KEMAMPUAN MEMBACA PERMULAAN SISWA KELAS RENDAH PADA PENERAPAN PEMBELAJARAN DARING DI SEKOLAH DASAR - Dita Yessi Amalia, - (2022)
Kurangnya perhatian terhadap kemampuan membaca permulaan dan menurunnya kemampuan membaca siswa pada penerapan pembelajaran daring menjadi hal yang melatarbelakangi penelitian ini. Ada tiga tujuan dari penelitian ini yaitu (1) untuk mengetahui penerapan pembelajaran daring pada kegiatan membaca permulaan di sekolah dasar, (2) mengetahui tingkat kemampuan membaca permulaan siswa kelas rendah setelah penerapan pembelajaran daring, dan (3) respons siswa kelas rendah terhadap penerapan pembelajaran daring pada kegiatan membaca permulaan di sekolah dasar. Metode penelitian yang digunakan yaitu kualitatif dengan metode deskriptif. Teknik pengumpulan data pada penelitian ini yaitu observasi, wawancara, tes praktik dan catatan lapangan. Hasil penelitian ini menyatakan bahwa penerapan pembelajaran daring menunjukkan pada kategori baik, dengan persentase 86,67%, kategori baik disini dilihat dari keterlaksanaan setiap indikator observasi, diantaranya terdapat rancangan pelaksanaan pembelajaran, media pembelajaran, evaluasi dan tindak lanjut. Pembelajaran daring dilakukan melalui aplikasi perpesanan grup whatsapp (GWA). Pelaksanaan pembelajaran daring menggunakan GWA lebih cenderung pada kegiatan pemberian tugas. Adapun langkah-langkah kegiatan pembelajaran hanya disampaikan sepintas saja. Guru juga melakukan orientasi, apersepsi, motivasi, menyampaikan tujuan pembelajaran, mengecek kehadiran siswa dilihat dari pengumpulan tugas siswa. Adapun penilaian kemampuan membaca permulaan dikumpulkan dalam bentuk penugasan pesan suara dan video. Jadwal belajar tambahan menjadi tindak lanjut bagi siswa yang belum tuntas membaca permulaan. Tingkat kemampuan membaca permulaan pada pelaksanaan pembelajaran daring siswa kelas I menunjukkan berada pada kategori rendah dengan persentase 35,7%, kategori rendah ini dapat dilihat dari banyak nya siswa yang belum tuntas dalam indikator membaca permulaan, seperti membaca kata, kalimat, dan pola kata KVVK. Respons siswa terbagi ke dalam 4 tema yaitu (1) senang mengikuti pembelajaran daring karena meningkatnya waktu bermain, (2) pembelajaran daring pada kegiatan membaca permulaan tidak menarik bagi siswa, (3) huruf terlalu kecil, tugas banyak, belum lancar membaca menjadi problematika bagi siswa, dan (4) kemampuan membaca permulaan bukanlah prioritas siswa. The lack of attention to early reading ability and the decline in students' reading ability in the application of online learning are the reasons behind this study. There are three objectives of this study, namely (1) to determine the application of online learning to early reading activities in elementary schools, (2) to determine the level of initial reading ability of low-grade students after the application of online learning, and (3) the response of low-grade students to the application of online learning in early childhood reading activities. The research method used is qualitative with a descriptive method. Data collection techniques in this study are observations, interviews, practical tests and field notes. The results of this study state that the application of online learning shows in the good category, with a percentage of 86.67%, the good category here is seen from the implementation of each observation indicator, including the design of learning implementation, learning media, follow-up and follow-up evaluation. Online learning is carried out through the whatsapp group messaging application (GWA). The implementation of online learning using GWA is more inclined to assignment activities. The steps of learning activities are only conveyed in passing. Teachers also conduct orientation, apperception, motivation, convey learning objectives, check student attendance in terms of student work collection. The assessment of the initial reading ability is collected in the form of assignment of voice and video messages. The additional study schedule is a follow-up for students who have not finished reading the beginning. The level of initial reading ability in the implementation of online learning for grade I students shows that it is in the low category with a percentage of 35.7%, this low category can be seen from the number of students who have not completed the initial reading indicators, such as reading words, sentences, and KVVK word patterns. Students' responses are divided into 4 themes, namely (1) happy to take part in online learning because of the increase in playtime, (2) online learning in early reading activities is not interesting for students, (3) letters are too small, many tasks, not fluent in reading are problems for students, and (4) the ability to read beginnings is not a priority for students.