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LIBRIA: Library of UIN Ar-Raniry
Published by Universitas Islam Negeri Ar-Raniry Banda Aceh
ISSN : 20861532     EISSN : 25498606     DOI : -
Core Subject : Science, Social,
Library & Information Science Social Sciences
This journal specializes in any topics and subjects related to the Librarianship, information and documentation, also it present the subjects and topics related to archives and literacy
Arjuna Subject : Ilmu Sosial - Perpustakan dan Informasi
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Peran Guru dalam Mendukung Program Gerakan Literasi Sekolah bagi Siswa Berkebutuhan Khusus di SLB TNCC Banda Aceh Rahmah, Tazkiya; Safri, T. Mulkan; Ali Hasan, Nurhayati; Nurrahmi; Nufus, Ade
LIBRIA Vol. 18 No. 2 (2026): LIBRIA: LIBRARY OF UIN AR-RANIRY
Publisher : Universitas Islam Negeri Ar-Raniry Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/36795

Abstract

The School Literacy Movement (Gerakan Literasi Sekolah/GLS) is a strategic education program aimed at cultivating a culture of literacy, yet its implementation in special education schools faces more complex challenges due to the diverse characteristics of students with special needs. This study aims to understand the forms of teachers' roles in supporting the GLS program, the mediation strategies applied across the six basic literacy dimensions of the National Literacy Movement (GLN), and the contribution of these roles to the success of the literacy program for students with special needs at SLB TNCC Banda Aceh. This research employs a qualitative approach with a case study method, using non-participant observation and structured interviews with three informants: the school principal, the head librarian, and the GLS coordinator. The findings show that teachers act as activity designers, classroom mediators, and program report compilers, supported by the librarian as a provider of teaching media and the principal as an activity monitor. Teachers apply mediation strategies tailored to the characteristics of each literacy dimension, although only some of the nine recommended accessible teaching media are optimally utilized. GLS implementation still faces obstacles such as students' limited focus, late arrivals, schedule conflicts, and the absence of technical guidelines for five literacy dimensions beyond reading and writing. This study concludes that the success of GLS at SLB TNCC depends on cross-role collaboration among teachers, the librarian, and the principal in bridging national literacy policy with the real needs of students with special needs. Abstrak Gerakan Literasi Sekolah (GLS) merupakan program strategis pendidikan nasional untuk menumbuhkan budaya literasi, namun implementasinya di satuan pendidikan khusus menghadapi tantangan yang lebih kompleks akibat keragaman karakteristik siswa berkebutuhan khusus. Penelitian ini bertujuan untuk memahami bentuk-bentuk peran guru dalam mendukung program GLS, strategi mediasi yang diterapkan pada enam dimensi literasi dasar Gerakan Literasi Nasional (GLN), serta kontribusi peran tersebut terhadap keberhasilan program literasi bagi siswa berkebutuhan khusus di SLB TNCC Banda Aceh. Penelitian ini menggunakan pendekatan kualitatif dengan metode studi kasus melalui observasi non-partisipan dan wawancara terstruktur terhadap tiga informan, yaitu kepala sekolah, kepala perpustakaan, dan penanggung jawab GLS. Hasil penelitian menunjukkan bahwa guru berperan sebagai perancang mekanisme kegiatan, mediator di ruang kelas, serta penyusun laporan program, yang didukung oleh kepala perpustakaan sebagai penyedia media ajar dan kepala sekolah sebagai pemantau kegiatan. Guru menerapkan strategi mediasi yang disesuaikan dengan karakteristik masing-masing dimensi literasi, meskipun dari sembilan media ajar aksesibel yang direkomendasikan, hanya sebagian yang dimanfaatkan secara optimal. Pelaksanaan GLS masih menghadapi kendala seperti kurangnya fokus siswa, keterlambatan kehadiran, benturan jadwal, serta keterbatasan panduan teknis untuk lima dimensi literasi di luar baca-tulis. Penelitian ini menyimpulkan bahwa keberhasilan GLS di SLB TNCC bertumpu pada kolaborasi lintas peran guru, kepala perpustakaan, dan kepala sekolah dalam menjembatani kebijakan literasi nasional dengan kebutuhan nyata siswa berkebutuhan khusus.

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