PENGALAMAN GURU KELAS I DALAM MENGHADAPI KESULITAN LITERASI AWAL SISWA: STUDI FENOMENOLOGIS DI SDN 030298 SIMALLOPUK

Abstrak

Penelitian ini mengeksplorasi pengalaman guru kelas I dalam menghadapi kesulitan literasi awal siswa di SDN 030298 Simallopuk. Dengan menggunakan pendekatan kualitatif fenomenologis, penelitian ini bertujuan mengungkap realitas yang dihadapi guru dalam proses pembelajaran literasi awal, tantangan yang ditemui, serta strategi yang diterapkan untuk mengatasinya. Data dikumpulkan melalui wawancara mendalam, observasi kelas, dan dokumentasi pembelajaran. Hasil penelitian menunjukkan bahwa guru kelas I menghadapi beberapa kesulitan utama dalam pembelajaran literasi awal, meliputi: keterbatasan kemampuan pra-membaca siswa, ketidaksiapan siswa memasuki pendidikan formal, minimnya dukungan lingkungan literasi di rumah, serta keterbatasan media pembelajaran yang tersedia di sekolah. Dalam menghadapi tantangan tersebut, guru mengembangkan beberapa strategi adaptif seperti penerapan metode fonik, penggunaan media visual dan permainan, pendekatan individual, serta melibatkan orang tua dalam proses pendampingan literasi di rumah. Penelitian ini memberikan kontribusi pemahaman mendalam tentang realitas pembelajaran literasi awal di sekolah dasar pedesaan dan dapat menjadi bahan pertimbangan dalam pengembangan program intervensi literasi yang lebih efektif.

This research explores the experiences of first-grade teachers in addressing early literacy difficulties among students at SDN 030298 Simallopuk. Using a qualitative phenomenological approach, this study aims to reveal the realities faced by teachers in the early literacy learning process, the challenges encountered, and the strategies implemented to overcome them. Data were collected through in-depth interviews, classroom observations, and learning documentation. The results showed that first-grade teachers face several main difficulties in early literacy instruction, including: limitations in students' pre-reading abilities, students' unpreparedness for formal education, lack of literacy support in the home environment, and limited learning media available at school. In facing these challenges, teachers developed several adaptive strategies such as implementing phonics methods, using visual media and games, individual approaches, and involving parents in the literacy mentoring process at home. This research contributes to a deep understanding of the reality of early literacy learning in rural elementary schools and can be considered in developing more effective literacy intervention programs.