outcome, mutu pendidikan tidak terlepas dari peran kepala sekolah sangatlah penting dalam mengelola sekolah. Peran kepala sekolah dalam menentukan prestasi dan kemajuan sekolah (Sulistiyarini, 2022). Kepala sekolah menjadi kunci utama dalam peningkatan mutu pendidikan.…”

Implementation of School Literacy Movement to Enhance Reading Interest of Students in South Sumatra

“…The obstacles faced are the limited amount of reading, limited time, lack of educational content, lack of student experience and low student comprehension. 49 The implementation of the SLM program at ES of Yayasan IBA Palembang, ES of 01 Indralaya, and ES of 3 Kayu Agung was observed to be carried out during the learning stage. The reading activities were designed to support the implementation of the Merdeka curriculum, which had been applied in all schools according to the characteristics of the students 50 .…”