Implementasi Pendekatan Balanced Literacy Dalam Pembelajaran Membaca Dan Menulis: Studi Kualitatif Di SD Negeri Tegalharjo
DOI:
https://doi.org/10.31316/esjurnal.v13i1.4649Abstract
Abstrak
Penelitian ini bertujuan mendeskripsikan implementasi pendekatan balanced literacy serta faktor pendukung dan penghambatnya dalam pembelajaran membaca dan menulis di kelas II sekolah dasar. Penelitian menggunakan pendekatan kualitatif dengan desain deskriptif. Subjek penelitian meliputi guru kelas II, siswa, dan kepala sekolah yang dipilih secara purposive. Data dikumpulkan melalui observasi, wawancara, dan dokumentasi, kemudian dianalisis menggunakan model analisis interaktif Miles, Huberman, dan Saldaña. Hasil penelitian menunjukkan bahwa balanced literacy telah diterapkan melalui kegiatan membaca nyaring, membaca terbimbing, dan menulis mandiri yang mendorong partisipasi siswa. Namun, kegiatan membaca bersama, menulis bersama, dan asesmen awal belum terlaksana secara konsisten sehingga pembelajaran berjenjang belum optimal. Faktor pendukung meliputi motivasi siswa, komitmen guru, dan fasilitas literasi kelas, sedangkan keterbatasan waktu dan perbedaan kemampuan siswa menjadi hambatan utama. Penelitian ini berkontribusi dengan memberikan gambaran empiris implementasi balanced literacy di kelas rendah serta menegaskan pentingnya konsistensi strategi dan penguatan asesmen formatif dalam pembelajaran literasi awal
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