Umi Khomsiyatun, Andayani, Sarwiji Suwandi, Atikah Anindyarini

PERSEPSI GURU TERHADAP SASTRA ANAK DIGITAL DALAM PENGEMBANGAN LITERASI MEMBACA: STUDI KUALITATIF TENTANG KEBUTUHAN DAN PRAKTIK DI SEKOLAH DASAR

Introduction

Persepsi guru terhadap sastra anak digital dalam pengembangan literasi membaca: studi kualitatif tentang kebutuhan dan praktik di sekolah dasar. Pelajari persepsi guru SD tentang sastra anak digital dalam pengembangan literasi membaca. Temukan kebutuhan mendesak akan materi digital dan tantangan infrastruktur serta pelatihan guru.

Abstract

Abstract: This study aims to explore elementary school teachers' perceptions of the development and utilization of digital children's literature in supporting students' reading literacy. Using a descriptive qualitative approach, this study involved 12 teachers from five elementary schools in Banyumas Regency, Central Java, who were involved in a trial of the use of digital books based on reading literacy. Data were collected through in-depth interviews, observations, and document analysis, and analyzed using the Miles and Huberman model. The results of the study indicate that teachers are in dire need of digital teaching materials that are interesting, contextual, and appropriate to children's development, to replace the limitations of conventional printed books. In practice, teachers use digital books to increase reading interest, expand vocabulary, and build students' critical thinking skills through multimodal and interactive reading experiences. However, teachers face significant challenges, such as limited digital infrastructure, low technological literacy, and suboptimal pedagogical training in the use of digital media. These findings emphasize the importance of systematic and collaborative support between content developers, policy makers, and teachers in creating a sustainable and inclusive digital literacy ecosystem. Keyword: Teacher Perception, Digital Children's Literature, Reading Literacy, Qualitative Study, Elementary School. Abstrak: Penelitian ini bertujuan untuk mengeksplorasi persepsi guru sekolah dasar terhadap pengembangan dan pemanfaatan sastra anak digital dalam mendukung literasi membaca siswa. Dengan pendekatan kualitatif deskriptif, studi ini melibatkan 12 guru dari lima sekolah dasar di Kabupaten Banyumas, Jawa Tengah, yang terlibat dalam uji coba penggunaan buku digital berbasis literasi baca. Data dikumpulkan melalui wawancara mendalam, observasi, dan analisis dokumen, serta dianalisis menggunakan model Miles dan Huberman. Hasil penelitian menunjukkan bahwa guru sangat membutuhkan bahan ajar digital yang menarik, kontekstual, dan sesuai perkembangan anak, guna menggantikan keterbatasan buku cetak konvensional. Dalam praktiknya, guru menggunakan buku digital untuk meningkatkan minat baca, memperluas kosakata, dan membangun kemampuan berpikir kritis siswa melalui pengalaman membaca yang multimodal dan interaktif. Namun demikian, guru menghadapi tantangan signifikan, seperti keterbatasan infrastruktur digital, rendahnya literasi teknologi, serta belum optimalnya pelatihan pedagogis dalam penggunaan media digital. Temuan ini menegaskan pentingnya dukungan sistematis dan kolaboratif antara pengembang konten, pemangku kebijakan, dan guru dalam menciptakan ekosistem literasi digital yang berkelanjutan dan inklusif. Kata Kunci: Persepsi Guru, Sastra anak Digital, Literasi membaca, Studi Kualitatif, Sekolah Dasar

Review

This qualitative study explores elementary school teachers' perceptions regarding the integration and development of digital children's literature to enhance students' reading literacy. The research addresses a pertinent topic given the increasing digitalization of educational resources and the ongoing need to improve literacy skills among young learners. By focusing on teachers' perspectives, the study aims to provide valuable insights into the practical challenges and opportunities associated with leveraging digital content in the classroom, thereby contributing to the discourse on effective literacy instruction in the digital age. Employing a descriptive qualitative approach, the study involved 12 teachers from five elementary schools in Banyumas Regency, Central Java, all of whom participated in a trial utilizing reading literacy-based digital books. Data were rigorously collected through in-depth interviews, observations, and document analysis, and subsequently analyzed using the established Miles and Huberman model. The findings reveal a significant demand among teachers for digital teaching materials that are not only engaging and contextual but also developmentally appropriate for children, serving as a much-needed alternative to the perceived limitations of conventional printed books. In practice, teachers are using digital books to foster reading interest, expand vocabulary, and cultivate critical thinking through interactive and multimodal reading experiences. However, the study also highlights substantial barriers, including inadequate digital infrastructure, low technological literacy among educators, and a lack of effective pedagogical training for digital media integration. The results underscore the urgent need for a systematic and collaborative effort involving content developers, policymakers, and educators to cultivate a sustainable and inclusive digital literacy ecosystem. While the study effectively captures teachers' perceptions and current practices, future research could benefit from exploring specific examples of successful digital content implementation, investigating the direct impact on student reading outcomes, or offering more granular analysis of the types of pedagogical training required. Nevertheless, this study provides a foundational understanding of the challenges and opportunities in integrating digital children's literature, offering crucial insights for both educational policy and practice.

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