Penguatan Program Literacy Adventure Berbasis Pohon Literasi di Sekolah Dasar

Abstract

Abstrak: Budaya literasi di sekolah dasar perlu diperkuat melalui kegiatan yang tidak hanya berfokus pada membaca, tetapi juga melibatkan aktivitas memahami, mencatat, dan menyampaikan informasi. Program Literacy Adventure berbasis Pohon Literasi dilaksanakan di SDN 2 Praya sebagai upaya memperkuat kegiatan literasi peserta didik melalui aktivitas membaca dan pascabaca yang lebih aktif dan partisipatif. Kegiatan pengabdian kepada masyarakat ini bertujuan untuk memperkuat pelaksanaan program literasi melalui pemanfaatan kartu literasi dan media Pohon Literasi. Metode pelaksanaan menggunakan pendekatan deskriptif kualitatif dengan melibatkan 15 peserta didik kelas V dan 1 guru. Pengumpulan data dilakukan melalui kuesioner, observasi, wawancara, dan dokumentasi. Pelaksanaan kegiatan meliputi membaca bahan bacaan, mencatat informasi pada kartu literasi, mempresentasikan hasil bacaan, dan memajang hasil kegiatan pada Pohon Literasi. Hasil kuesioner menunjukkan bahwa dari 150 tanggapan yang terkumpul, sebanyak 147 tanggapan (98%) berada dalam kategori puas dan 3 tanggapan (2%) berada dalam kategori tidak puas. Delapan dari sepuluh pernyataan memperoleh respons puas sebesar 100%, sedangkan pernyataan mengenai pengalaman belajar yang menyenangkan memperoleh 93,3% dan kepuasan mengikuti program memperoleh 86,7%. Hasil tersebut menunjukkan bahwa program memperoleh respons positif dari sebagian besar peserta didik. Program Literacy Adventure berbasis Pohon Literasi dapat menjadi salah satu alternatif kegiatan untuk mendukung penguatan budaya literasi di sekolah dasar. Keberlanjutan program memerlukan pendampingan guru, variasi kegiatan membaca dan pascabaca, serta pemanfaatan Pohon Literasi secara konsisten.

Abstract: A culture of literacy in elementary schools needs to be strengthened through activities that not only focus on reading but also involve understanding, taking notes, and conveying information. The Literacy Adventure Program, based on the Literacy Tree model, was implemented at SDN 2 Praya as an effort to strengthen students’ literacy skills through more active and participatory reading and post-reading activities. This community service activity aims to strengthen the implementation of literacy programs through the use of literacy cards and the “Literacy Tree” media. The study employed a qualitative descriptive approach, involving 15 fifth-grade students and 1 teacher. Data collection was conducted through questionnaires, observations, interviews, and documentation. The activities included reading materials, recording information on literacy cards, presenting what they had read, and displaying the results of the activities on the Literacy Tree. The questionnaire results show that of the 150 responses collected, 147 (98%) fell into the “satisfied” category and 3 (2%) fell into the “dissatisfied” category. Eight out of ten statements received a 100% satisfaction rating, while the statement regarding an enjoyable learning experience received a 93.3% satisfaction rating and the statement regarding satisfaction with the program received an 86.7% satisfaction rating. The results indicate that the program received a positive response from the majority of students. The Literacy Adventure program, based on the “Literacy Tree” concept, can serve as an alternative activity to support the strengthening of a culture of literacy in elementary schools. The program’s sustainability requires teacher support, a variety of reading and post-reading activities, and consistent use of the Literacy Tree.