Pengembangan Pojok Baca Berbasis Poster Motivasi sebagai Strategi Penguatan Budaya Literasi dan Minat Baca Siswa Sekolah Dasar
DOI:
https://doi.org/10.35870/jpmn.v6i2.8556Keywords:
Reading corner, Motivational posters, Reading engagement, Reading routine, Primary schoolAbstract
This community engagement program aimed to strengthen the literacy culture of primary school students through the development of a reading corner supported by motivational posters at SDN 2 Dukuh Tengah, Indramayu, Indonesia. The program responded to an initial condition in which reading materials were available but were not optimally used because a representative reading environment was absent, reading time was inconsistent, and independent reading had not yet become a routine. A participatory approach was implemented through needs identification, program planning, reading-corner arrangement, classification of reading materials, installation of motivational posters, a 10–15-minute reading routine before lessons, and teacher mentoring. Evaluation combined qualitative observations, interviews, documentation, and a post-program quantitative descriptive observation involving 15 students. The quantitative component used an ordinal 1–4 observer-rating scale covering three domains: student literacy engagement (10 indikators), teacher facilitation (8 indikators), and literacy environment (8 indikators). The student-engagement domain obtained a total score of 24/40 (2.40/4.00; 60.0%), teacher facilitation 24/32 (3.00/4.00; 75.0%), and literacy environment 20/32 (2.50/4.00; 62.5%). Frequency counts described the number of students demonstrating the specified observable behavior during the observation, rather than merely attending an activity. The findings indicate positive changes in the literacy environment and observable literacy practices, including use of the reading corner, independent reading, reading routines, choice of reading materials, sharing of books, and simple reading discussions. The results are interpreted as evidence of changes in literacy environment, practice, and engagement, not as evidence of improved reading ability, because no quantitative baseline or standardized reading test was administered. The program offers a contextually simple implementation model that integrates physical environment, visual stimulus, reading routine, student choice, peer interaction, and teacher facilitation.
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