Electronic Theses and Dissertation

Penelitian ini bertujuan untuk mendeskripsikan implementasi gerakan literasi. Penelitian ini menggunakan pendekatan kualitatif dengan metode deskriptif. Subjek penelitian ini terdiri dari kepala sekolah, guru, pustakawan dan siswa. Data dalam penelitian ini berupa hasil observasi, wawancara dan dokumentasi. Teknik pengumpulan data dilakukan dengan metode observasi, wawancara dan dokumentasi. Berdasarkan hasil penelitian menunjukkan bahwa implementasi Gerakan Literasi Sekolah di SMP Negeri 2 Kuala Simpang dalam dimensi literasi baca tulis terlaksana dengan baik dengan mengikuti beberapa tahapan dari GLS, meliputi: (1) Perencanaan, yang mencakup persiapan Sumber Daya Manusia, sarana-prasarana, termasuk beragam sumber bacaan, perpustakaan, dan teknologi pendukung pembelajaran, serta dukungan pemerintah; (2) pelaksanaan, yang mencakup tiga tahapan, yaitu pembiasaan, pengembangan dan pembelajaran; (3) evaluasi, yang mencakup tingkat keberhasilan program serta faktor pendukung dan penghambat dalam menjalankan program. Implementasi GLS dikategorikan “sedang” sesuai dengan rapor pendidikan yang menyatakan bahwa kemampuan literasi mencapai persentase 66,67%, skor tersebut menunjukkan peserta didik telah mencapai skor minimum. Namun, dalam pelaksanaannya masih terdapat kendala dalam mengimplementasikan, seperti rendahnya minat baca siswa. Selain itu, kurangnya dana juga menjadi salah satu kendala yang dihadapi dan juga terdapat kendala waktu yang tergolong singkat.

This study aims to describe the implementation of the literacy movement. This study uses a qualitative approach with a descriptive method. The subjects of this study consist of school principals, teachers, librarians, and students. The data in this study are in the form of observations, interviews, and documentation. Data collection techniques were carried out using observation, interview, and documentation methods. The results of the study show that the implementation of the School Literacy Movement at SMP Negeri 2 Kuala Simpang in the dimension of reading and writing literacy was carried out well by following several stages of the GLS, including: (1) Planning, which includes the preparation of human resources, facilities and infrastructure, including various reading sources, libraries, and learning support technology, as well as government support; (2) implementation, which includes three stages, namely habituation, development, and learning; (3) evaluation, which includes the level of program success as well as supporting and inhibiting factors in running the program. The implementation of GLS is categorized as “moderate” according to the education report card, which states that literacy skills have reached a percentage of 66.67%. This score indicates that students have achieved the minimum score. However, there are still obstacles in its implementation, such as low student interest in reading. In addition, lack of funds is also one of the obstacles faced, as well as a relatively short time frame.