TRADISI LITERASI SOROGAN BUKU SEBAGAI UPAYA GURU DALAM MENGEMBANGKAN KETERAMPILAN BELAJAR SISWA MA ALI MAKSUM YOGYAKARTA

Rizki Fadhilah, NIM.: 21204012054 (2024) TRADISI LITERASI SOROGAN BUKU SEBAGAI UPAYA GURU DALAM MENGEMBANGKAN KETERAMPILAN BELAJAR SISWA MA ALI MAKSUM YOGYAKARTA. Masters thesis, UIN SUNAN KALIJAGA YOGYAKARTA.

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Abstract

The choice of method in literacy learning is considered very important, because literacy activities involve many students' learning skills which are students' basic abilities that must be developed to make it easier for students in the learning process and improve the quality of students' intelligence. One of the appropriate methods to become a means of learning literacy is the sorogan method. The sorogan method in literacy activities at MA Ali Maksum is carried out with preparation such as reading and understanding books, doing a resu me from the reading book then making face to face memorization deposits to the examining teacher (presentation exam). In dividing the types of literacy, the sorogan method is included in the basic literacy type which involves human abilities in the form of reading, writing, listening, speaking and arithmetic. Mastery of basic literacy is needed to develop students' learning skills which include reading, writing, remembering, time management and speaking skills. So that choosing the sorogan method applied in literacy activities will be an appropriate means for students to develop students' learning skills. The purpose of this research is to determine the efforts of examining teachers in developing learning skills as well as the implications of book sorogan literacy activities on the development of students' learning skills. This research is a type of field research, with a qualitative descriptive approach. The author's data sources were obtained from interviews with 3 examining teachers and 10 MA Ali Maksum students, observation and documentation. Data analysis is carried out by means of data reduction, data display, and data verification or conclusions. The results of this research show that: (1) the implementation of the book sorogan literacy activity begins with a preparation stage for both the students and the examining teacher and the implementing committee, then the implementation stage is when the literacy presentation test uses the sorogan method which is carried out by the students to the examining teacher. (2) The examining teacher's efforts to develop students' learning skills are carried out by listening to the results of the presentation, asking questions and seeking inspiration from reading books, and making assessments based on the suitability of the resume results with the book and the neatness of the student's resume results. (3) several implications that occur in developing students' skills through book sorogan literacy activities include being able to foster character in students in the form of discipline, responsibility, creativity, self-confidence, hard work and independence.

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