GERAKAN LITERASI KELUARGA UNTUK ANAK SEKOLAH DASAR MELALUI READ ALOUD
Indonesia berdasarkan hasil PISA berada di urutan peringkat ke-6 dari bawah. Berbagai upaya pemerintah dilakukan di bidang literasi salah satunya melalui Gerakan Literasi Nasional yang terdiri dari Gerakan Literasi Sekolah (GLS), Gerakan Literasi Keluarga (GLK) dan Gerakan Literasi Masyarakat(GLM)....
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| Format: | Book |
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2023-08-21.
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| Summary: | Indonesia berdasarkan hasil PISA berada di urutan peringkat ke-6 dari bawah. Berbagai upaya pemerintah dilakukan di bidang literasi salah satunya melalui Gerakan Literasi Nasional yang terdiri dari Gerakan Literasi Sekolah (GLS), Gerakan Literasi Keluarga (GLK) dan Gerakan Literasi Masyarakat(GLM). Namun GLK saat ini masih belum terlalu akrab dan implementasinya masih terbatas. Padahal menyiapkan generasi Indonesia yang cemerlang tidak hanya bisa membaca tetapi mencintai buku dan kegiatan membaca. Belakangan ini muncul fenomena kegiatan read aloud yang dilaksanakan di keluarga Indonesia. Penelitian ini bertujuan untuk menjelaskan kegitan read aloud yang dapat menjadi gerakan literasi keluarga. Penelitian yang dilakukan merupakan penelitian kualitatif yaitu studi kasus majemuk. Sumber data penelitian ini terdiri atas tiga partisipan dengan penentuan partisipan dilakukan secara purposive dengan kriteria yang ditentukan. Teknik pengumpulan data menggunakan teknik triangulasi "teknik" pengumpulan data melalui observai, wawancara studi dokumentasi. Analisis data dilakukan melalui pendekatan grounded theory read aloud dengan tiga langkah yaitu open coding, axial coding, dan selective coding. Hasil penelitian ini, yaitu (1) latar belakang pelaksanaan read aloud di keluarga karena ada pengaruh motivasi eksternal dan persepsi bahwa read aloud adalah kegiatan menyenangkan di bidang literasi dan bukan metode mengajari anak membaca: (2) strategi praktik read aloud terbukti dapat menjadi salah satu gerakan literasi keluarga; (3) pelaksanaan kegiatan read aloud yaitu meliputi persiapan, kegiatan sebelum memulai, pelaksanaan, dan kegiatan setelah read aloud; (4) manfaat read aloud bagi ibu sebagai kegiatan pengikat bonding, memperkaya kosakata anak, dan melepaskan anak dari kecanduan bermain ponsel; (5) hambatan internal yang dialami ibu adalah mengatur mood dan timbul rasa capek, sedangkan untuk anak hambatan saat diperlukan penyesuaian kembali ke rutinitas. Implikasi yang diperoleh adalah sumbangsih kajian dan praktik baik read aloud di keluarga Indonesia, based on PISA results, is ranked 6th from the bottom. Various government efforts have been made in the field of literacy, one of which is through the National Literacy Movement, which consists of the School Literacy Movement, the Home Literacy Movement, and the Community Literacy Movement. However, GLK is still not very familiar, and its implementation is still limited. Whereas preparing a brilliant generation of Indonesians who are not only able to read but also love reading activities and books. Recently, the phenomenon of reading aloud has emerged in the family. This study aims to explain how reading-aloud activities carried out in the family environment can become a family literacy movement. The research conducted is qualitative, namely a multiple case study. The data source for this study consisted of three participants, and the determination of participants was carried out purposefully with the participant criteria. The data collection technique uses a triangulation of data collection through observation, interviews, and documentation. Data analysis is carried out through a grounded theory approach with three steps: open coding, axial coding, and selective coding. The results of this study, namely (1) the background of implementing read aloud in the family because there is the influence of external motivation and the perception that read aloud is a fun activity in the field of literacy and not a method of teaching children to read, (2) the strategy of practicing read aloud is proven to be one of the family literacy movements; (3) the implementation of read aloud activities, which include preparation, activities before starting, implementation, and activities after reading aloud; (4) the benefits of reading aloud for mothers as a bonding activity, enrich children's vocabulary, and release children from addiction to playing cellphones; (5) the internal barriers experienced by the mother are setting the mood and causing a feeling of tiredness, while for children the obstacles are when adjustments are needed to return to routine. The implications obtained are the result of studies and the good practice of reading aloud in the family. |
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| Item Description: | http://repository.upi.edu/100499/1/T_PGSD_TSK_2105332_Title.pdf http://repository.upi.edu/100499/2/T_PGSD_TSK_2105332_Chapter1.pdf http://repository.upi.edu/100499/3/T_PGSD_TSK_2105332_Chapter2.pdf http://repository.upi.edu/100499/4/T_PGSD_TSK_2105332_Chapter3.pdf http://repository.upi.edu/100499/5/T_PGSD_TSK_2105332_Chapter4.pdf http://repository.upi.edu/100499/6/T_PGSD_TSK_2105332_Chapter5.pdf http://repository.upi.edu/100499/7/T_PGSD_TSK_2105332_Appendix.pdf |