PANDANGAN GURU TENTANG PEMBELAJARAN MEMBACA UNTUK ANAK USIA DINI - Nur Dini Fauziah, - (2019)
PANDANGAN GURU TENTANG PEMBELAJARAN MEMBACA UNTUK ANAK USIA DINI Oleh Nur Dini Fauziah 1707778 Abstrak Topik penelitian difokuskan pada analisis pandangan guru tentang pembelajaran membaca untuk anak usia dini karena selama ini terdapat pro dan kontra. Di satu sisi, kemampuan membaca anak sejak dini diakui. Di sisi lain, adanya kekhawatiran akibat pembelajaran membaca yang terlalu dini. Penelitian yang sudah ada lebih banyak difokuskan pada penggunaan media pembelajaran, akan tetapi tidak banyak yang melibatkan suara dari para guru. Peneliti mencoba untuk membahas permasalahan dalam penelitian ini menggunakan Teori Sosiokultural. Metode yang digunakan adalah kualitatif khususnya studi kasus dengan melibatkan 5 orang guru di Kabupaten Tasikmalaya. Data diambil dengan wawancara semi terstruktur. Analisis data menggunakan grounded theory yang mencakup initial coding dan focused coding. Hasil penelitian menunjukkan bahwa para guru berpandangan pembelajaran membaca di PAUD masih berorientasi akademik, tetapi guru meyakini bahwa pembelajaran membaca dapat diintegrasikan melalui alat dan kegiatan seperti membaca interaktif (interaktif reading) dan menulis interaktif (interaktif writing). Di samping itu, adanya beberapa faktor yang mempengaruhi guru dalam proses pembelajaran membaca didasari oleh hakikat anak dan harapan terhadap anak. Selain itu, scaffolding dari guru yang meliputi respon verbal dan non verbal adalah bentuk untuk mengenali dan menggali kemampuan membaca anak. Serta terdapat beberapa hambatan dalam proses pembelajaran seperti kurangnya media pembelajaran dan pengetahuan guru tentang literasi anak serta aspek socioeconomic. Dari kesimpulan tersebut, terdapat beberapa rekomendasi, antara lain: adanya kebutuhan guru untuk memperdalam pengetahuan tentang literasi anak agar lebih optimal dalam melaksanakan pembelajaran membaca untuk anak usia dini . Kata kunci: pembelajaran membaca, pandangan guru, anak usia dini TEACHER'S VIEWS ON THE LEARNING OF READING FOR EARLY CHILDHOOD STUDENTS Nur Dini Fauziah 1707778 Abstract The study aims to analyze teachers' views on the learning of reading for early childhood students. Up to now, there are debates over the issue between the pros and the cons. On the one hand, children's ability to read since an early age is recognized. On the other hand, there are concerns because it is seen as too early. Previous studies are focused mostly on the use of instructional media. However, most of them does not involves the teachers significantly. The study employed the sociocultural theory. The method of the study is qualitative. It is a case study involving five teachers in Tasikmalaya Regency. The data was collected by a semi-structured interview. The data analysis utilized grounded theory, which includes initial coding and focused coding. The results showed that teachers' views on the learning of reading for early childhood students were still academically oriented. However, the teachers believed that it could be integrated into tools and activities, such as interactive reading and writing. In addition, several factors influenced teachers in the process of learning based on the nature and expectations of children. In addition, teachers' scaffolding included verbal and non-verbal responses. They were formed to recognize and to explore children's reading abilities. There were also several obstacles in the learning process such as the lack of learning media and the teachers' knowledge about children's literacy and socioeconomic aspects. Based on these conclusions, there were a number of recommendations. It included the need of teachers to deepen knowledge about children's literacy to be more optimal in the implementation of the learning of reading for early childhood students. Keywords: learning of reading, teacher's views, early childhood