Implementation of Character Education for Enjoying Reading Through Literacy Programs in Elementary Schools

Abstract

This research focuses on the implementation of character education for fond of reading through literacy programs at SDN Gadang 3 Malang City which has never been disclosed before. The purpose of this research is to describe the character education of fond of reading at SDN Gadang 3 Malang city through the school literacy program. This research is a qualitative descriptive research with a case study design. The determination of informants in this study used a purposive technique so that the subjects of this study were school principals, librarians as literacy managers, grade 4 and 5 teachers, and students. Data collection was taken through interviews, observation, and documentation. Data were analyzed using the steps of data collection, data reduction, data presentation, and drawing conclusions. Data validity checking techniques use source triangulation and technique triangulation.

The results of the study are as follows: (1) character education likes to read through the habituation stage at SDN Gadang 3 Malang City through reading activities 15 minutes before learning, story telling with students' stories using hand puppet media and building a physical environment in schools that is rich in literacy through designing innovative class posters and bulletin boards in every corner of the class. (2) character education for fond of reading through the development stage, namely reading 15 minutes before learning accompanied by non-academic bills, giving awards, and developing literacy skills through using learning media such as hand puppets. (3) character education likes to read through the learning stage in the form of 15 minutes of reading, then students tell stories with fables or children's literature stories before learning accompanied by academic bills that are in accordance with the current learning. Bills and literacy-based learning processes are in accordance with the 2013 curriculum. (4) the inhibiting factor of the literacy program is that there are some teachers who find it difficult to manage literacy time with learning. (5) Supporting infrastructure in improving language literacy learning. (6) the use of library visiting hours for students as part of the student activity process in cultivating a culture of fondness for reading.