Upaya Guru Pendidikan Agama Buddha dan Budi Pekerti dalam Menumbuhkan Minat Literasi Baca Tulis Siswa Kelas III di SDS Punna Karya

Abstract

This research aims to describe the efforts of Buddhist Religious Education and Moral Education teachers in fostering students' interest in reading and writing literacy at SDS Puñña Karya. This study employs qualitative research with an exploratory approach. The subjects in this study are the Principal of SDS Puñña Karya, the Buddhist Religious Education and Character Education teacher, the third-grade homeroom teacher, and the third-grade students. The data collection techniques used are through three methods, namely observation, interviews, and documentation. The data analysis technique used is the analysis technique from Miles, Huberman, and Saldana 2014, which consists of data collection, data condensation, data presentation, and conclusion drawing or verification. The results of this study indicate that the learning process of Buddhist Religious Education and Character Education for third grade at SDS Puñña Karya is carried out through lesson planning, lesson implementation, and lesson evaluation. The learning process of Buddhist Religious Education and Character Education for third grade at SDS Puñña Karya also faces several challenges in the teaching and can be addressed by making efforts to overcome the identified obstacles. The efforts of Buddhist Religious Education and Character teachers in fostering reading and writing literacy interest among third-grade students at SDS Puñña Karya are carried out through (1) story-based motivation, (2) providing interesting Buddhist stories, (3) retelling stories, (4) giving rewards and appreciation, (5) providing interesting reading books, (6) guiding, (7) directing, (8) alternating reading, and (9) encouraging students to exchange books. The obstacles faced by teachers in fostering students' interest in reading and writing literacy are the rapid advancement of technology, crowded classroom conditions, and the diverse characters of the students. The Buddhist Religious Education and Moral Education (PAB and BP) teacher for grade III at SDS Puñña Karya, with the support of the school, has made several efforts to overcome these obstacles, including assigning reading tasks, providing questions, asking parents to monitor their children while using mobile phones, arranging comfortable seating, coordinating with the homeroom teacher to provide additional guidance, and ensuring the availability of books.