Professional Competence of Social-Science Teachers Through an Integrated Literacy Program in Encouraging Students' Interest in Reading

Abstract

Interest in reading in Indonesia is still relatively low, even though reading is a positive action. We will get many benefits through reading, by reading students will gain a lot of knowledge. In encouraging students' interest in reading, the role of a professional teacher is needed. This research aims to find out the professional competence of social studies teachers at SMP N 1 Merakurak in encouraging students' interest in reading through an integrated literacy program and the obstacles of social studies teachers in encouraging students' interest in reading at SMP N 1 Merakurak. This research uses descriptive qualitative methods with data collection techniques through observation, interviews and documentation. The results of the research show that the social studies teacher at SMP N 1 Merakurak has appropriate professional competence based on Rusman and Cooper's theory using the Miles and Huberman data analysis technique which has several stages starting from data reduction, namely sorting and summarizing data according to what is needed, presenting data in narrative form for easy understanding, and drawing conclusions and verification. The results of research on the role of social studies teachers in encouraging students' interest in reading are through the role of teachers as teachers, educators, administrators, facilitators, models and role models seen from Peters and Kunandar's theory. Through an integrated literacy program, the teacher's role is maximized so that it can encourage students' interest in reading in social studies subjects at SMP N 1 Merakurak. Integrated literacy is an effort to combine reading literacy programs with school culture in the form of intracurricular programs with regular and co-curricular learning with school cultural activities such as religious studies of fiqh and akhlaq, as well as tahfid programs. Apart from that, there are obstacles for teachers in encouraging students' interest in reading, namely that students' focus begins to decline in the middle of learning, students can open applications other than illustrated PPTs, and there are students who don't bring cellphones. The recommendation for school principals is to continue implementing reading corners but with assistance from teachers, while teachers are expected to be able to implement a reward and punishment system when collecting assignments.