Community Service through the Literacy Village Model Reading Park in Tapak Gedung Village, Kepahiang Regency
DOI:
https://doi.org/10.35568/abdimas.v8i1.5574Keywords:
Reading Park, Literacy Village Model, Reading, Writing LiteracyAbstract
Local cultural literacy with character is currently lacking in society so that it does not describe and reflect the area where a region is located. This is because the low literacy culture of Indonesian society today has an impact on the low interest in reading and writing in society. This condition is also influenced by the limited number of reading parks or village libraries, which is only 3.06%. A different thing was found in Tapak Gedung which does not yet have a village library so that literacy activities in reading and writing there are still limited. For this reason, this community service activity aims to describe and reveal the tendency of the community's interest in reading and writing, train the community in writing in the community so that they can foster their interest in reading and writing, compile literacy drafts in identifying folk tales and poetry, and describe responses to reflections on activities that have been carried out to provide input and action on the literacy village model activities of the reading corner that has been carried out. The community service method used is Tabatage Unib (Tapak Gedung Reading Park, University of Bengkulu) APTE Model (Needs Analysis, Training, Action, and Evaluation). The community service team in this case uses this model as a stage of service. Literacy reading and writing that is developed, namely reading and telling stories and writing village history/potential local wisdom in the form of fiction. The community is more dominant in telling stories than reading and is no longer illiterate. The tendency of existing folklore is in the form of tourist attractions, myths, folklore, typonyms, history, and events in society. Training and guidance can maximize the APTE model independently and in groups that are actively followed by participants. There needs to be printed and non-printed reading materials with a good internet connection network. The output of community service activities is documented in the form of recordings published on YouTube and publication of articles in the Sinta 5 journal.
Downloads
References
Arono. Diani, I., Yunita, W. Aulia, R., Syahriman, S. (2022). Pengabdian kepada Masyarakat melalui Taman Bacaan Model Kampung Literasi di Desa Rindu Hati, Kecamatan Taba Penanjung, Kabupaten Bengkulu Tengah Bengkulu. Empowerment: Jurnal Pengabdian Masyarakat, 5(2),144-161. https://doi.org/10.25134/empowerment.v5i02.4964
Badan Pusat Statistik. (2021). Indeks Pembangunan Literasi di Indonesia. Jakarta: BPS.
Bapeda Provinsi Bengkulu. (2017). Dokumen Rencana Aksi Daerah Percepatan Pembangunan Daerah Tertinggal Provinsi Bengkulu Tahun Anggaran 2017. Bengkulu: Bapeda Provinsi Bengkulu.
Budiman, H. (2017). Peran teknologi informasi dan komunikasi dalam pendidikan. Al-Tadzkiyyah: Jurnal Pendidikan Islam, 8 (1), 31-43.
Firdaus, A. (2018). Penguatan Literasi Masyarakat Berbasis Komunitas Lokal. Jakarta: Pustaka Rakyat.
Hamid, R. (2020). Peran Pemerintah dalam Gerakan Literasi Nasional. Yogyakarta: Literasi Press.
Kurniasih, D. (2021). Tantangan Literasi di Indonesia: Antara Minat Baca dan Ketersediaan Akses. Bandung: Sinar Ilmu.
Lailiyah, N. (2019). Keterlibatan Komunitas dalam Pengelolaan Pojok Literasi Desa. Malang: Media Literasi.
Rosyadi, M. (2020). Pengembangan Literasi Berbasis Budaya Lokal di Indonesia. Semarang: Pena Ilmu.
UNESCO. (2017). Literacy Rates in Southeast Asia. Paris: UNESCO Publishing.
Zubaidah, L. (2019). Pengaruh Ketersediaan Bahan Bacaan Terhadap Minat Baca Masyarakat. Surabaya: Graha Ilmu.
Direktorat Pembinaan Pendidikan Keaksaraan dan Kesetaraan. 2017. Panduan Teknis Penyelenggaraan Kampung Literasi 2017. Jakarta: Direktorat Pembinaan Pendidikan Keaksaraan dan Kesetaraan, Direktorat Jenderal Pendidikan Anak Usia Dini dan Pendidikan Masyarakat.
Faizah, Dewi Utama dkk. (2016). Panduan Gerakan Literasi Sekolah Di Sekolah Dasar. Jakarta: Direktorat Jendral Pendidikan Dasar Dan Menengah Kementrian Pendidikan Dan Kebudayaan.
Handini, B.P., dkk. (2017). Pelaksanaan gerakan literasi sekolah sebagai upaya membentuk habituasi literasi siswa di SMA Negeri 4 Magelang. Solidarity, 6 (2), 167-179.
Kamil, Mostofa. (2003). “Model-model Pelatihan”. Bandung: UPI.
Mubarok, Husni. (2018). Kontribusi Usaid Prioritas dalam Menumbuhkembangkan Budaya Literasi di Sekolah SD/MI Di Kabupaten Langkat. ANALYTICA ISLAMICA: Vol. 7 No. 1 Hal. 47-59. Tersedia Pada: http://jurnal.uinsu.ac.id/index.php/analytica/article/view/1372.
Puslitjakdikbud. (2019). Indeks Aktivitas Literasi Membaca 34 Provinsi. Jakarta: Pusat Penelitian Kebijakan Pendidikan dan Kebudayaan, Badan Penelitian dan Pengembangan, Kementerian Pendidikan dan Kebudayaan.
Rosenberg, Marc J. (2001), e-Learning; Strategies for Delivering Knowledge in the Digital. New York: McGraw Hill.
Sudjana, D. (1993). Metoda danTteknik Pembelajaran Partisipatif. Bandung: Nusantara Press.
Suyono. (2011). Pembelajaran Efektif dan Produktif Berbasis Literasi: Analisis Konteks, Prinsip, dan Wujud Alternatif Strategi Implementasinya di Sekolah. Malang: Penerbit Cakrawala Indonesia.
Suyono, Titik Harsiati, & Ika Sari Wulandari. (2017). Implementasi Gerakan Literasi Sekolah pada Pembelajaran Tematik di Sekolah Dasar. Sekolah Dasar, Tahun 26 Nomor 2, November 2017, hlm 116-123. Tersedia Pada: http://journal2.um.ac.id/index.php/sd/article/view/3050.
