PENDAMPINGAN KEGIATAN LITERASI BACA UNTUK MENINGKATKAN MINAT BACA ANAK
Abstract
Abstrak: Indonesia menerapkan gerakan literasi sebagai upaya mengatasi rendahnya minat baca anak-anak. Terbatasnya media belajar, sumber belajar, ekonomi keluarga, dan motivasi menyebabkan kurangnya kesadaran anak dalam kegiatan membaca. Keterampilan literasi baca anak-anak menjadi perhatian utama dalam kegiatan ini. Pelaksanaan kegiatan selama 2 hari di desa Karang Rejo, Tarakan, Kalimantan Utara bermula dari observasi di desa tersebut. Pesertanya14 anak kelas rendah (Kelas 1-3 SD). Kegiatan ini berupa pendampingan kegiatan literasi baca yang bertujuan meningkatkan minat baca anak dan agar mudah memeroleh pengetahuan, pemahaman, serta kemampuan kognitif. Akhir kegiatan dievaluasi dengan mengumpulkan data dari setiap aktivitas yang telah berlangsung melalui sesi tanya jawab mengenai bacaan yang diberikan. Selain itu peserta diberikan angket terkait kegiatan literasi ini. Hasil kegiatan ini anak-anak menjadi lebih senang membaca dan dapat memahami bacaan. Tingkat keaktifan anak meningkat menjadi 85% serta anak mampu menjawab pertanyaan dengan baik. Dengan demikian dapat diketahui bahwa kegiatan pendampingan literasi baca ini dapat meningkatkan minat baca anak-anak di desa Karang Rejo kota Tarakan.
Abstract: Indonesia implements a literacy movement to overcome children’s low interest in reading. Limited learning media, learning resources, family economy, and motivation cause children to lack awareness of reading activities. Children’s reading literacy skills are the primary concern in this activity. The activity implementation for 2 days in Karang Rejo village, Tarakan, North Kalimantan, began with observations in the town. The participants were 14 lower-grade children (grades 1-3 of elementary school). This activity is in the form of mentoring reading literacy activities that aim to increase children’s interest in reading and to make it easier to obtain knowledge, understanding, and cognitive abilities. The end of the activity is evaluated by collecting data from each activity that has taken place through a question-and-answer session regarding the reading given. In addition, participants are given a questionnaire related to this literacy activity. The results of this activity are that children become happier reading and can understand the reading. Children’s activity increased to 85%, and children could answer questions well. Thus, it can be seen that this reading literacy mentoring activity can improve children’s interest in reading in Karang Rejo village, Tarakan City.
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DOI: https://doi.org/10.31764/jmm.v9i3.30168
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