IMPLEMENTASI GERAKAN LITERASI SEKOLAH MELALUI MODEL PROBLEM BASED LEARNING SISWA KELAS III  SD MUHAMMADIYAH I SIDOARJO

Implementation of the School Literacy Movement Through the Problem Based Learning Model for Class III Students of SD Muhammadiyah 1 Sidoarjo

Kata Kunci: Gerakan Literasi Sekolah, Model Problem Based Learning

Gerakan literasi sekolah bertujuan untuk menumbukan sikap budi pekerti dan mengembangkan kemampuan literasi pada diri peserta didik melalui kegiatan membaca di sekolah. Penelitian ini bertujuan untuk: (1) Mendeskripsikan proses pelaksanaan program GLS yang dilaksanakan pada peserta didik kelas III di SD Muhammadiyah 1 Sidoarjo, (2) Mendeskripsikan optimalisasi program GLS pada tahapan pembelajaran melalui model Problem Based Learning (PBL) pada peserta didik kelas III di SD Muhammadiyah 1 Sidoarjo. Penelitian ini menggunakan jenis penelitian kualitatif. Lokasi penelitian ini adalah di SD Muhammadiyah 1 Sidoarjo. Subyek penelitian ini adalah guru kelas III, peserta didik kelas III yang berjumlah 27 orang, dan Tim Literasi Sekolah (TLS). Teknik pengumpulan data dalam penelitian ini yaitu wawancara terstruktur, observasi, angket, dan dokumentasi. Teknik keabsahan data penelitian ini menggunakan triangulasi teknik dan triangulasi sumber.

Hasil penelitian berupa: (1) Proses pelaksanaan Gerakan Literasi Sekolah tahap persiapan sekolah yakni rapat koordinasi, pembentukan Tim Literasi Sekolah (TLS), sosialisasi, persiapan sarana dan prasarana. Kegiatan literasi sekolah berada di tahap pembelajaran kelas III terdapat tagihan yang sifatnya akademis berupa kegiatan membaca buku nonteks pelajaran dengan diberikan penilaian buku laporan kegiatan membaca. Faktor pendukung kegiatan Gerakan Literasi Sekolah (GLS), satuan pendidikan telah menjalankan perannya dengan baik. Ketersediaan sarana dan prasarana cukup memadai meliputi pojok baca atau sudut baca kelas, perpustakaan sekolah, kantin, Usaha Kesehatan Sekolah, area baca, dan lingkungan kaya teks. Faktor penghambat kegiatan Gerakan Literasi Sekolah (GLS) yaitu kurangnya kemampuan literasi peserta didik di kelas III pada kegiatan literasi numerasi, Perpustakaan yang belum efektif akibat adanya pandemi Covid-19, dan kegiatan ekstrakurikuler literasi yang belum sepenuhnya dilaksanakan. (2) Proses pelaksanaan Gerakan Literasi Sekolah tahap pembelajaran sudah terlaksana dengan baik adanya kegiatan menanggapi buku-buku pengayaan pada saat kegiatan literasi, koleksi buku-buku pengayaan yang bervariasi yang disediakan di area sekolah, kegiatan pengapresiasian capaian literasi bagi peserta didik, dan adanya Tim Literasi Sekolah sebagai penanggung jawab pelaksanaan literasi di sekolah. 

Keywords: School Literacy Movement, Problem Based Learning Model

               The school literacy movement aims to foster ethical attitudes and develop literacy skills in students through reading activities at school. This study aims to: (1) Describe the process of implementing the GLS program for third grade students at SD Muhammadiyah 1 Sidoarjo, (2) Describe the optimization of the GLS program at the learning stage through the Problem Based Learning (PBL) model for third grade students at SD Muhammadiyah 1 Sidoarjo. This study uses a type of qualitative research. The location of this research is SD Muhammadiyah 1 Sidoarjo. The subjects of this study were class III teachers, 27 class III students, and the School Literacy Team (TLS). Data collection techniques in this study are structured interviews, observation, questionnaires, and documentation. The validity of this research data technique uses technique triangulation and source triangulation.

               The results of the research are: (1) The process of implementing the School Literacy Movement at the school preparation stage, namely coordination meetings, forming the School Literacy Team (TLS), outreach, preparation of facilities and infrastructure. School literacy activities are in the third grade learning stage, there are bills that are academic in nature in the form of reading activities of non-text books with an assessment of reading activity report books. Factors supporting the activities of the School Literacy Movement (GLS), the education unit has carried out its role well. The availability of adequate facilities and infrastructure includes reading corners or classroom reading corners, school libraries, canteens, School Health Enterprises, reading areas, and text-rich environments. The inhibiting factors for the School Literacy Movement (GLS) activities are the lack of literacy skills of students in class III in numeracy literacy activities, libraries that have not been effective due to the Covid-19 pandemic, and literacy extracurricular activities that have not been fully implemented. (2) The process of implementing the School Literacy Movement at the learning stage has been carried out well with activities to respond to enrichment books during literacy activities, collections of various enrichment books provided in the school area, activities to appreciate literacy achievements for students, and the existence of a Team School Literacy as the person in charge of implementing literacy in schools.