ANALISIS KESULITAN BELAJAR MEMBACA PADA ANAK DISLEKSIA

Abstrak

Disleksia merupakan salah satu bentuk kesulitan belajar yang ditemukan pada anak usia dini, khususnya dalam kemampuan membaca dan menulis. Anak dengan disleksia mengalami hambatan dalam mengenali huruf, sering tertukar antara b dan d serta p dan q, membaca sangat lambat, mudah lupa terhadap huruf atau kata yang baru saja dibaca, sulit mengeja, dan kesulitan memahami isi bacaan. Selain itu, anak juga mengalami hambatan dalam kegiatan menulis dan aktivitas sehari-hari seperti koordinasi gerak dan kemandirian. Penelitian ini bertujuan untuk mendeskripsikan karakteristik disleksia pada anak usia dini, bentuk-bentuk kesulitan yang dialami anak dalam membaca dan menulis, serta peran guru dan orang tua dalam mendampingi anak disleksia di sekolah. Penelitian ini menggunakan pendekatan kualitatif deskriptif dengan metode pengumpulan data melalui observasi langsung di sekolah, wawancara mendalam dengan guru, dan dokumentasi. Hasil penelitian menunjukkan bahwa kesulitan anak mulai tampak sejak awal belajar mengenal huruf. Guru berperan penting melalui pendekatan belajar sambil bermain, penggunaan kartu huruf bergambar, pengulangan materi secara bertahap, dan pemberian motivasi. Setelah mendapat pendampingan, anak mulai menunjukkan perkembangan yang positif meskipun secara bertahap. Penelitian ini menegaskan bahwa anak disleksia bukanlah anak yang kurang cerdas, melainkan anak yang memiliki cara belajar berbeda dan membutuhkan pendekatan individual, sabar, serta dukungan penuh dari guru dan orang tua.

Dyslexia is one of the learning difficulties found in early childhood, particularly in reading and writing abilities. Children with dyslexia experience difficulties in recognizing letters, frequently confuse similarly shaped letters such as b and d as well as p and q, read very slowly, easily forget letters or words just read, have difficulty spelling, and struggle to comprehend reading content. In addition, children also experience obstacles in writing activities and daily activities such as motor coordination and independence. This study aims to describe the characteristics of dyslexia in early childhood, the forms of difficulties experienced by children in reading and writing, as well as the role of teachers and parents in supporting children with dyslexia at school. This study uses a descriptive qualitative approach with data collection methods through direct observation at school, in-depth interviews with teachers, and documentation. The results show that children's difficulties become apparent from the beginning of learning to recognize letters. Teachers play an important role through a play-based learning approach, the use of illustrated letter cards, gradual repetition of material, and providing motivation. After receiving assistance, children began to show positive development albeit gradually. This study confirms that children with dyslexia are not less intelligent; rather, they have a different learning style and require an individualized, patient approach as well as full support from teachers and parents.