STRATEGI GURU SD DALAM MENGHADAPI SISWA YANG MENGALAMI KETERLAMBATAN MEMBACA

Siti Bulandari, Haifaturrahmah Haifaturrahmah, Sukron Fujiaturrahman

Abstract


This study aims to analyze elementary school teachers' strategies in dealing with students who experience reading delays through a Systematic Literature Review (SLR) approach to scientific publications from 2015 to 2025. Data were collected from various reputable sources such as Scopus, DOAJ, and Google Scholar, then analyzed based on the focus, variables, and effectiveness of the intervention strategies used. Reading ability is the main foundation for literacy mastery and student academic achievement, but many students still have difficulty recognizing letters, combining syllables, and understanding the meaning of what they read. The results of the review show three main focuses of teacher strategies, namely the application of differentiated, phonics, and multisensory learning; the use of technology and innovative learning media; and collaboration between teachers, parents, and schools. Phonics and multisensory strategies have been proven effective in improving decoding skills, fluency, and reading comprehension. Meanwhile, digital learning technology and cooperation between schools and families also contribute to the success of literacy interventions. However, limitations in teacher training, access to technology, and parental participation remain major challenges. This study emphasizes the importance of improving teacher competence, optimizing technology, and cross-party collaboration to strengthen students' basic literacy in a sustainable manner.


Keywords


strategi guru keterlambatanmembaca Literasi dasar Intervensi membaca Kolaborasi sekolah

Full Text:

PDF

References


Araya, Leonardo Vidal. (2024). THEORETICAL APPROACH FROM DIDACTICS ON STRATEGIES FOR THE DEVELOPMENT OF READING. 4(3), 3860–3882.

Asmail. (2024). The impact of employing the “Reading Progress” tool based on artificial intelligence analyzes via the Microsoft Teams platform on developing reading skills among primary school students.

Atstsaury, Shofian, Hadiyanto, & Supian. (2024). Principal’s Strategy to Improve Teachers Professional Competence. Munaddhomah, 5(1), 1–10. https://doi.org/10.31538/munaddhomah.v5i1.775

Blain, Sylvie. (2023). Une recherche-développement dans le contexte pandémique : création de livres animés pour favoriser le développement de la compréhension en lecture chez les apprentis lecteurs francophones en milieu minoritaire. Language and Literacy, 25(1), 78–104. https://doi.org/10.20360/langandlit29659

Chaudhary, Tripti. (2024). Parental Engagement to Promote a Reading Culture in the Tharu Community. Journal of Multidisciplinary Research Advancements, 2(1), 14–25. https://doi.org/10.3126/jomra.v2i1.66632

Coggins, Joanne V, & Briggs, Laura C. (2023). Reading on the Ropes: A Pilot Study of an Accelerated Remediation Program with Alternative High School Students. Language Arts Journal of Michigan, 38(1). https://doi.org/10.9707/2168-149x.2352

Cuddington, Kim, Abbott, Karen C., Adler, Frederick R., Aydeniz, Mehmet, Dale, Rene, Gross, Louis J., Hastings, Alan, Hobson, Elizabeth A., Karatayev, Vadim A., Killion, Alexander, Madamanchi, Aasakiran, Marraffini, Michelle L., Mccombs, Audrey L., Samyono, Widodo, Shiu, Shin Han, Watanabe, Karen H., & White, Easton R. (2023). Challenges and opportunities to build quantitative self-confidence in biologists. BioScience, 73(5), 364–375. https://doi.org/10.1093/biosci/biad015

Dean, Jessica, Pascoe, Michelle, & Roux, Janele. (2021). Information and communication technology reading interventions: A scoping review. Reading and Writing (South Africa), 12(1). https://doi.org/10.4102/RW.V12I1.294

Denton, Carolyn A., Montroy, Janelle J., Zucker, Tricia A., & Cannon, Grace. (2021). Designing an Intervention in Reading and Self-Regulation for Students With Significant Reading Difficulties, Including Dyslexia. Learning Disability Quarterly, 44(3), 170–182. https://doi.org/10.1177/0731948719899479

Djamila, Dr. SEGHIER. (2024). The Importance of Collaboration Between Family and School as a Gateway to Children’s Academic Success. 24, 1–19.

Estiani, Septi Wahyu, & Hasanah, Enung. (2022). Principal’s Leadership Role in Improving Teacher Competence. Nidhomul Haq : Jurnal Manajemen Pendidikan Islam, 7(2), 229–241. https://doi.org/10.31538/ndh.v7i2.2281

Flaugnacco, Elena, Lopez, Luisa, Terribili, Chiara, Montico, Marcella, Zoia, Stefania, & Schön, Daniele. (2015). Music training increases phonological awareness and reading skills in developmental dyslexia: A randomized control trial. PLoS ONE, 10(9), 1–17. https://doi.org/10.1371/journal.pone.0138715

Ford, Tamsin, Hayes, Rachel, Byford, Sarah, Edwards, Vanessa, Fletcher, Malcolm, Logan, Stuart, Norwich, Brahm, Pritchard, Will, Allen, Kate, Allwood, Matthew, Ganguli, Poushali, Grimes, Katie, Hansford, Lorraine, Longdon, Bryony, Norman, Shelley, Price, Anna, & Ukoumunne, Obioha C. (2019). The effectiveness and cost-effectiveness of the Incredible Years ® Teacher Classroom Management programme in primary school children: Results of the STARS cluster randomised controlled trial. Psychological Medicine, 49(5), 828–842. https://doi.org/10.1017/S0033291718001484

García-Martínez, Inmaculada, Montenegro-Rueda, Marta, Molina-Fernández, Elvira, & Fernández-Batanero, José María. (2021). Mapping teacher collaboration for school success. School Effectiveness and School Improvement, 32(4), 631–649. https://doi.org/10.1080/09243453.2021.1925700

González Castellón, Esther María, Carbonell Bernal, Noelia, Aguaded Gómez, María Cinta, & Asensio Quirant, Gemma Teresa. (2020). Uso de la herramienta «CMAPS TOOLS» como ayuda para la comprensión lectora de alumnado de Primaria. Tendencias Pedagógicas, 37, 145–155. https://doi.org/10.15366/tp2021.37.012

Gourvennec, Aslaug Fodstad, Solheim, Oddny Judith, Foldnes, Njål, Uppstad, Per Henning, & McTigue, Erin M. (2024). Shared responsibility between teachers predicts student achievement: A mixed methods study in Norwegian co-taught literacy classes. In Journal of Educational Change (Vol. 25). https://doi.org/10.1007/s10833-022-09472-4

Hadinegoro, Arifiyanto, & Reza, Muhamad Syah. (2022). Media Pembelajaran Aksara Jawa Interaktif Menggunakan Text Recognition. Explore, 12(2), 148–155. https://doi.org/10.35200/ex.v12i2.79

Haidir, Haidir, Arizki, Muhammad, & Fariz, Miftah. (2021). An Innovation of Islamic Religious Education in The Era of The Industrial Revolution 4.0 in Elementary School. Nazhruna: Jurnal Pendidikan Islam, 4(3), 720–734. https://doi.org/10.31538/nzh.v4i3.1688

Hasan, Laili Mas Ulliyah, Nurharini, Firdausi, & Hasan, Izzah Nur Hudzriyah. (2024). Kolaborasi antara Guru Bahasa Arab, Orang Tua dan Terapis dalam Mendukung Pembelajaran Bahasa Arab Anak Berkebutuhan Khusus di Sekolah Inklusi. Journal of Practice Learning and Educational Development, 4(1), 44–54. https://doi.org/10.58737/jpled.v4i1.260

Hazaymeh, Wafa A., & Khasawneh, Mohamad Ahmad Saleem. (2025). Exploring the Efficacy of Multisensory Techniques in Enhancing Reading Fluency for Dyslexic English Language Learners. World Journal of English Language, 15(1), 146–159. https://doi.org/10.5430/wjel.v15n1p146

Holloway, Emily R. (2023). A Phenomenological Study of Middle School Teachers’ Experiences with Cross-Curricular Learning.

Ismail, Md Jais, Hamuzan, Hawa Aqilah, & Maarof, Nurul Hafizah. (2021). MENEROKA TINGKAH LAKU UNIK PELAJAR PINTAR CERDAS BERBAKAT AKADEMIK: Exploring Unique Behavior of Gifted Students with Academic Talented. Malaysian Journal of Learning and Instruction, 18(2), 301–328. https://doi.org/10.32890/mjli2021.18.2.11

Kearns, Devin M., & Hiebert, Elfrieda H. (2022). The Word Complexity of Primary-Level Texts: Differences Between First and Third Grade in Widely Used Curricula. Reading Research Quarterly, 57(1), 255–285. https://doi.org/10.1002/rrq.429

Khofifah, Siti, & Ramadan, Zaka Hadikusuma. (2021). Literacy conditions of reading, writing and calculating for elementary school students. Journal of Educational Research and Evaluation, 5(3), 342–349. Retrieved from https://ejournal.undiksha.ac.id/index.php/JERE/article/download/37429/20460

Kosilah, Kosilah, Suarti, Suarti, Manan, Manan, & Aljaber, Fani. (2023). Teachers’ Efforts in Overcoming Difficulties Learning to Read in Elementary School Students. Edunesia: Jurnal Ilmiah Pendidikan, 4(3), 1459–1472. https://doi.org/10.51276/edu.v4i3.561

Kristanti, Maria, Cahyani, Isah, & Suhartono, Suhartono. (2024). Profile of School Partnership Collaboration Model with Parents to Support Educational Success at SD Terang Nusantara. Asian Journal of Social and Humanities, 2(5), 1065–1076. https://doi.org/10.59888/ajosh.v2i5.240

Lovett, Maureen W., Frijters, Jan C., Wolf, Maryanne, Steinbach, Karen A., Sevcik, Rose A., & Morris, Robin D. (2017). Early Intervention for Children at Risk for Reading Disabilities: The Impact of Grade at Intervention and Individual Differences on Intervention Outcomes.

Mai Sri Lena, Sahrun Nisa, Silvi Wardahtun Aisyah, & Rizka Khairani. (2023). Analisis Peran Orang Tua Dalam Peningkatan Literasi Anak Usia Sekolah Dasar. Education : Jurnal Sosial Humaniora Dan Pendidikan, 3(2), 118–128. https://doi.org/10.51903/education.v3i2.341

Mardiyanti, Diyah, & Purwandari, Ristiana Dyah. (2025). Teacher Strategies in Overcoming Early Reading Difficulties Among First Grade Students at Ki Bagus Hadikusumo Class, SD UMP. Proceedings Series on Social Sciences & Humanities, 25(3), 297–301. https://doi.org/10.30595/pssh.v25i.1708

Moreschi, Mariana Dos santos Moretto, & Barrera, Sylvia Domingos. (2017). Programa Multissensorial/Fônico: efeitos em pré-escolares em risco de apresentarem dificuldades de alfabetização. Psico, 48(1), 70. https://doi.org/10.15448/1980-8623.2017.1.24197

Mulaudzi, Israel Creleanor. (2023). Challenges Faced By First-Year University Students: Navigating the Transition to Higher Education. Journal of Education and Human Development, 12(2), 79–87. https://doi.org/10.15640/jehd.v12n2a8

Murray, Elise, & Murray, Stacey. (2022). Journal : The Journal of the Teacher Education Division of the Kentucky Council for Exceptional Children 7 Hands-on Strategies for Struggling Readers 7 Hands-on Strategies for Struggling Readers. 9.

Muttaqien, Muhammad Insan, & Arrum, Rayindha Melya. (2021). Peran Media pada Keterampilan Membaca Teks Digital di Sekolah Dasar: Tinjauan Literatur Sistematis. Jurnal Pedagogik Pendidikan Dasar, 8(1), 27–38. https://doi.org/10.17509/jppd.v8i1.33381

Norman, Andrea. (2023). Educational technology for reading instruction in developing countries: A systematic literature review. Review of Education, 11(3), 1–42. https://doi.org/10.1002/rev3.3423

Norton, M. Scott, & Nufeld, Jean C. (2002). Parental Involvement in Schools: Why It Is Important and How to Get It. Journal of School Public Relations, 23(1), 45–58. https://doi.org/10.3138/jspr.23.1.45

Novianti, Ranti, Syihabuddin, & Rochyadi, Endang. (2019). Phonology-based reading instruction to improve dyslexic students’ early reading ability. Indonesian Journal of Applied Linguistics, 9(2), 443–451. https://doi.org/10.17509/ijal.v9i2.20242

Rahmanto, Muhammad Arifin, & Khairul, Adeliyah. (2022). Peran Guru PAI dalam Mengatasi Kesulitan Membaca Al-Qur’an di SMP Islam Arraudhoh. Jurnal Pendidikan Islam, 13(1), 17–23. https://doi.org/10.22236/jpi.v13i1.9118

Soliman, Mohammad Said, & Al-Madani, Feras Mohammed. (2017). The Effects of Multisensory-Based Instruction Combined with Brain-Compatible Environment Techniques on Reading Fluency and Reading Comprehension of Fourth-Grade Students with Dyslexia/Učinci poučavanja utemeljenog na višeosjetilnosti i tehnikama okoline p. Croatian Journal of Education - Hrvatski Časopis Za Odgoj i Obrazovanje, 19(2), 363–397. https://doi.org/10.15516/cje.v19i2.2190

Tupiño, Ruth Milagros Lino, Carcausto-Calla, Wilfredo, Nakiche, Karim Caceres, Gamarra, Silvia Katerinne Samamé, & Shigetomi, Evelin Elena Guzmán. (2023). Differentiated Methodological Strategies for Inclusive Education in Basic Education: Scoping Review. Journal of Educational and Social Research, 13(6), 56–68. https://doi.org/10.36941/jesr-2023-0147

Wanzek, Jeanne, Petscher, Yaacov, Otaiba, Stephanie Al, Rivas, Brenna K., Jones, Francesca G., Kent, Shawn C., Schatschneider, Christopher, & Mehta, Paras. (2017). Effects of a Year Long Supplemental Reading Intervention for Students With Reading Difficulties in Fourth Grade.

Yunisa, & Lubis, Azmil Hasan. (2020). Improving Elementary School Students’ Reading Skills Using Picture Word Cards: How is This Possible? Journal of Indonesian Primary School, 1(2), 9–18. https://doi.org/10.62945/jips.v1i2.95

Zamroni, Edris, Hanurawan, Fattah, Muslihati, Hambali, Im, & Hidayah, Nur. (2022). Trends and Research Implications of Guidance and Counseling Services in Indonesia From 2010 to 2020: A Bibliometric Analysis. SAGE Open, 12(2). https://doi.org/10.1177/21582440221091261




DOI: https://doi.org/10.31764/telaah.v11i1.36773

Refbacks

  • There are currently no refbacks.


_________________________________________________________

Jurnal Ilmiah Telaah
ISSN (Online) 2620-6226 | ISSN (Print) 2477-2429
Email: [email protected]
Tel / fax : (0370)-633723 / (0370)-641906

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.