ASSESMEN DIAGNOSTIK KEMAMPUAN LITERASI BACA TULIS SISWA FASE A: IMPLEMENTASI PROGRAM KDS 2023 DI SD NEGERI SOBO

Abstract

This study aims to conduct a diagnostic assessment of the literacy skills of phase A UPTD SDN Sobo students with aspects of recognizing letters, aspects of reading syllables, aspects of reading words, and aspects of reading comprehension. This research uses descriptive qualitative and the research subjects are class 1 and class 2 with each number of students: class 1 has 13 students present while class 2 has 22 students, with the diagnostic assessment instrument of phase A literacy skills used in the form of observation, interviews, and documentation. The results of the research on the diagnostic assessment of students' literacy skills in phase A of UPTD SDN Sobo can be obtained data: class 1 in the aspect of recognizing letters with the category less because students are only able to mention letters that are rarely used, namely X and Y with a percentage of 61.5%, the aspect of writing letters with the category less percentage 41.6%, the aspect of reading syllables with the category less percentage 96.2%, the aspect of reading words with the category less percentage 92.3%, the aspect of reading comprehension with the category less percentage 92.3%. While class 2 in the aspect of recognizing letters in the category of less percentage 0%, the aspect of writing letters in the category of less percentage 0%, the aspect of reading syllables in the category of less with a percentage of 0%, the aspect of reading words in the category of less with a percentage of 0%. The aspect of reading comprehension with the category lacking a percentage of 78.9%, the aspect of writing sentences with the category lacking a percentage of 68.4%. Based on the diagnostic assessment data, it can be concluded that the literacy skills of phase A UPTD SDN Sobo students are still low. The involvement of researchers in this activity has a good impact on students at UPTD SDN Sobo because students who have not been able to read and write little by little and with reading and writing guidance students are able to read and write even though they are not perfect as desired.