OPTIMALISASI GERAKAN LITERASI SEKOLAH MELALUI KREATIVITAS GURU SEKOLAH DASAR - Sri Hapsari Wijayanti; Josep Tjahjo Baskoro; May Triyanti Manalu; Caroline Rachel (Universitas Muhammadiyah Mataram, 2023)
Abstrak: Sejak 2016 Indonesia telah menggagas GLS untuk menumbuhkan minat membaca pada siswa di semua jenjang pendidikan. Akan tetapi, tidak semua sekolah dapat menerapkannya dengan lancar, seperti SDN Anamui, Kecamatan Cisauk, Kabupaten Tangerang. Kegiatan pengabdian kepada masyarakat ini bertujuan menggerakkan budaya literasi baca-tulis di SDN Anamui. Peserta kegiatan ini berjumlah sembilan orang, yaitu guru dan siswa. Kegiatan berlangsung selama Mei-Juni 2023 dengan memberikan edukasi literasi baca-tulis melalui teknik ceramah, sharing, dan diskusi. Setelah edukasi, guru mengimplementasikan GLS di kelas masing-masing. Setelah implementasi, diadakan lomba menulis dan berbicara. Dari evaluasi kegiatan, telah terjadi peningkatan pengetahuan guru mengenai GLS sebesar 36 poin dari nilai rerata pretest dan posttest. Guru telah menerapkan teknik membaca dengan baik dan memanfaatkan YouTube sebagai sumber literasi digital. Bahkan, secara kreatif dan inovatif, guru melakukan kegiatan pascamembaca berbantuan media pembelajaran yang diciptakan sendiri. Keberhasilan kegiatan literasi membutuhkan bukan saja komitmen sekolah, melainkan juga keterlibatan orang tua dan komite sekolah, agar dapat berjalan secara maksimal.Abstract: Since 2016, Indonesia has initiated the School Literacy Movement (GLS) to foster interest in reading in students at all levels of education. However, not all schools can implement it smoothly, such as SDN Anamui, Cisauk District, Tangerang Regency. This community service activity aims to drive the culture of literacy at SDN Anamui. The participants of this activity were teachers and students, a total of nine persons. The activity will occur during May-June 2023 by providing literacy education through lectures, sharing, and discussion techniques. After education, teachers implement GLS in their classrooms. After implementation, a writing and speaking competition was held. From the evaluation of activities, there has been an increase in teacher knowledge about literacy by 36 points from the average pretest and posttest scores. Teachers have applied reading techniques well and utilize YouTube as a source of digital literacy. Creatively and innovatively, teachers carry out post-reading activities with the help of self-created learning media. The success of literacy activities requires not only school commitment but also the involvement of parents and school committees so that they can run optimally.