Pengembangan Model Pembelajaran Literasi Membaca Transisi dengan Pendekatan Membaca Fungsional Berbasis Regulasi Sosial-Emosional di SD Mojo 58 Sragen
DOI:
https://doi.org/10.54259/diajar.v5i4.7795Keywords:
Functional Reading, Reading Literacy, Social-Emotional Regulation, Transitional Learning, Teaching ModelAbstract
This study was motivated by the low transitional reading literacy skills of elementary school students, particularly in understanding texts functionally and demonstrating adequate social-emotional regulation during learning activities. Many students experienced difficulties in connecting reading materials with everyday contexts, resulting in limited comprehension, low participation, and reduced confidence in classroom interactions. Therefore, this study sought to design a transitional reading literacy model uniquely tailored to the developmental profiles and educational needs of elementary students. By grounding the intervention in a functional reading approach, the proposed model heavily emphasizes social-emotional regulation. To evaluate its practical application, the research adopted a qualitative descriptive framework utilizing a pre- and post-intervention design. The investigation involved a cohort of 40 students from SD Mojo 58 in Sragen, Indonesia. Comprehensive data gathering included direct classroom observations, participant interviews, and document analysis. Additionally, reading assessments were administered both prior to and following the pedagogical intervention to effectively track student progress. The findings revealed significant improvements in students’ transitional reading literacy skills, including reading fluency, comprehension, vocabulary understanding, and the ability to interpret functional texts in daily contexts. Furthermore, positive developments were identified in students’ social-emotional regulation, such as increased self-confidence, cooperation, empathy, responsibility, and active participation during learning activities. The study concludes that the developed learning model is effective in improving students’ transitional reading literacy while simultaneously strengthening their social-emotional competencies. Thus, the model can serve as an innovative and contextual learning alternative for elementary school literacy instruction.
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