Peningkatan Literasi Anak Melalui Program Bimbingan Belajar di Desa Kalebentang Galesong Selatan

Abstract

Improving children's literacy skills in rural areas remains a significant challenge for achieving equitable educational quality. This article explores the implementation of a community-based tutoring program in Kalebentang Village, South Galesong, as a strategy to improve literacy among elementary school-aged children. The research employed a mixed methods approach: a pre-post survey of the reading and writing skills of 120 participating children, classroom observations, and in-depth interviews with parents, tutors, and community leaders. Results showed significant increases in reading comprehension scores (mean +18%) and basic writing skills (mean +15%) after the six-month intervention. Furthermore, reading motivation increased, and parental involvement increased through a family literacy module. Supporting factors included local tutor training, culturally relevant reading materials, and flexible scheduling support. The main barriers were the availability of printed reading materials and limited study space. The discussion emphasizes that a community tutoring program that integrates school-family-community literacy movements can accelerate the improvement of children's literacy in the village. The conclusion recommends strengthening family involvement, providing local reading materials, and a scale-up model involving village governments and university community service programs.