Evaluasi Program Literasi Minat Baca Peserta Didik Di SD Negeri 12 Salatiga Menggunakan Discrepancy Evaluation Model - Berliana P, Yonna Rahma; Mawardi (Elementary School: Jurnal Pendidikan dan Pembelajaran ke-SD-an, 2024)
Abstrak Tujuan penelitian ini untuk mengevaluasi program literasi di SD Negeri 12 Salatiga. Penelitian ini merupakan penelitian evaluatif menggunakan model Discrepancy Evaluation Model melalui 5 tahapan desain, instalasi, proses, produk dan pembandingan. Data dikumpulkam menggunakan wawancara kepala sekolah dan tiga wali kelas rendah, observasi, dan dokumentasi. Teknik analisis data terdiri dari pengumpulan data, penyajian data, dan verifikasi. Berdasarkan penelitian tujuan program telah tercapai meski belum sepenuhnya. Hasil penelitian mengemukakan bahwa program literasi di SD Negeri 12 Salatiga dinilai baik dengan deskripsi aspek desain ada satu kesenjangan yaitu tidak ada kriteria program, aspek instalasi ada satu kesenjangan kurangnya sarana dan prasarana, aspek proses ditemukan dua kesenjangan kurangnya partisipasi peserta didik dan respon wali kelas, dan pada aspek produk tidak ditemukan kesenjangan. Dalam aspek pembandingan dengan program lain, masing-masing program bermanfaat tetapi saling menunjang. Dengan ini peneliti dapat menyarankan melanjutkan program dengan memodifikasi dan menyempurnakan tujuannya. Kata Kunci: program evaluasi, discrepancy, literasi   Abstract The aim of this research is to evaluate the literacy program at SD Negeri 12 Salatiga. This research is an evaluative research using the Discrepancy Evaluation Model through 5 stages of design, installation, process, product and comparison. Data was collected using interviews with the principal and three lower grade teachers, observation and documentation. Data analysis techniques consist of data collection, data presentation, and verification. Based on research, the program objectives have been achieved, although not completely. The results of the research showed that the literacy program at SD Negeri 12 Salatiga was assessed as good with a description of the design aspect, there was one gap, namely there were no program criteria, there was one gap in the installation aspect, there was a lack of facilities and infrastructure, two gaps were found in the process aspect, lack of student participation and the response of the class teacher, and in the product aspect no gaps were found. In the aspect of comparing with other programs, each program is useful but supports each other. With this, researchers can suggest continuing the program by modifying and refining its objectives Keywords: program evaluation, discrepancy, literacy