Penggunaan Media Pembelajaran Buku Cerita Bergambar Terhadap Minat Membaca Siswa Kelas 2 MI Riyadlusshibyan Lendangre
DOI:
https://doi.org/10.36312/bkq9y121Keywords:
Buku Cerita Bergambar, Minat MembacaAbstract
Penelitian ini bertujuan untuk mendeskripsikan penggunaan media pembelajaran buku cerita bergambar terhadap minat membaca siswa kelas 2 di MI Riyadlusshibyan Lendangre. Penelitian ini menggunakan pendekatan kualitatif deskriptif dengan metode pengumpulan data meliputi wawancara mendalam dengan siswa dan guru, observasi partisipan di kelas, dan analisis dokumen. Hasil penelitian menunjukkan bahwa implementasi buku cerita bergambar meliputi pemilihan buku cerita, penyampaian cerita (membaca nyaring, membaca bersama, membaca mandiri), diskusi cerita, dan kegiatan tindak lanjut. Siswa memiliki persepsi positif terhadap penggunaan buku cerita bergambar karena menyenangkan, memudahkan pemahaman, dan memotivasi membaca. Guru juga mengamati peningkatan antusiasme, pemahaman, dan minat membaca mandiri pada siswa. Faktor pendukung meliputi antusiasme siswa, kreativitas guru, dan dukungan sekolah, sedangkan faktor penghambat meliputi keterbatasan waktu, ketersediaan buku, dan pengelolaan kelas. Penelitian ini merekomendasikan peningkatan penggunaan buku cerita bergambar, pengembangan kreativitas guru, penambahan koleksi buku, dan penelitian lanjutan mengenai pengaruh buku cerita terhadap kemampuan membaca.
This study aims to describe the use of picture storybooks as learning media to enhance the reading interest of second-grade students at MI Riyadlusshibyan Lendangre. This research employs a descriptive qualitative approach with data collection methods including in-depth interviews with students and teachers, participant observation in the classroom, and document analysis. The findings indicate that the implementation of picture storybooks encompasses storybook selection, story delivery (read-aloud, shared reading, independent reading), story discussion, and follow-up activities. Students hold positive perceptions towards the use of picture storybooks, viewing them as enjoyable, comprehension-facilitating, and reading-motivating. Teachers also observed increased enthusiasm, comprehension, and independent reading interest among students. Supporting factors include student enthusiasm, teacher creativity, and school support, while inhibiting factors encompass time constraints, book availability, and classroom management. This research recommends increased use of picture storybooks, development of teacher creativity, augmentation of book collections, and further research on the impact of picture storybooks on reading skills.
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