346 PENGEMBANGAN MODEL PEMBELAJARAN DIGITAL UNTUK PENGUATAN KARAKTER KEMANDIRIAN PESERTA DIDIK SEKOLAH DASAR MELALUI PENDEKATAN DEEP LEARNING BERMUATAN LITERASI MEMBACA DI SD NEGERI PURO 1 SRAGEN
DOI:
https://doi.org/10.23969/jp.v11i03.66237Keywords:
Functional Reading, Reading Literacy, Social-Emotional Regulation, Transitional LearningAbstract
The phenomenon underlying this study is the sub-optimal transitional reading literacy skills among elementary school students. This condition is evident in students difficulties with constructing functional reading comprehension, as well as their limited capacity for social-emotional regulation in the classroom. Students are often hindered when linking text meaning with daily reality, which in turn reduces their level of comprehension, lowers participation rates, and diminishes self-confidence during classroom interactions. Addressing these problems, this research aims to develop a transitional reading literacy learning model. The model's construction is designed using a functional reading approach rooted in social-emotional regulation to align with students characteristics and empirical needs. Methodologically, this study applies a qualitative descriptive approach using a before-after design involving 40 students at SD Mojo 58 Sragen. Data collection instruments rely on classroom dynamics observation, interviews, document analysis, and reading ability assessments conducted pre and post-intervention. Field findings indicate positive achievements in students transitional reading literacy capacity. Improvements were recorded in fluency, absorption of meaning, lexical mastery (vocabulary), and students skill in interpreting functional texts in daily routines. Concurrently, the intervention triggered a positive escalation in social-emotional maturity. Students showed significant progress in self-confidence, collaborative spirit, empathetic drive, sense of responsibility, and classroom engagement. Thus, it can be concluded that the proposed instructional design is effective in boosting literacy skills and solid in honing children's social-emotional competence. This model holds strong potential for replication as an innovative, context-relevant pedagogical alternative.
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