Perspektif Guru Membangun Budaya Literasi Berpendekatan Culturally Responsive Teaching untuk Meningkatkan Kemampuan Membaca Siswa
Abstract
The low quality of education in Indonesia is caused by the weak literacy of students, which is further exacerbated by the impact of the Covid-19 pandemic. This study aims to explore the strategies applied by teachers in building a literacy culture with a culturally responsive teaching approach at SDN Sayung 1 and identify the challenges faced in improving students' reading skills. This study uses a qualitative approach with a case study design, where data is collected through interviews, participatory observation, and documentation. The results of the study show that strategies such as reading habituation Asmaul Husna, reading 15 minutes before learning, and the Duta Baca award program have proven to be effective in increasing students' interest and literacy skills. In addition, the Culturally Responsive Teaching (CRT) approach also plays a role in linking learning with students' cultural backgrounds, thereby increasing their involvement in literacy activities. Although the challenges found include limited access to diverse reading materials and differences in students' literacy environment at home. Thus, continuous support from schools, teachers, and parents is needed to enrich literacy resources and create a more conducive environment for the development of students' reading skills. With the implementation of the right strategy and good collaboration, a strong literacy culture can be formed and contribute to improving the quality of education in primary schools.
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