Analisis Peran Guru Abad 21 Dalam Menumbuhkan Minat Membaca Melalui Kegiatan Literasi Pagi Di Sekolah Dasar
DOI:
https://doi.org/10.29303/goescienceed.v7i4.3187Keywords:
21st-Century Teachers, Reading Interest, Morning Literacy, School Literacy Movement.Abstract
This study aims to analyze the role of 21st-century teachers in fostering students' reading interest through morning literacy activities in elementary schools. The research employed a qualitative approach with a descriptive method at SDN Sertajaya 03 and SDN Kalijaya 02, involving fifth-grade teachers as key informants. Data were collected through observation, interviews, and document analysis, and subsequently analyzed using the Miles and Huberman model. The results indicate that 15–20 minutes of morning literacy activities prior to instruction can enhance students' reading interest. Teachers act as facilitators, motivators, guides, and evaluators during the implementation of these activities. Furthermore, morning literacy fosters 21st-century skills (the 4Cs): critical thinking, creativity, collaboration, and communication. Challenges encountered include low reading interest, limited facilities, disparities in students' reading abilities, and a lack of family support. Teachers' efforts to address these issues include providing motivation, offering engaging reading materials, providing guidance, employing varied methods, and collaborating with parents. The success of morning literacy activities relies on synergy among teachers, the school, and families.
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