IMPLEMENTASI PROGRAM GERAKAN LITERASI SEKOLAH (GLS) DALAM MENUMBUHKAN MINAT BACA IPS SISWA DI SMP NEGERI 19 BANDUNG (Penelitian Deskriptif Kualitatif di SMP Negeri 19 Bandung)

• Main Author: Dini Kusmaya Sari, - (Author)
• Format: Book
• Published: 2018-11-21.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata
• Notes: http://repository.upi.edu/46157/1/S_PSIPS_1401271_Title.pdf; http://repository.upi.edu/46157/2/S_PSIPS_1401271_Abstract.pdf; http://repository.upi.edu/46157/3/S_PSIPS_1401271_Table_of_content.pdf; http://repository.upi.edu/46157/4/S_PSIPS_1401271_Chapter1.pdf; http://repository.upi.edu/46157/5/S_PSIPS_1401271_Chapter2.pdf; http://repository.upi.edu/46157/6/S_PSIPS_1401271_Chapter3.pdf; http://repository.upi.edu/46157/7/S_PSIPS_1401271_Chapter4.pdf; http://repository.upi.edu/46157/8/S_PSIPS_1401271_Chapter5.pdf; http://repository.upi.edu/46157/9/S_PSIPS_1401271_Bibliography.pdf; http://repository.upi.edu/46157/10/S_PSIPS_1401271_Appendix.pdf
• Keywords: L Education (General)

Penelitian ini dilatarbelakangi oleh ketertarikan peneliti terhadap pelaksanaan program Gerakan Literasi Sekolah (GLS) di SMP Negeri 19 Bandung, sebagai sekolah yang ditunjuk oleh dinas pendidikan kota Bandung untuk menjadi role model penerapan GLS di kota Bandung. Selain itu, peneliti ingin mengetahui mengenai minat baca IPS siswa selama program GLS dilaksanakan di sekolah. Penelitian ini menggunakan pendekatan kualitatif. Teknik pengumpulan data minat baca IPS dilakukan dengan cara wawancara, observasi, dan studi dokumentasi. Hasil penelitian ini menunjukan bahwa, pertama pelaksanaan program GLS dalam menumbuhkan minat baca IPS sudah dilaksanakan sesuai panduan GLS nasional. Hal ini terlihat dari pelaksanaan tahapan pembiasaan dan pengembangan yang dilaksanakan di sekolah, namun masih kurang ditahap pembelajaran karena guru kurang memberikan motivasi dalam kegiatan membaca. Kedua, peranan implementasi program GLS dalam menumbuhkan minat baca IPS siswa yaitu sebagai fasilitator kegiatan membaca, sumber belajar IPS siswa, sarana mengembangkan keterampilan dan minat materi IPS, serta berkontribusi dalam meningkatkan aktivitas belajar IPS siswa di kelas. Ketiga, faktor pendukung dalam meningkatkan minat baca IPS yakni partisipasi siswa dalam kegiatan program GLS, lingkungan sekolah yang literat, sarana dan prasarana yang memadai, dan kurikukulum IPS berbasis literasi. Sedangkan faktor penghambat yakni kurangnya perhatian dan motivasi dari guru IPS, tidak ada pengarahan membaca buku untuk siswa, kemajuan TIK, buku pelajaran IPS yang membosankan, dan banyaknya tugas rumah;---This study was underlied by researcher's interest to implementation of school literation movement program in SMP Negeri 19 Bandung, as a school designated by the education institution of the city of Bandung to be a role model the application of GLS in the city of Bandung. In addition, researchers want to know regarding student's reading interest in social studies during the GLS program at the school. This study uses a qualitative approach. The technique of collecting social studies reading interest is done by interviewing, observing, and studying documentation. The results of this study indicate that: first, the implementation of the GLS program in fostering social interest in reading has been carried out according to the national GLS guidelines. This can be seen from the implementation of the stages of habituation and development carried out in the school, but it is still lacking in the learning phase because the teacher does not provide motivation in reading activities. Second, the role of GLS program implementation in fostering students 'interest in reading IPS, namely as a facilitator of reading activities, social studies learning resources for students, a means of developing social studies material skills and interests, and contributing to improving students' social studies learning activities in class. Third, supporting factors in increasing social studies interest are student participation in GLS program activities, literate school environment, adequate facilities and infrastructure, and literacy based social studies curriculum. While the inhibiting factors are lack of attention and motivation from social studies teachers, there is no direction in reading books for students, advances in ICTs, boring social studies textbooks, and many homework assignments.