Analisis Manajemen Pelaksanaan Gerakan Literasi Sekolah pada Siswa Kelas IV SD Negeri 7 Palu

Abstract

Gerakan Literasi Sekolah merupakan upaya membangun kebiasaan membaca dan mendukung kemampuan literasi siswa sekolah dasar. Penelitian ini bertujuan menganalisis manajemen pelaksanaan Gerakan Literasi Sekolah pada siswa kelas IV SD Negeri 7 Palu, meliputi pelaksanaan kegiatan, pengawasan, evaluasi, serta dukungan dan kendala yang dihadapi sekolah. Penelitian menggunakan pendekatan deskriptif kualitatif. Data dikumpulkan melalui observasi, wawancara tertulis dengan kepala sekolah dan wali kelas IV, dokumentasi, serta angket yang melibatkan 19 siswa sebagai responden. Hasil rekapitulasi angket dalam naskah menunjukkan skor total sebesar 1.178 dengan persentase 81,5%. Kegiatan literasi dilaksanakan melalui membaca mandiri, pembacaan cerita oleh guru, diskusi, dan pemanfaatan pojok baca. Kepala sekolah dan guru berperan dalam memberikan arahan, motivasi, serta memantau keterlibatan siswa. Pelaksanaan program masih menghadapi kendala berupa perbedaan kemampuan membaca siswa, keterbatasan waktu pendampingan individual, dan belum tersedianya perpustakaan akibat kebakaran. Temuan ini menunjukkan perlunya pendampingan sesuai kebutuhan siswa, penambahan bahan bacaan, dan evaluasi berkala untuk mendukung keberlangsungan program literasi. 

The School Literacy Movement is an initiative aimed at fostering reading habits and supporting literacy skills among elementary school students. This study aims to analyze the management of the implementation of the School Literacy Movement among fourth-grade students at SD Negeri 7 Palu, focusing on program implementation, monitoring, evaluation, and the support and challenges encountered by the school. This study employed a descriptive qualitative approach. Data were collected through observations, written interviews with the principal and the fourth-grade homeroom teacher, documentation, and a questionnaire administered to 19 students. The questionnaire results reported in the manuscript yielded a total score of 1,178, equivalent to 81.5%. Literacy activities included independent reading, teacher read-aloud sessions, discussions, and the use of a reading corner. The principal and teachers played a role in providing guidance and motivation, as well as monitoring student engagement. The program faced several challenges, including differences in students’ reading abilities, limited time for individual support, and the unavailability of a school library following a fire. These findings indicate the need for needs-based student support, additional reading materials, and regular evaluations to sustain the literacy program.