Pengembangan Diri siswa kelas 5 SLB N 1 Bangli melalui pembelajaran multiliterasi berbantuan buku cerita anak bergambar

Abstract

Abstrak

Sejalan dengan Tujuan Pembangunan Berkelanjutan (TPB) keempat yaitu pendidikan yang berkualitas, setara, inklusif, serta mendukung kesempatan belajar seumur hidup, maka pendidikan berkualitas menjadi hak semua orang. Setiap individu memiliki akses yang setara terhadap sumber daya, peluang, dan keputusan. Tujuan dari kegiatan Pengabdian kepada Masyarakat (PkM) ini adalah untuk meningkatkan pendidikan berkualitas yang inklusif bagi siswa di SLB N 1 Bangli melalui pembelajaran multiliterasi. Kegiatan PkM ini berbantuan buku cerita anak bergambar. Pendampingan pembelajaran multiliterasi perlu diterapkan di kelas V SLB N 1 Bangli untuk pengembangan diri peserta didik. Model pembelajaran multiliterasi cocok diterapkan menggunakan media pembelajaran buku cerita anak bergambar dwibahasa (Bahasa Bali dan Bahasa Indonesia). Dimensi multiliterasi dalam media buku cerita anak bergambar dwibahasa ini meliputi literasi baca, literasi visual, literasi budaya dan kewargaan. Pendampingan dilaksanakan selama satu semester yaitu pada semester ganjil 2024/2025. Sebanyak 5 (lima) buah buku cerita anak bergambar jenjang B1, B2, dan B3 digunakan dalam kegiatan ini. Buku cerita anak bergambar menggunakan dua bahasa yaitu Bahasa Bali dan Bahasa Indonesia . Tahapan pelaksanaan PKM ini meliputi distribusi buku cerita anak, persiapan, serta pelaksanaan. Sebanyak 15 (lima belas) judul buku didistribusikan untuk media pembelajaran Seni dan Budaya. Observasi awal dilakukan melalui wawancara dengan guru kelas V, SLB N 1 Bangli, dilanjutkan dengan pendampingan dilakukan terhadap 12 orang siswa kelas V. Pendampingan selama satu semester memberikan hasil peningkatan literasi baca, literasi tulis, serta literasi budaya siswa kelas 5 SLB N 1 Bangli sebesar masing-masing 64.73%; 67.64%; serta 79.03%.

Kata kunci: multiliterasi; GEDSI; anak berkebutuhan khusus; buku cerita bergambar; buku cerita bahasa Bali

Abstract

In adherence to the fourth Sustainable Development Goal (SDG 4), which stipulates quality, equitable, and inclusive education and promotes lifelong learning opportunities, quality education is established as a universal right. Consequently, every individual is entitled to equal access to resources, opportunities, and decision-making processes. The objective of this Community Service (PkM) initiative was to enhance quality, inclusive education for students at SLB N 1 Bangli through the implementation of multiliteracies learning. This PkM activity utilized illustrated children's storybooks as a learning resource. The multiliteracies learning assistance was implemented in the fifth-grade classroom (Class V) of SLB N 1 Bangli to facilitate student self-development. The multiliteracies learning model was specifically tailored to be delivered using bilingual (Balinese and Indonesian) illustrated children's storybooks. The multiliteracy dimensions integrated into this bilingual medium included reading literacy, visual literacy, and cultural and civic literacy. The intervention was conducted over one semester, specifically during the odd semester of the 2024/2025 academic year. A total of five (5) illustrated children's storybooks at the B1, B2, and B3 reading levels were utilized in the core activity. These illustrated books were presented bilingually (Balinese and Indonesian) and contained local cultural values and wisdom. The implementation stages of this PkM included the distribution of children's storybooks, preparation, and execution. A total of fifteen (15) book titles were distributed to serve as a learning medium for Arts and Culture subjects. Initial observation was conducted via interviews with the class V teacher at SLB N 1 Bangli, followed by direct assistance provided to 12 students in Class V. The one-semester intervention yielded positive outcomes: reading literacy, writing literacy, and cultural literacy among the fifth-grade students at SLB N 1 Bangli increased by 64.73%, 67.64%, and 79.03%, respectively.

Keywords: multiliteracy; GEDSI; children with special needs; picture children’s book; Balinese languange picture book