Kesenjangan Implementasi Gerakan Literasi Sekolah dan Kemampuan Membaca Siswa Sekolah Dasar: Studi Evaluatif Program Literasi
DOI:
https://doi.org/10.15408/dialektika.v13i1.50925Keywords:
pseudo literacy, tiered literacy, reading mapping, cognitive evaluation, primary school.Abstract
Administratively oriented School Literacy Movements (GLS) frequently overlook students' cognitive development, leading to a phenomenon termed pseudo-literacy. This practice of routine reading without individualized ability mapping potentially causes literacy stagnation in primary schools. Addressing this issue, this study aims to evaluate the implementation of tiered literacy based on reading ability mapping at SD Adzkia Banjarnegara. This descriptive qualitative research employed a case study design. Data were collected through interviews, observations, and documentation involving 10 key informants: one principal, three classroom teachers, and six students representing various developmental phases. The gathered data were analyzed using the Miles and Huberman model. The findings indicate that specific cognitive mapping across Phases A, B, and C serves as a crucial diagnostic instrument. This mapping enables teachers to provide adaptive interventions for students who have not yet achieved reading mastery. Consequently, tiered literacy is proven to be an effective preventive strategy against the accumulation of reading difficulties. Theoretically and from a policy perspective, this study advocates for a reorientation of literacy programs, shifting from passive habituation to sustainable diagnostic interventions.
References
Agustin, N. E., & Nuroh, E. Z. (2024). Model Problem Based Learning Dalam Pembelajaran Bahasa Indonesia Terhadap Keterampilan Menulis Puisi Siswa Sekolah Dasar. 5(1).
Aryani, W. D., & Purnomo, H. (2023). Gerakan Literasi Sekolah (GLS) Dalam Meningkatkan Budaya Membaca Siswa Sekolah Dasar. 5(2), 71–82.
Azzahra, N. T. (2025). Teori Konstruktivisme Dalam Dunia Pembelajaran. 2(2), 64–75.
Bustomi, Y., Gunadi, F. R., & Dewi, R. S. (2023). GERMABUK “ GERAKAN MEMBACA BUKU ” : Preventif dalam Meningkatan Nilai-Nilai Literasi Pendidikan melalui Perwujudan Sekolah yang Berkarakter. 3(2).
Chall, J. S. (1996). Stages of reading development (2nd ed.). Harcourt Brace College.
Hartini, Y., Apriliya, S., Saputra, E. R., & Mulyadi, S. (2023). Evaluasi Program Gerakan Literasi Baca Tulis Di Sekolah Dasar. 11(1), 110–120.
Hendayana, A. F. et all. (2024). Analisis Kesulitan Membaca Permulaan Pada Siswa Fase A di Sekolah Dasar. 10(September).
Hoover, W. A. (2024). The simple view of reading and its broad types of reading difficulties. Reading and Writing, 37(9), 2277–2298. https://doi.org/10.1007/s11145-023-10471-x
Mardiyanti, L., Maula, L. H., Amalia, A. R., & Heryadi, D. (2022). Upaya Peningkatan Kemampuan Membaca Pemahaman Menggunakan Media Big Book Sukuraga di Sekolah Dasar. 6(4), 6387–6397.
Nasution, N. (2024). DAN SUDUT BACA KELAS , EVALUASI BERKELANJUTAN , PROGRAM. 01(02), 84–91.
Nofriani, E. et. all. (2024). Analisis Kemampuan Membaca Pemahaman Cerita Pendek Pada Fase C Sekolah Dasar. 09, 375–387.
Parera, S. V. (2024). Evaluasi Gerakan Literasi Sekolah di Sekolah Dasar dengan menggunakan Model Evaluasi CIPPO. 82–92.
Priasti, S. N. S. (2021). Penerapan Pendidikan Karakter Gemar Membaca Melalui Program Literasi di Sekolah Dasar. 7(2), 395–407.
Riinawati. (2021). Pengantar Evaluasi Pendidikan (1st ed.). Thema Publishing.
Seran, L., Fernandez, A. J., Nelci, A., Lomi, K., Mardikawati, C. M., Lakapu, M., Febrianti, M., Boo, H., Arnoldus, A., & Sau, J. (2025). Pemetaan Dan Intervensi Literasi Dasar Di Sekolah Dasar Inpres Betun Kota. 8, 105–117.
Setiani, & Halimah. (2024). Peran Orang Tua dalam Pendidikan Anak: Membangun Kolaborasi Efektif dengan Sekolah. Batara Wisnu: Indonesian Journal of Community Services, 2217–2227.
Sirajuddun, S. (2023). Mengenal Penelitian Kualitatif Panduan bagi Peneliti Pemuda. Agma.
Syah, E. F., & Nugroho, O. F. (2022). Optimalisasi Gerakan Literasi Sekolah dalam Menumbuhkan Budaya Membaca Siswa Sekolah Dasar. 2(2), 127–135.
Trenggono, Y., & Winarni, R. (2025). Pemetaan dan Analisis Bibliometrik : Tren Penelitian Pembelajaran Berdiferensiasi dalam Mengatasi Kesulitan Membaca. 14(1), 877–890.
Utami, N. P., Yanti, P. G., Guru, P., Dasar, S., Muhammadiyah, U., & Hamka, P. (2022). Pengaruh Program Literasi terhadap Hasil Belajar Bahasa Indonesia Siswa Sekolah Dasar. 6(5), 8388–8394.
