Profil Kemampuan Literasi Bahasa Indonesia Ditinjau dari Tingkat Self-efficacy Siswa Kelas V Sekolah Dasar
DOI:
https://doi.org/10.24114/jgk.v10.i4.76813Keywords:
Literasi Bahasa Indonesia, Self-efficacy, Literasi Membaca, Sekolah Dasar, Pembelajaran Bahasa IndonesiaAbstract
Kemampuan literasi siswa sekolah dasar di Indonesia masih menjadi perhatian, sementara keyakinan diri siswa dapat berkaitan dengan cara mereka menghadapi tugas membaca. Penelitian ini bertujuan menganalisis kemampuan literasi Bahasa Indonesia ditinjau dari tingkat self-efficacy siswa kelas V sekolah dasar. Penelitian menggunakan pendekatan deskriptif kualitatif dengan dukungan data kuantitatif sederhana. Subjek berjumlah tujuh siswa kelas V di SD Negeri Bakalan 03, Sukoharjo, pada Juli–Agustus 2026. Penelitian dilakukan melalui tahap persiapan, pelaksanaan, analisis data dan triangulasi, serta penyusunan laporan. Data dikumpulkan melalui tes literasi 20 soal, angket self-efficacy 18 butir, observasi, dan wawancara, kemudian dianalisis secara deskriptif melalui kondensasi data, penyajian data, dan penarikan kesimpulan dengan triangulasi sumber dan teknik. Hasil menunjukkan lima siswa berkategori self-efficacy tinggi memperoleh skor literasi 85–100 (rata-rata 91,00), sedangkan dua siswa berkategori sedang memperoleh skor 55 dan 20 (rata-rata 37,50). Siswa pada kategori yang sama tetap bervariasi dalam kemampuan, perilaku belajar, dan strategi menghadapi kesulitan. Simpulannya, self-efficacy tidak dapat dijadikan satu-satunya faktor untuk menjelaskan kemampuan literasi siswa. Guru disarankan menyesuaikan dukungan dengan kebutuhan individual siswa, dan penelitian selanjutnya disarankan melibatkan subjek lebih banyak serta menguji reliabilitas instrumen.
References
Achmad, W. K. S., Rachman, S. A., Aras, L., & Amran, M. (2024). Differentiated instruction in reading in elementary schools: A systematic review. International Journal of Evaluation and Research in Education, 13(3), 1997–2005. https://doi.org/10.11591/ijere.v13i3.27134
Afriliani, A. R., Suhendro, P. P. M., Fahrurrozi, & Hasanah, U. (2024). Analisis pembelajaran berdiferensiasi mata pelajaran Bahasa Indonesia pada keterampilan membaca pemahaman di kelas IV SD. JGK (Jurnal Guru Kita), 8(3), 583–590. https://doi.org/10.24114/jgk.v8i3.57475
Aisyah, F. N., Purnomo, H., & Septikasari, Z. (2024). Studi analisis kemampuan literasi membaca pada pembelajaran Bahasa Indonesia kelas I sekolah dasar. Jurnal Pendidikan Dasar, 5(2), 1–6. https://doi.org/10.37729/jpd.v5i2.5235
Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman.
Carroll, J. M., Fox, A. C., Horst, J. S., & Harris, Y. R. (2017). Reading Self-Efficacy predicts word reading but not comprehension in both girls and boys. Frontiers in Psychology, 7, Article 2056. https://doi.org/10.3389/fpsyg.2016.02056
Dermitzaki, I. (2025). Fostering elementary school students' self-regulation skills in reading comprehension: Effects on text comprehension, strategy use, and Self-Efficacy. Behavioral Sciences, 15(2), Article 101. https://doi.org/10.3390/bs15020101
Doyle, L., McCabe, C., Keogh, B., Brady, A., & McCann, M. (2020). An overview of the qualitative descriptive design within nursing research. Journal of Research in Nursing, 25(5), 443–455. https://doi.org/10.1177/1744987119880234
Geraldine, M., & Wijayanti, P. (2022). Literasi matematika siswa dalam menyelesaikan soal PISA konten change and relationship ditinjau dari self efficacy. Jurnal Riset Pendidikan dan Inovasi Pembelajaran Matematika, 5(2), 82–102. https://doi.org/10.26740/jrpipm.v5n2.p82-102
Hanan, M. P., Witri, G., & Permana, D. (2025). Hubungan antara self-efficacy dengan kemampuan membaca pemahaman siswa kelas tinggi sekolah dasar. Jurnal Ilmiah Pendidikan Dasar (JIPDAS), 5(3), 2047–2056. https://doi.org/10.37081/jipdas.v5i3.2750
Karaman, H., & Yilar, R. (2024). Ana dili Türkçe olmayan ilkokul öğrencilerinin okuduğunu anlamaya yönelik öz yeterlilik algılarının değerlendirilmesi [Evaluation of the reading comprehension Self-Efficacy perceptions of primary school students whose native language is not Turkish]. Korkut Ata Türkiyat Araştırmaları Dergisi, 14, 1079–1093. https://doi.org/10.51531/korkutaturkiyat.1424766
Kartika, A., & Jannah, M. (2024). The relationship among Self-Efficacy, teacher social support, and self-regulated learning of elementary school students. Jurnal Psikologi Pendidikan & Konseling, 10(1), 70–76. https://doi.org/10.26858/jppk.v10i1.51323
Kurniawati, O., & Wulandari, A. A. (2026). Prediktor prestasi belajar matematika siswa: Peran motivasi, kecemasan, dan self-efficacy. Imajiner: Jurnal Matematika dan Pendidikan Matematika, 8(4), 952–963. https://doi.org/10.26877/imajiner.v8i4.27952
Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative data analysis: A methods sourcebook (3rd ed.). SAGE Publications.
Mirandola, C., Ciriello, A., Gigli, M., & Cornoldi, C. (2018). Metacognitive monitoring of text comprehension: An investigation on postdictive judgments in typically developing children and children with reading comprehension difficulties. Frontiers in Psychology, 9, Article 2253. https://doi.org/10.3389/fpsyg.2018.02253
Naila, A., Nugroho, A. A., & Kholifah, P. N. (2024). Analisis kemampuan literasi membaca dalam soal asesmen nasional pada siswa sekolah dasar. Ainara Journal (Jurnal Penelitian dan PKM Bidang Ilmu Pendidikan), 5(4), 539–543. https://doi.org/10.54371/ainj.v5i4.660
OECD. (2023). PISA 2022 results (Volume I): The state of learning and equity in education. OECD Publishing. https://doi.org/10.1787/53f23881-en
Oktarianto, M. L., Akbar, S., Mas'ula, S., Hanisvana, D., & Farizza, R. Al. (2024). Developments in Self-Efficacy at the elementary school level. Jurnal Cakrawala Pendas, 10(4), 1024–1035. https://doi.org/10.31949/jcp.v10i4.11757
Peura, P., Aro, T., Viholainen, H., Räikkönen, E., Usher, E. L., Sorvo, R., & Aro, M. (2019). Reading Self-Efficacy and reading fluency development among primary school children: Does specificity of Self-Efficacy matter? Learning and Individual Differences, 73, 67–78. https://doi.org/10.1016/j.lindif.2019.05.007
Peura, P., Viholainen, H., Aro, T., Räikkönen, E., Usher, E. L., Sorvo, R., Klassen, R. M., & Aro, M. (2019). Specificity of reading Self-Efficacy among primary school children. The Journal of Experimental Education, 87(3), 496–516. https://doi.org/10.1080/00220973.2018.1527279
Putri, A. A., & Sukasih, S. (2025). Development of digital comics to improve reading comprehension and Self-Efficacy of grade V students. JINoP (Jurnal Inovasi Pembelajaran), 11(1), 88–99. https://doi.org/10.22219/jinop.v11i1.38194
Zargar, E., Adams, A. M., & Connor, C. M. (2020). The relations between children's comprehension monitoring and their reading comprehension and vocabulary knowledge: An eye-movement study. Reading and Writing, 33(3), 511–545. https://doi.org/10.1007/s11145-019-09966-3
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Myfta Nur Arofatun, Andhika Ayu Wulandari, Painem Painem
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors published with the JGK (Jurnal Guru Kita) agree to the following terms:
- Authors retain copyright and grant the journal the right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY-SA 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work. (See The Effect of Open Access)
