PENGUATAN LITERASI MEMBACA DI SEKOLAH DASAR MELALUI PENDEKATAN KONTEKSTUAL

S.Lamriana Hutagalung; Bernard Simanjuntak

doi:10.36989/didaktik.v12i01.11896

S.Lamriana Hutagalung Universitas HKBP Nomensen Pematang Siantar
Bernard Simanjuntak Universitas HKBP Nomensen Pematang Siantar

DOI: https://doi.org/10.36989/didaktik.v12i01.11896

Keywords: Reading Literacy, Contextual Approach, Case Study, Elementary School.

Abstract

This study aims to analyze the strengthening of reading literacy in elementary schools through a contextual approach. The research employed a qualitative method with a case study design conducted in a fifth-grade class of a public elementary school. The research participants included the principal, classroom teacher, and students. Data were collected through observation, in-depth interviews, and documentation. Data analysis followed an interactive model consisting of data reduction, data display, and conclusion drawing, with validity ensured through source and technique triangulation. The findings reveal that the contextual approach enhances students’ text comprehension, inferential skills, and engagement in reading activities. Connecting reading materials with students’ real-life experiences promotes deeper and more reflective meaning construction. Group discussions and authentic tasks further strengthen students’ motivation and confidence in expressing their ideas. Supporting factors include teacher readiness and a well-established school literacy culture, while constraints involve limited instructional time and diverse initial reading abilities. This study contributes by offering a contextual and practical literacy learning model to foster meaningful reading culture in elementary schools.

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