Bridging Practice And Challenges: A Qualitative Study Of School Literacy Initiatives

Abstract

This study aims to explore the implementation of the School Literacy Movement (Gerakan Literasi Sekolah, GLS) at SDN Samigaluh 1 and to identify the challenges encountered. A descriptive qualitative approach was employed, with the research subjects comprising teachers and students participating in the 15-minute daily reading activity as well as other literacy-related activities. Data were collected through direct observation of literacy practices, in-depth interviews with teachers and students, and documentation of literacy facilities, including the library, reading corners, and supporting media. The results indicate that the habituation and learning stages of GLS have been implemented, although the activities are not yet consistently carried out and literacy resources lack diversity. The development stage remains weak due to minimal enrichment programs, limited facilities, and restricted variety in literacy media. Internal factors, such as student readiness and infrastructural limitations, and external factors, including insufficient support from the community and government, were identified as the main obstacles. These findings align with previous research emphasizing the importance of quality literacy media, the role of teachers, and the synergy between schools, parents, and government. Therefore, strengthening sustainable literacy programs and increasing the involvement of all stakeholders are essential to cultivate a creative and effective literacy culture.

Keywords: School Literacy Movement, Creative Literacy Culture, Basic Education Implementation

Abstrak

Penelitian ini bertujuan untuk mengeksplorasi implementasi Gerakan Literasi Sekolah (GLS) di SDN Samigaluh 1 dan mengidentifikasi tantangan yang dihadapi. Pendekatan kualitatif deskriptif digunakan, dengan subjek penelitian terdiri dari guru dan siswa yang berpartisipasi dalam kegiatan membaca harian 15 menit serta kegiatan terkait literasi lainnya. Data dikumpulkan melalui observasi langsung praktik literasi, wawancara mendalam dengan guru dan siswa, serta dokumentasi fasilitas literasi, termasuk perpustakaan, pojok baca, dan media pendukung. Hasil penelitian menunjukkan bahwa tahap pembiasaan dan pembelajaran GLS telah terlaksana, meskipun kegiatannya belum dilakukan secara konsisten dan sumber daya literasi masih kurang beragam. Tahap pengembangan masih lemah karena minimnya program pengayaan, terbatasnya fasilitas, dan terbatasnya variasi media literasi. Faktor internal, seperti kesiapan siswa dan keterbatasan infrastruktur, dan faktor eksternal, termasuk kurangnya dukungan dari masyarakat dan pemerintah, diidentifikasi sebagai hambatan utama. Temuan ini sejalan dengan penelitian sebelumnya yang menekankan pentingnya media literasi yang berkualitas, peran guru, dan sinergi antara sekolah, orang tua, dan pemerintah. Oleh karena itu, penguatan program literasi berkelanjutan dan peningkatan keterlibatan seluruh pemangku kepentingan sangat penting untuk menumbuhkan budaya literasi yang kreatif dan efektif.

Kata Kunci: Gerakan Literasi Sekolah, Budaya Literasi Kreatif, Implementasi Pendidikan Dasar