Identifikasi Wawasan Literasi Dasar Guru Dalam Pembelajaran Berbasis Level Kemampuan Siswa

Muhammad Erfan, Mohammad Archi Maulyda, Lalu Hamdian Affandi, Awal Nur Kholifatur Rosyidah, Itsna Oktaviyanti, Iwan Hamdani

Abstract


Penelitian ini bertujuan untuk mengidentifikasi pemahaman guru mengenai keterampilan literasi dasar berbasis pembelajaran sesuai level kemampuan siswa. Penelitian ini merupakan penelitian deskriptif-kualitatif yang menguraikan wawasan dan pemahaman mengenai kemampuan literasi dasar guru yang berasal dari 6 Sekolah Dasar (SD) di Desa Karang Sidemen, Kecamatan Batukliang Utara Kabupaten Lombok Tengah, Nusa Tenggara Barat. Kegiatan penelitian dilakukan bersamaan dengan kegiatan pelatihan Program Semua Anak Cakap Literasi dan Numerasi Dasar (CERDAS) bagi guru-guru SD di Desa Karang Sidemen. Proses pengumpulan data dilakukan dengan soal tes kemampuan literasi dasar yang diberikan kepada 30 subjek penelitian. Setiap subjek dikaji berdasarkan capaian untuk masing-masing indikator penguasaan komponen pendekatan semua anak CERDAS, ruang lingkup kemampuan literasi dasar, pengelompokan siswa berdasarkan kemampuan literasi dasar, serta level kemampuan literasi dasar siswa. Hasil penelitian menunjukkan bahwa dari 30 orang guru yang mengerjakan soal tes literasi dasar, hanya 3 orang guru yang skornya > 70. Selain itu, sekolah diteliti yang memiliki wawasan literasi dasar terendah adalah SDN Karang Sidemen dan SDN Repuk Sintung Barat.


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References


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Tamaya, E. E., Suyono, S., & Roekhan, R. (2018). Membaca-Menulis sebagai Metode Belajar Analisis Meta-Teori. Jurnal Pendidikan: Teori, Penelitian, Dan Pengembangan, 3(3), 349–356.

Ahmed, M. (2020). A Case Study on the Development of Adult Language, Literacy and Numeracy Skills. EAI Endorsed Transactions on E-Learning, 6(19), 159602. https://doi.org/10.4108/eai.30-10-2018.159602

Amro, H. J., Mundy, M.-A., & Kupczynski, L. (2015). The effects of Age and Gender on student achievement in face-toface and online college algebra classes. Research in Higher Education Journal, 27(1), 1–22.

Awofala, A. O. A., & Blessing, A. E. (2014). Assessing Adult Learner’s Numeracy as Related to Gender and Performance in Arithmetic. Journal of New Approaches in Educational Research, 3(2), 83–92. https://doi.org/10.7821/naer.3.2.83-92

Banerji, R., & Chavan, M. (2016). Improving literacy and math instruction at scale in India’s primary schools: The case of Pratham’s Read India program. Journal of Educational Change, 17(4), 453–475. https://doi.org/10.1007/s10833-016-9285-5

Catalano, M. (2014). A Sampling of Popular Books for Numeracy Readers. Numeracy, 7(1), 89–119. https://doi.org/10.5038/1936-4660.7.1.7

Creswell, J. W. (2014). Research Design: Qualitative, Quantitative and Mixed Methods Approaches (4th ed.). SAGE.

Garcia-Pérez, J. I., Hidalgo-Hidalgo, M., & Robles-Zurita, J. A. (2014). Does grade retention affect students’ achievement? Some evidence from Spain. Applied Economics, 46(12), 1373–1392.

Geary, D. C., Hoard, M. K., Nugent, L., & Bailey, D. H. (2013). Adolescents’ Functional Numeracy Is Predicted by Their School Entry Number System Knowledge. PLoS ONE, 8(1), e54651. https://doi.org/10.1371/journal.pone.0054651

Gittens, C. A. (2015). Assessing Numeracy in the Upper Elementary and Middle School Years. Numeracy, 8(1), 15–28. https://doi.org/10.5038/1936-4660.8.1.3

Glazier, R. A., Hamann, K., Pollock, P. H., & Wilson, B. M. (2020). Age, Gender, and Student Success: Mixing Face-to-Face and Online Courses in Political Science. Journal of Political Science Education, 16(2), 142–157. https://doi.org/10.1080/15512169.2018.1515636

Irianto, P. O., & Febrianti, L. Y. (2017). Pentingnya Penguasaan Literasi Bagi Generasi Muda dalam Menghadapi MEA. Proceedings of Education and Language International Conference, 640–647.

Kaye, E. L., & Lose, M. K. (2019). As Easy as ABC? Teaching and Learning About Letters in Early Literacy. The Reading Teacher, 72(5), 599–610. https://doi.org/10.1002/trtr.1768

Lakhsman, S. (2019). Improving reading and arithmetic outcomes at Pratham ’ s approach to teaching and learning Improving reading and arithmetic outcomes at scale : Teaching at the Right Level ( TaRL ), Pratham ’ s approach to teaching and learning. Revue Internationale d’éducation de Sèvres, 1(June), 1–6.

Litkowski, E. C., Duncan, R. J., Logan, J. A. R., & Purpura, D. J. (2020). Alignment Between Children’s Numeracy Performance, the Kindergarten Common Core State Standards for Mathematics, and State-Level Early Learning Standards. AERA Open, 6(4), 233–245. https://doi.org/10.1177/2332858420968546

Lubis, S. S. W. (2020). Membangun Budaya Literasi Membaca dengan Pemanfaatan Media Jurnal Baca Harian. PIONIR: JURNAL PENDIDIKAN, 9(1). https://doi.org/10.22373/pjp.v9i1.7167

Momanyi, J. M., Too, J., & Simiyu, C. (2015). Effect of Students’ Age on Academic Motivation and Academic Performance among High School Students in Kenya. Asian Journal of Education and E-Learning, 3(5), 337–342.

Mueller, S. M., & Brand, M. (2018). Approximate Number Processing Skills Contribute to Decision Making Under Objective Risk: Interactions With Executive Functions and Objective Numeracy. Frontiers in Psychology, 9(1), 251–268. https://doi.org/10.3389/fpsyg.2018.01202

Navarro, J.-J., García-Rubio, J., & Olivares, P. R. (2015). The Relative Age Effect and Its Influence on Academic Performance. PLOS ONE, 10(10), e0141895. https://doi.org/10.1371/journal.pone.0141895

Nurhayati, E., Sapdiani, R., Sudrajat, R. T., & Farihah, Z. L. (2019). Pengaruh Tabungan Literasi Terhadap Pembelajaran Menulis Teks Tanggapan di Sekolah Menengah Pertama Negeri 2 Cimahi. DIGLOSIA: Jurnal Pendidikan, Kebahasaan, Dan Kesusastraan Indonesia, 3(2), 76–91.

Reutzel, P., Mohr, K. A., & Jones, C. D. (2019). Exploring the relationship between letter recognition and handwriting in early literacy development. Journal of Early Childhood Literacy, 19(3), 349–374. https://doi.org/10.1177/1468798417728099

Saonah, S. (2018). Meningkatkan Kemampuan Membaca dan Menulis Permulaan dengan Media Gambar di Kelas I SD Negeri 222 Pasir Pogor. Jurnal Elementaria Edukasia, 1(1), 101–107.

Smeru Research Institute. (2016). Sintesis Hasil Studi Diagnostik Pembelajaran Pendidikan Dasar di Enam Kabupaten Mitra INOVASI di Provinsi Nusa Tenggara Barat.

Sobari, T., Abdurrakhman, D., & Azzahra, I. S. S. (2019). Peningkatan Kemampuan Menulis dan Membaca Melalui Implementasi Kultur Literasi Siswa SMP. Diglosia – Jurnal Pendidikan, Kebahasaan, Dan Kesusastraan Indonesia, 3(2), 92–102.

Tamaya, E. E., Suyono, S., & Roekhan, R. (2018). Membaca-Menulis sebagai Metode Belajar Analisis Meta-Teori. Jurnal Pendidikan: Teori, Penelitian, Dan Pengembangan, 3(3), 349–356.




DOI: https://doi.org/10.29408/didika.v7i1.3520

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