IMPLEMENTATION OF LITERACY ACTIVITIES IN DEVELOPING THE COGNITIVE SKILLS OF GRADE 2 STUDENTS AT SDN KETINTANG II/410 SURABAYA

        Penelitian ini bertujuan untuk mendeskripsikan implementasi kegiatan literasi dalam mengembangkan kemampuan kognitif peserta didik kelas 2 di SDN Ketintang II/410 Surabaya serta mengidentifikasi faktor pendukung dan penghambatnya. Menggunakan pendekatan kualitatif dengan rancangan studi kasus, peneliti bertindak sebagai instrumen kunci untuk menggali data melalui observasi partisipan pasif, wawancara mendalam semi-terstruktur, dan studi dokumentasi. Hasil penelitian menunjukkan bahwa implementasi literasi dilakukan secara sistematis melalui tiga tahap utama: perencanaan berbasis kompetensi kognitif dalam RPP, pelaksanaan melalui metode membaca senyap 15 menit yang didukung teknik scaffolding serta think-aloud, dan evaluasi proses melalui performa menceritakan kembali (retelling). Temuan mengungkap bahwa kegiatan ini efektif menstimulasi aspek kognitif dasar seperti memori, logika sekuensial, dan kemampuan inferensi pada siswa. Faktor pendukung utama meliputi kompetensi pedagogis guru yang tinggi dan antusiasme intrinsik siswa, sementara faktor penghambat yang signifikan adalah keterbatasan alokasi waktu dan kesenjangan kapabilitas decoding (penyandian) antar siswa. Strategi solusi seperti tutor sebaya dan integrasi literasi ke mata pelajaran lain terbukti mampu memitigasi hambatan tersebut secara mikro di kelas. Penelitian ini menyimpulkan bahwa peran guru sebagai manajer layanan peserta didik sangat vital dalam mentransformasi aktivitas membaca mekanis menjadi proses pemaknaan kognitif yang mendalam.

Kata Kunci : Implementasi Literasi, Perkembangan Kognitif, Strategi Guru

        This study aims to describe the implementation of literacy activities in developing the cognitive abilities of second-grade students at SDN Ketintang II/410 Surabaya and identify the supporting and inhibiting factors. Using a qualitative approach with a case study design, the researcher acted as a key instrument to gather data through passive participant observation, semi-structured in-depth interviews, and documentation studies. The results showed that literacy implementation was carried out systematically through three main stages: cognitive competency-based planning in the lesson plan (RPP), implementation through a 15-minute silent reading method supported by scaffolding and think-aloud techniques, and process evaluation through retelling performance. The findings revealed that this activity effectively stimulated basic cognitive aspects such as memory, sequential logic, and inference abilities in students. The main supporting factors included the teacher's high pedagogical competence and the students' intrinsic enthusiasm, while significant inhibiting factors were limited time allocation and gaps in decoding capabilities between students. Solution strategies such as peer tutoring and the integration of literacy into other subjects were proven to be able to mitigate these obstacles at a micro level in the classroom. This study concludes that the role of teachers as managers of student services is vital in transforming mechanical reading activities into a deep cognitive meaning-making process.

Keywords: Implementation of literacy, Cognitive development, Teacher strategies