PROBLEMATIKA MINAT LITERASI MEMBACA SISWA MI MUHAMMADIYAH KARANGANYAR

Abstrak

Penelitian ini bertujuan menganalisis problematika minat literasi membaca siswa serta cara meningkatkan minat literasi membaca khususnya di sekolah dasar. Penelitian ini menggunakan metode analisis deskriptif berdasarkan data kualitatif melalui hasil angket, wawancara, dan observasi, dilaksanakan di MI Muhammadiyah Karanganyar. Sedangkan subjek penelitiannya adalah siswa kelas V dan orang tua. Hasil penelitian menemukan bahwa problematika minat literasi membaca siswa adalah: (1) rendahnya kemauan atau antusias membaca siswa, (2) kerjasama antara keluarga dan sekolah dalam menerapkan literasi membaca pada anak, (3) bimbingan kegiatan literasi membaca di sekolah, (4) penggunaan strategi dalam pembelajaran membaca. Berdasarkan hasil temuan tersebut dapat direkomendasikan: (1) penambahan koleksi buku bacaan sebagai sarana prasarana penunjang literasi di kelas, (2) pembimbingan intensif terutama dalam kegiatan membaca di rumah oleh orang tua, (3) peningkatan kegiatan Gerakan Literasi Sekolah (GLS ), dan (4) penggunaan strategi pembelajaran membaca dalam proses pembelajaran di sekolah.

This research aims to analyze the problems of students' interest in reading literacy and how to increase their interest in reading literacy, especially in elementary schools. This research uses a descriptive analysis method based on qualitative data through the results of questionnaires, interviews and observations, carried out at MI Muhammadiyah Karanganyar. Meanwhile, the research subjects were fifth grade students and their parents. The results of the research found that the problems with students' interest in reading literacy were: (1) low willingness or enthusiasm for students to read, (2) cooperation between families and schools in implementing reading literacy in children, (3) guidance on reading literacy activities in schools, (4) use of strategies in learning to read. Based on these findings, it can be recommended: (1) increasing the collection of reading books as a means of supporting literacy in the classroom, (2) intensive guidance especially in reading activities at home by parents, (3) increasing activities of the School Literacy Movement (GLS), and (4) use of reading learning strategies in the learning process at school.