STRATEGI MENINGKATKAN MINAT BACA PESERTA DIDIK MELALUI POJOK BACADI SMP NEGERI 4 KRUI PESISIR BARAT

OZI, PARDANA (2026) STRATEGI MENINGKATKAN MINAT BACA PESERTA DIDIK MELALUI POJOK BACADI SMP NEGERI 4 KRUI PESISIR BARAT. Diploma thesis, UIN RADEN INTAN LAMPUNG.

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Abstract

ABSTRAK Minat baca peserta didik merupakan salah satu faktor penting dalam meningkatkan kualitas pembelajaran dan keberhasilan pendidikan. Namun, perkembangan teknologi digital, rendahnya motivasi membaca, serta belum optimalnya budaya literasi di sekolah masih menjadi tantangan dalam membentuk kebiasaan membaca peserta didik. Salah satu upaya yang dilakukan sekolah adalah melalui pemanfaatan Pojok Baca sebagai bagian dari implementasi Gerakan Literasi Sekolah (GLS). Penelitian ini bertujuan untuk menganalisis: (1) penciptaan lingkungan membaca melalui pemanfaatan Pojok Baca dalam meningkatkan minat baca peserta didik; (2) strategi pembiasaan membaca melalui pemanfaatan Pojok Baca dalam meningkatkan minat baca peserta didik; dan (3) penguatan budaya literasi berbasis Pojok Baca dalam meningkatkan minat baca peserta didik di SMP Negeri 4 Krui Kabupaten Pesisir Barat. Penelitian ini menggunakan pendekatan kualitatif dengan jenis penelitian lapangan (field research). Data diperoleh melalui observasi, wawancara, dan dokumentasi terhadap kepala sekolah, wakil kepala sekolah bidang kurikulum, guru, pengelola perpustakaan, wali kelas, dan peserta didik. Keabsahan data diuji menggunakan triangulasi sumber dan triangulasi teknik, sedangkan analisis data dilakukan melalui tahapan kondensasi data, penyajian data, serta penarikan dan verifikasi kesimpulan berdasarkan model Miles, Huberman, dan Saldaña. Analisis penelitian didasarkan pada sintesis teori Slameto tentang pengaruh lingkungan terhadap minat belajar, teori Dalman mengenai pembinaan minat baca melalui pembiasaan dan kemudahan akses bacaan, serta konsep Gerakan Literasi Sekolah sebagai landasan penguatan budaya literasi di sekolah. Hasil penelitian menunjukkan bahwa: (1) penciptaan lingkungan membaca melalui penyediaan Pojok Baca di setiap kelas, pengembangan perpustakaan, penyediaan koleksi bacaan yang bervariasi, dan dukungan fasilitas literasi digital telah menciptakan lingkungan belajar yang kondusif sehingga mempermudah peserta didik mengakses sumber bacaan; (2) strategi pembiasaan membaca melalui kegiatan membaca selama lima belas menit sebelum pembelajaran, disertai keteladanan, pendampingan, dan penguatan dariiv guru, mampu membangun kebiasaan membaca peserta didik secara bertahap; dan (3) penguatan budaya literasi berbasis Pojok Baca dilaksanakan melalui sinergi antara kebijakan sekolah, peran aktif guru, optimalisasi perpustakaan, serta implementasi Gerakan Literasi Sekolah sehingga budaya membaca mulai berkembang meskipun belum sepenuhnya menjadi kebiasaan mandiri seluruh peserta didik. Penelitian ini menemukan bahwa keberhasilan pemanfaatan Pojok Baca tidak hanya ditentukan oleh ketersediaan sarana, tetapi dipengaruhi oleh keterpaduan strategi sekolah dalam menciptakan lingkungan membaca, membangun pembiasaan membaca, dan memperkuat budaya literasi secara berkelanjutan. Kebaruan (novelty) penelitian ini terletak pada sintesis tiga perspektif teoretis, yaitu teori Slameto, teori Dalman, dan konsep Gerakan Literasi Sekolah, yang menghasilkan kerangka strategi terpadu dalam pemanfaatan Pojok Baca melalui tiga dimensi utama: penciptaan lingkungan membaca, pembiasaan membaca, dan penguatan budaya literasi sebagai model peningkatan minat baca peserta didik pada jenjang sekolah menengah pertama. ABSTRACT Students' reading interest is a crucial factor in improving the quality of learning and educational achievement. However, the rapid advancement of digital technology, low reading motivation, and the underdeveloped literacy culture in schools continue to pose significant challenges to fostering students' reading habits. One of the strategies implemented by schools is the utilization of Reading Corners (Pojok Baca) as part of the School Literacy Movement (Gerakan Literasi Sekolah/GLS). This study aims to analyze: (1) the creation of a reading environment through the utilization of Reading Corners to enhance students' reading interest; (2) reading habituation strategies through the utilization of Reading Corners to improve students' reading interest; and (3) the strengthening of a literacy culture based on Reading Corners to foster students' reading interest at SMP Negeri 4 Krui, Pesisir Barat Regency. This study employed a qualitative approach using a field research design. Data were collected through observations, interviews, and documentation involving the principal, vice principal for curriculum affairs, teachers, librarian, homeroom teachers, and students. Data trustworthiness was ensured through source and technique triangulation, while data were analyzed using the interactive model of Miles, Huberman, and Saldaña, consisting of data condensation, data display, and conclusion drawing and verification. The analysis was guided by the synthesis of Slameto's theory on the influence of the learning environment on students' interest, Dalman's theory of reading interest development through habituation and accessible reading materials, and the concept of the School Literacy Movement (GLS) as the foundation for strengthening literacy culture in schools. The findings reveal that: (1) creating a supportive reading environment through the provision of Reading Corners in every classroom, library development, diverse reading collections, and digital literacy facilities has established a conducive learning environment that facilitates students' access to reading materials; (2) reading habituation strategies implemented through a fifteen-minute reading activity before classroom instruction, supported by teachers' role modeling, guidance,vi and continuous reinforcement, have gradually developed students' reading habits; and (3) strengthening literacy culture through Reading Corners has been achieved through the synergy of school policies, teachers' active involvement, library optimization, and the implementation of the School Literacy Movement, resulting in the gradual development of students' reading culture, although it has not yet become an independent habit for all students. The study further demonstrates that the effectiveness of Reading Corner utilization is determined not merely by the availability of reading facilities but by the integration of school strategies in creating a supportive reading environment, establishing sustainable reading habits, and strengthening literacy culture. The novelty of this study lies in the synthesis of Slameto's theory, Dalman's theory, and the School Literacy Movement framework, which produces an integrated strategic model for utilizing Reading Corners through three interconnected dimensions: creating a reading environment, developing reading habituation, and strengthening literacy culture as a comprehensive strategy for enhancing students' reading interest at the junior secondary school level.

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