Permasalahan Budaya Membaca di Indonesia (Studi Pustaka Tentang Problematika & Solusinya)

Abstract

Reading is one of the language skills that must be mastered by every student, the ability to read becomes one of the mandatory components in the national education curriculum. However, assessment programs of various international institutions and the Ministry of Education & Culture show that students in Indonesia are still low in their reading ability, in this case reading comprehension skills. For this reason, through this literature study, the problems and solutions are examined based on various library sources. The results of the literature study show that there are different standards between the teaching of reading in education in Indonesia and the standards used by various international institutions in measuring students' reading skills. In addition there are various factors driving the low ability & reading culture of students in Indonesia, namely: 1) Reading has not become a necessity, let alone become a culture, 2) Misperception about the concept of reading ability in most societies including students and teachers, 3) Capacity building reading is still perceived as part of the responsibility of language courses only, 3) The learning process still does not utilize models, methods, learning strategies that are diverse and suitable for reading comprehension learning, 4) reading material, learning activities and practice / evaluation questions there are teaching materials in schools that tend to still dwell on low order thinking skills, 5) Not yet the maximum facilities and infrastructure of school libraries as a center for developing the ability and culture of reading students, and 6) Program of Gerakan Literasi Sekolah (GLS) has not shown the progress expected to build a reading culture.

Reflective-Metacognitive Learning (RML) in Achieving Higher Order Thingking Skills (HOTS) of KKNI Curriculum

“…It can be proven from reading and literacy of PIRLS (Progress in International Reading Literacy Study), that informed more than 95% of Indonesian students in grade IV elementary schools were only able to study in the middle level. Furthermore the results of the PIRLS study (Progress in International Reading Literacy Study), Indonesia ranked 45th out of 48 participating countries with a score of 428 from an average score of 500 (Tahmidaten & Krismanto, 2020;IEA 2017;Kobakhidze, 2016). These data above can be indicated that education in Indonesian country was still be worried about or at a low level on the international achievement index.…”

The Sustainability of Community Library and Literacy Culture

“…The reading culture developed in schools should be strengthened through the library. However, the school library's inadequate facilities and infrastructure and services sometimes become one of the obstacles to developing students' reading interests and abilities (Tahmidaten & Krismanto, 2020). Therefore, TBM is one of the means that should be able to cover these shortcomings.…”

“…According to Tahmidaten and Krismanto (2020), when discussing the role of libraries, it must be seen from four (4) sides, namely: 1) facilities, 2) administration management, 3) human resources managers, and 4) library utilisation programs to support the reading movement. (School literacy).…”

The Role of Motivation-Regulation in Master Students’ Academic Reading

“…The main adjustment experienced by master students is the adaptation with the nature of academic reading activities (Alghail & Mahfoodh, 2016). In the context of Indonesia, the different number of academic reading text in undergraduate compared to master degree might cause shock for master students since Indonesia has a low reading culture (Tahmidaten & Krismanto, 2020). In other words, students are not accustomed to having reading habits.…”