CD Tesis

Implementasi Gerakan Literasi Sekolah Dalam Meningkatkan Minat Baca Peserta Didik SDN Gugus III Bukit Kapur Kota Dumai

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The aim of implementing the School Literacy Movement at the learning stage is to improve literacy skills in all subjects, by using enrichment books and reading strategies in all subjects. To achieve this goal the indicators at the learning stage are as follows: (a) enrichment books used in learning all subjects, (b) reading strategies used to increase students' understanding of reading in all subjects, (c) activities to respond to reading in the form of oral, written, artistic, craft and other activities in accordance with the literacy skills of students, (d) learning activities that take place in the school library, class reading corners, school reading areas, etc., (e) awards academics that consider students' literacy skills, (f) there is a school literacy team working with public elements. The School Literacy Movement was carried out by implementing the Edward III model, the literacy movement at SDN Gugus III Bukit Kapur City of Dumai, namely with the first stage of communication, namely communication according to the literacy movement at SDN Gugus III Bukit Kapur City of Dumai, namely socialization carried out by all school residents at the beginning of the semester to determine movement programs school literacy and what are the roles of the school community, meetings to form a literacy team consisting of all school members with the principal as the person in charge, socialization through the WhatsApp group of parents so they can be actively involved in supporting school programs. The two resources, according to the literacy movement at SDN Gugus III Bukit Kapur, Dumai City, consist of human resources, sources of funds, and time allocation. Human resources, namely all school members according to their respective roles in the school literacy movement. The source of funds is the allocation of funds to support the school literacy movement. Time Allocation. The three time allocations according to the literacy movement at SDN Gugus III Bukit Kapur City of Dumai, namely reading 15 minutes before class starts apply to all classes and are carried out at the beginning of learning time or outside of ass hours to develop a culture of literacy.
The four dispositions according to the literacy movement at SDN Gugus III Bukit Kapur, Dumai City, namely that all school members are committed to being involved in implementing the literacy movement. The five bureaucratic structures according to the literacy movement at SDN Gugus III Bukit Kapur, Dumai City, namely policies related to the school literacy movement, which in this study are Permendikbud Number 23 of 2015.
The research method used in this research is descriptive qualitative research with data collection techniques through observation, documentation and interviews. Data analysis techniques were carried out by data reduction, data presentation, and drawing conclusions. The results of the study show that (1) There is an increase in reading interest in the implementation of the school literacy movement at SDN Gugus III Bukit Kapur City of Dumai at the habituation stage which has been implemented since the issuance of the Minister of Education and Culture Regulation Number 23 of 2015 can be seen that there is
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a routine of carrying out reading 15 minutes of non-text books every day by the whole class both in the classroom and in the school yard. However, schools need to optimize the provision of enrichment books in libraries and school reading corners and create text-rich environments to campaign for the school literacy movement. (2) The reading response activities at the development stage at SDN Gugus III Bukit Kapr have been carried out well due to the creation of a differentiated learning process that results in a differentiated response product. However, the small number of variations in the enrichment book collection and the not optimal use of reading journals are weaknesses in the implementation of a reading culture. Supported by the not maximal efforts of SDN Gugus III Bukit Kapur to motivate literacy achievements so that there are still schools that do not have a literacy team as a development team for literacy activities. (3) The implementation of the literacy movement at the learning stage at SDN Gugus III Bukit Kapur in increasing students' interest in reading has gone well because all schools at SDN Gugus III Bukit Kapur use books that are relevant to the learning objectives. Furthermore, the reading strategy used is in accordance with the needs of students, where the activity of responding to reading is achieved with the results of product differentiation according to the abilities of students. Students and teachers continue to develop knowledge by utilizing infrastructure that supports the school literacy movement, both libraries and reading corners. (3) There are obstacles in the implementation of the School Literacy Movement but have been supported by solutions that have been implemented even though they are not optimal. The main solution is coaching through outreach about the school literacy movement which is followed routinely and periodically by each delegation of the school literacy development team through the teacher working group so that the expected results in increasing the implementation of the school literacy movement can be realized.
Key Words : Implementation, School Literacy Movement, Interest Read

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Ketersediaan

Informasi Detail

Judul Seri

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No. Panggil

2010247453

Penerbit

Pekanbaru : Universitas Riau – Pascasarjana – Tesis Administrasi Pendidikan., 2022

Deskripsi Fisik

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Bahasa

Indonesia

ISBN/ISSN

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Klasifikasi

2010247453

Tipe Isi

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Tipe Media

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Tipe Pembawa

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Edisi

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Subjek

ADMINISTRASI PENDIDIKAN

Info Detail Spesifik

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Pernyataan Tanggungjawab

FATAH

Versi lain/terkait

Lampiran Berkas

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