Persepsi Guru Terhadap Gerakan Literasi Sekolah Di Madrasah Aliyah Negeri (MAN) 1 Banjarmasin

Arliani Arliani, Rochgiyanti Rochgiyanti, Sriwati Sriwati
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Abstract

The School Literacy Movement (GLS) is a government program that involves reading non-textbooks for 15 minutes before learning begins. Teacher participation is needed to encourage the implementation of activities to run smoothly. As supervisors of implementing activities, teachers can undoubtedly understand the conditions for implementing activities well, so it is essential to know the teachers' perceptions. This research analyses teachers' perceptions of implementing GLS at MAN 1 Banjarmasin. The research method used is descriptive qualitative. Data collection is done through observation, interviews, and document study. Data analysis techniques use Miles and Huberman references: data collection, data reduction, data presentation, and conclusion. This research shows that teacher perceptions can be seen from the teacher's understanding of the implementation of GLS and students' literacy skills. It can be concluded that teachers' perceptions of GLS can vary depending on influencing factors. Teachers are expected to be able to provide encouragement and support through innovation to increase students' interest in reading and literacy skills.
Banjarmasin Aliyah Negeri 学校(MAN)1 教师对学校扫盲运动的看法
学校扫盲运动(GLS)是一项政府计划,包括在学习开始前阅读 15 分钟非教科书。活动的顺利开展需要教师的参与。作为活动实施的监督者,教师无疑能很好地了解活动实施的条件,因此了解教师的看法至关重要。本研究分析了班贾尔马辛第一城域网(MAN 1 Banjarmasin)教师对实施 GLS 的看法。采用的研究方法是描述性定性研究。通过观察、访谈和文件研究收集数据。数据分析技术采用迈尔斯和休伯曼的参考文献:数据收集、数据还原、数据展示和结论。本研究表明,从教师对实施 GLS 和学生读写能力的理解可以看出教师的看法。可以得出结论,教师对 GLS 的认识会因影响因素的不同而有所差异。希望教师能够通过创新提供鼓励和支持,提高学生的阅读兴趣和识字能力。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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