Evaluating the Dongeng Tambora Keliling Mobile Storytelling Program in Supporting Children’s Reading Literacy
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Program literasi membaca dalam pendidikan nonformal dan berbasis masyarakat memerlukan model penyampaian yang menarik bagi anak sekaligus sesuai dengan kebutuhan lokal. Penelitian ini mengevaluasi Dongeng Tambora Keliling, yaitu program mendongeng bergerak yang dilaksanakan oleh Sanggar Kegiatan Belajar (SKB) Kabupaten Dompu, Indonesia. Penelitian menggunakan desain evaluasi deskriptif kuantitatif berbasis model CSE-UCLA yang mencakup empat komponen, yaitu penilaian kebutuhan, perencanaan program, evaluasi formatif, dan evaluasi sumatif. Populasi penelitian berjumlah sekitar 215 anak yang pernah mengikuti kegiatan program pada empat lokasi. Dengan teknik simple random sampling dan rumus Slovin pada toleransi kesalahan 10%, diperoleh 68 anak sebagai responden. Data dikumpulkan melalui angket skala Likert lima poin yang terdiri atas 16 butir, observasi partisipatif, dan dokumentasi program. Analisis persentase deskriptif menunjukkan bahwa seluruh komponen berada pada kategori “sangat efektif”, yaitu penilaian kebutuhan 81,39%, perencanaan program 92,22%, evaluasi formatif 87,79%, dan evaluasi sumatif 88,16%, dengan rerata keseluruhan 87,39%. Komponen terkuat adalah perencanaan program, yang menunjukkan bahwa bahan bacaan sesuai usia, media visual, dan fasilitas pendukung dinilai sangat sesuai oleh peserta. Responden juga menunjukkan keterlibatan, kepuasan, pemahaman, dan kemampuan menceritakan kembali isi cerita yang positif. Temuan ini mendukung pemanfaatan mendongeng bergerak sebagai strategi literasi berbasis masyarakat yang menjanjikan. Namun, karena penelitian tidak menggunakan pretest-posttest, kelompok pembanding, atau pengujian inferensial, hasil harus ditafsirkan sebagai bukti tingginya efektivitas program berdasarkan persepsi peserta, bukan sebagai bukti kausal peningkatan kemampuan literasi.
Evaluating the Dongeng Tambora Keliling Mobile Storytelling Program for Children’s Reading Literacy in Dompu
Reading literacy initiatives in nonformal and community education require delivery models that are engaging for children while remaining responsive to local needs. This study evaluated Dongeng Tambora Keliling, a mobile storytelling program implemented by Sanggar Kegiatan Belajar (SKB) Kabupaten Dompu, Indonesia. A quantitative descriptive evaluation design based on the CSE-UCLA framework was employed to examine four components: need assessment, program planning, formative evaluation, and summative evaluation. The study population comprised approximately 215 children who had participated in program activities at four locations. Using simple random sampling and the Slovin formula with a 10% margin of error, 68 children were selected as respondents. Data were collected using a 16-item five-point Likert questionnaire, participant observation, and program documentation. Descriptive percentage analysis showed that all four components were rated as “very effective”: need assessment 81.39%, program planning 92.22%, formative evaluation 87.79%, and summative evaluation 88.16%, resulting in an overall mean of 87.39%. Program planning received the highest rating, indicating that age-appropriate reading materials, visual media, and supporting facilities were perceived as highly suitable. Participants also reported positive engagement, satisfaction, comprehension, and story-retelling experiences. These findings support mobile storytelling as a promising community-based literacy strategy. However, because the study did not employ pretest-posttest measures, a comparison group, or inferential testing, the results should be interpreted as evidence of high perceived program effectiveness rather than causal proof of improved reading literacy
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Dahlan, M. R., Rizki, S. M., & Fahri, M. (2022). Dongeng sebagai sarana meningkatkan budaya literasi siswa kelas 3 Kelurahan Sindang Barang. Al-Madrasah: Jurnal Ilmiah Pendidikan Madrasah Ibtidaiyah, 6(3). https://doi.org/10.35931/am.v6i3.1042
Divayana, D. G. H., Adiarta, A., & Abadi, I. B. G. S. (2017). Development of CSE-UCLA evaluation model modified by using weighted product in order to optimize digital library services in higher education of computer in Bali. Jurnal Pendidikan Vokasi, 7(3), 275–287. https://doi.org/10.21831/jpv.v7i3.13370
Dowdall, N., Melendez-Torres, G. J., Murray, L., Gardner, F., Hartford, L., & Cooper, P. J. (2020). Shared picture book reading interventions for child language development: A systematic review and meta-analysis. Child Development, 91(2), e383–e399. https://doi.org/10.1111/cdev.13225
Elly, A., & Mursalim, M. (2022). Implementasi model paired storytelling terhadap kemampuan bercerita siswa mata pelajaran Bahasa Indonesia kelas IV SD Inpres 14 Samate Raja Ampat. Jurnal Papeda: Jurnal Publikasi Pendidikan Dasar, 4(2), 101–109. https://doi.org/10.36232/jurnalpendidikandasar.v4i2.2661
Flack, Z. M., Field, A. P., & Horst, J. S. (2018). The effects of shared storybook reading on word learning: A meta-analysis. Developmental Psychology, 54(7), 1334–1346. https://doi.org/10.1037/dev0000512
Hasannah, R. G. U. (2019). Efektifitas metode mendongeng dalam meningkatkan kemampuan literasi dini anak prasekolah. Psikoborneo: Jurnal Ilmiah Psikologi, 7(3). https://doi.org/10.30872/psikoborneo.v7i3.4793
Noble, C., Sala, G., Peter, M., Lingwood, J., Rowland, C., Gobet, F., & Pine, J. (2019). The impact of shared book reading on children’s language skills: A meta-analysis. Educational Research Review, 28, 100290. https://doi.org/10.1016/j.edurev.2019.100290
Nuraini, F. E. F., & Reviandani, O. (2023). Penerapan pelayanan prima pada Dongeng Anak Remaja Keliling (DARLING) Dinas Perpustakaan dan Kearsipan Provinsi Jawa Timur. Journal Publicuho, 6(4), 1478–1485. https://doi.org/10.35817/publicuho.v6i4.289
Nuraisyah, S., Risandi, A., & Sri Utami, I. I. (2023). Peningkatan literasi membaca anak melalui pojok baca. Educivilia: Jurnal Pengabdian pada Masyarakat, 4(1), 81–88. https://doi.org/10.30997/ejpm.v4i1.6593
Pico, D. L., Prahl, A. H., Biel, C. H., Peterson, A. K., Biel, E. J., Woods, C., & Contesse, V. A. (2021). Interventions designed to improve narrative language in school-age children: A systematic review with meta-analyses. Language, Speech, and Hearing Services in Schools, 52(4), 1109–1126. https://doi.org/10.1044/2021_LSHSS-20-00160
Takacs, Z. K., & Bus, A. G. (2018). How pictures in picture storybooks support young children’s story comprehension: An eye-tracking experiment. Journal of Experimental Child Psychology, 174, 1–12. https://doi.org/10.1016/j.jecp.2018.04.013
Tang, M., Lau, K.-L., & Du, Y. (2026). Effects and moderators of dialogic reading on children’s reading literacy: A three-level meta-analysis on studies from 2000 to 2025. International Journal of Educational Research, 137, 102963. https://doi.org/10.1016/j.ijer.2026.102963
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