Implementasi Gerakan Literasi Sekolah di Sekolah Penggerak SDN 198/I Pasar Baru

Arista, Reni (2024) Implementasi Gerakan Literasi Sekolah di Sekolah Penggerak SDN 198/I Pasar Baru. S1 thesis, Universitas Jambi.

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Abstract

Arista Reni, 2024. Implementasi Gerakan Literasi Sekolah di Sekolah Penggerak SDN 198/I Pasar Baru: Skripsi, Program Studi Pendidikan Guru Sekolah Dasar, Fakultas Keguruan dan Ilmu Pendidikan, Jurusan Pendidikan Anak Usia Dini dan Dasar, Universitas Jambi, Pembimbing (1) Dr. Ahmad Hariandi, S.Pd.I., M.Ag., (2) Muhammad Sholeh, S.Pd., M.Pd. Kata Kunci: Literasi, Literasi Baca Tulis, Gerakan Literasi Sekolah (GLS), Sekolah Penggerak. Penelitian ini bertujuan untuk mendeskripsikan secara lebih mendalam terkait implementasi Gerakan Literasi Sekolah dalam dimensi literasi baca-tulis di sekolah tersebut. Penelitian dilakukan di SD Negeri No. 198/I Pasar Baru mulai tanggal 8 Januari 2024 hingga 5 Februari 2024. Metode penelitian yang digunakan adalah pendekatan kualitatif dengan jenis penelitian fenomenologi. Data pada penelitian ini diperoleh dengan cara melakukan observasi, wawancara bersama sumber informan yaitu kepala sekolah, guru, dan siswa yang dapat memberikan informasi terkait implementasi Gerakan Literati Sekolah (GLS), serta melakukan studi dokumen. Hasil penelitian menunjukkan bahwa implementasi Gerakan Literasi Sekolah dimulai dengan beberapa tahapan, meliputi: (1) Perencanaan, yang mencakup persiapan Sumber Daya Manusia, sarana-prasarana, termasuk beragam sumber bacaan, perpustakaan, dan teknologi pendukung pembelajaran, serta dukungan pemerintah; (2) Pelaksanaan, yang mencakup kegiatan literasi baca-tulis dengan tiga tahapan, yaitu pembiasaan, pengembangan, dan pembelajaran; (3) Evaluasi, yang melibatkan faktor pendukung seperti sarana dan prasarana yang disediakan oleh sekolah, dan faktor penghambat seperti keterbatasan waktu untuk pertemuan Tim Literasi Sekolah dalam perencanaan kegiatan literasi yang lebih baik, serta kesiapan peserta didik dalam mengikuti kegiatan literasi. Berdasarkan hasil penelitian yang didapatkan dapat disimpulkan bahwa implementasi Gerakan Literasi Sekolah di Sekolah Penggerak SDN 198/I Pasar Baru dalam dimensi literasi baca tulis telah terlaksana dengan baik dengan mengikuti tahapan-tahapan dari Gerakan Literasi Sekolah (GLS) dan dikategorikan baik sesuai rapor pendidikan yang menyatakan bahwa kemampuan literasi mencapai presentase 77,78%. Namun, masih terdapat kendala bahwasannya adanya keterbatasan waktu untuk Tim Literati Sekolah (TLS) dalam melakukan evaluasi dan perencanaan terhadap program yang telah dilaksanakan dan yang akan dilaksanakan. Arista Reni, 2024. Implementation of the School Literacy Movement at the Driving School SDN 198/I Pasar Baru: Thesis, Primary School Teacher Education Study Program, Faculty of Teacher Training and Education, Department of Early and Basic Childhood Education, Jambi University, Supervisor (1) Dr . Ahmad Hariandi, S.Pd.I., M.Ag., (2) Muhammad Sholeh, S.Pd., M.Pd. Keywords: Literacy, Reading and Writing Literacy, School Literacy Movement (GLS), Driving School. This research aims to describe in more depth the implementation of the School Literacy Movement in the dimensions of reading and writing literacy in the school. The research was conducted at SD Negeri No. 198/I Pasar Baru from January 8 2024 to February 5 2024. The research method used is a qualitative approach with a phenomenological type of research. The data in this research was obtained by conducting observations, interviews with informant sources, namely school principals, teachers and students who could provide information related to the implementation of the School Literacy Movement (GLS), as well as conducting document studies. The research results show that the implementation of the School Literacy Movement begins with several stages, including: (1) Planning, which includes preparation of Human Resources, facilities and infrastructure, including various reading sources, libraries and learning support technology, as well as government support; (2) Implementation, which includes reading and writing literacy activities with three stages, namely habituation, development and learning; (3) Evaluation, which involves supporting factors such as facilities and infrastructure provided by the school, and inhibiting factors such as limited time for School Literacy Team meetings in planning better literacy activities, as well as students' readiness to participate in literacy activities. Based on the research results obtained, it can be concluded that the implementation of the School Literacy Movement at the SDN 198/I Pasar Baru Drive School in the reading and writing literacy dimension has been carried out well by following the stages of the School Literacy Movement (GLS) and is categorized as good according to the education report which states that literacy ability reached a percentage of 77.78%. However, there is still an obstacle in that there is limited time for the School Literacy Team (TLS) to evaluate and plan programs that have been implemented and will be implemented.

Type:	Thesis (S1)
Uncontrolled Keywords:	Literasi, Literasi Baca Tulis, Gerakan Literasi Sekolah (GLS), Sekolah Penggerak
Subjects:	L Education > L Education (General)
Divisions:	Fakultas Keguruan dan Ilmu Pendidikan > PGSD
Depositing User:	ARISTA
Date Deposited:	27 Mar 2024 04:49
Last Modified:	27 Mar 2024 04:49
URI:	https://repository.unja.ac.id/id/eprint/62346

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