ABSTRAK

Samara, Viona Daisy, 2025. Analisis Faktor Internal Penyebab Rendahnya Literasi Membaca Ditinjau Dari Gaya Belajar Siswa Sekolah Dasar. Program Studi Pendidikan Guru Sekolah Dasar. Universitas Peradaban. Dr. Ahmad Rifai, S.Fil.I, M.Pd.I
Kata Kunci : literasi membaca, gaya belajar, auditori, siswa sekolah dasar

Tujuan penelitian adalah mengidentifikasi gaya belajar dominan siswa, menganalisis faktor-faktor yang menyebabkan rendahnya literasi membaca, serta menelaah peran guru dan fasilitas sekolah dalam mendukung literasi. Pendekatan yang digunakan adalah kualitatif deskriptif dengan subjek 14 siswa kelas V SD Negeri Bumiayu 03 beserta guru kelas. Data diperoleh melalui angket gaya belajar, wawancara, observasi, dan dokumentasi. Hasil menunjukkan bahwa gaya belajar auditori lebih dominan, yaitu 8 siswa (57%), sedangkan visual dan kinestetik masing-masing 3 siswa (21%). Dominasi gaya belajar auditori mendorong siswa lebih senang mendengarkan bacaan dibandingkan membaca secara mandiri. Faktor lain yang turut memengaruhi rendahnya literasi membaca adalah kesulitan dalam memahami teks, minat baca yang rendah, serta keterbatasan koleksi bacaan di pojok baca sekolah. Wawancara dengan guru mengungkapkan bahwa siswa lebih antusias ketika guru membacakan teks atau menggunakan media visual, namun kurang fokus saat diminta membaca sendiri. Observasi memperlihatkan bahwa kegiatan membaca belum menjadi kebiasaan rutin di kelas, sehingga budaya literasi belum tumbuh secara optimal. Kesimpulannya, rendahnya literasi membaca siswa dipengaruhi oleh dominasi gaya belajar auditori, rendahnya minat baca, dan terbatasnya fasilitas bacaan. Implikasi dari temuan ini adalah perlunya strategi pembelajaran berbasis gaya belajar yang variatif, peningkatan peran guru dalam menumbuhkan minat baca, serta penyediaan sarana pendukung literasi yang memadai agar siswa dapat mengembangkan kebiasaan membaca dan meningkatkan kemampuan literasi secara berkelanjutan.

ABSTRACT

Samara, Viona Daisy. 2025. Analysis of Internal Factors Causing Low Reading Literacy in Terms of Elementary School Students’ Learning Styles. Elementary School Teacher Education Study Program, Universitas Peradaban. Dr. Ahmad Rifai, S.Fil.I, M.Pd.I.
Keywords: reading literacy, learning style, auditory, elementary students

The aim of this study is to identify the dominant learning style of students, analyze the factors contributing to low reading literacy, and examine the role of teachers and school facilities in supporting literacy. A descriptive qualitative approach was employed with 14 fifth-grade students of Bumiayu 03 Public Elementary School and their homeroom teacher as the subjects. Data were obtained through learning style questionnaires, interviews, observations, and documentation. The findings indicate that the auditory learning style was dominant, with 8 students (57%), while visual and kinesthetic learning styles were each represented by 3 students (21%). The dominance of auditory learning led students to prefer listening to texts being read aloud rather than reading independently. Other factors influencing low reading literacy included difficulties in comprehending texts, low reading interest, and the limited availability of books in the classroom reading corner. Interviews with the teacher revealed that students were more enthusiastic when the teacher read texts aloud or used visual media, but they showed less focus when required to read individually. Observations also demonstrated that reading activities had not yet become a consistent routine in the classroom. In conclusion, students’ low reading literacy was affected by the dominance of auditory learning styles, lack of reading motivation, and limited literacy facilities. These findings imply the need for varied, learning-style-based teaching strategies, stronger teacher involvement in fostering reading interest, and improved school literacy facilities to encourage reading habits and enhance students’ literacy skills sustainably.