Pemetaan Kesulitan Guru dalam Mengembangkan Keterampilan Membaca pada Lintas Fase Kurikulum Merdeka di SDS Islam Darus Syifa
https://doi.org/10.30605/onoma.v12i1.7726
Keywords:
Keterampilan Membaca, Kesulitan Guru, Perkembangan Literasi, Sekolah Dasar, Pembelajaran MembacaAbstract
Penelitian ini bertujuan menggambarkan kesulitan yang dialami guru dalam mengembangkan keterampilan membaca siswa pada tiga fase perkembangan literasi di sekolah dasar, yaitu Fase A, B, dan C. Berbagai tantangan yang dihadapi guru menunjukkan bahwa kemampuan dan kebutuhan membaca siswa berkembang secara berbeda pada setiap fasenya. Penelitian ini menggunakan pendekatan kualitatif deskriptif dengan melibatkan enam guru dan dua belas siswa melalui wawancara mendalam, observasi kelas, dan dokumentasi. Data dianalisis menggunakan model interaktif Miles dan Huberman melalui proses reduksi, penyajian, dan penarikan kesimpulan. Hasil penelitian mengungkapkan tujuh kategori utama kesulitan guru, yaitu perbedaan kemampuan membaca siswa, motivasi membaca yang masih rendah, keterbatasan media pendukung, lemahnya pemahaman bacaan, minimnya keterlibatan orang tua, kecenderungan pembelajaran yang masih teacher-centered, serta kesulitan siswa dalam memahami makna bahasa dan sastra. Temuan ini menunjukkan bahwa guru perlu menyesuaikan strategi pembelajaran sesuai kebutuhan perkembangan literasi siswa pada setiap fase. Pada tahap awal, guru dapat memanfaatkan media visual konkret untuk membantu siswa memahami simbol dan makna dasar dalam bacaan. Pada fase menengah, strategi pembelajaran difokuskan pada pendampingan membaca untuk memperkuat pemahaman teks melalui diskusi terarah dan pembimbingan intensif. Sementara itu, pada fase lanjut, pendekatan analitis diterapkan bagi siswa yang masih mengalami hambatan dalam keterampilan membaca, seperti melalui latihan pengenalan ide pokok, struktur teks, dan penalaran kritis. Upaya tersebut dalam membantu kegiatan membaca siswa dapat berlangsung lebih optimal.
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