Implementasi Gerakan Membaca 10 Menit di PAUD Karsa Mandiri

Abstract

Abstract. This study aims to describe the implementation of the 10-Minute Reading Movement (GEMES) program at Karsa Mandiri Early Childhood Education Center as an effort to foster reading interest and accustom students to interacting with reading materials from an early age. This study employs a qualitative approach using descriptive methods. The research subjects included the principal, teachers, students, and parents. Data were collected through observation, interviews, and documentation, then analyzed through data reduction, data presentation, and drawing conclusions, with data validity tested using source and technique triangulation. The results show that the program has been carried out routinely before learning activities begin, supported by good communication between the principal, teachers, and parents, as well as the availability of media and reading materials appropriate for young children. Nevertheless, several challenges remain, such as limited supporting facilities, varying levels of reading interest among children, and a lack of involvement from some parents in fostering reading habits at home. It can be concluded that the program has proceeded quite well and has had a positive impact on fostering reading habits among young children, so it needs to be continuously developed to strengthen a culture of literacy from an early age.

Abstrak. Penelitian ini bertujuan untuk mendeskripsikan implementasi Program Gerakan Membaca 10 Menit (GEMES) di PAUD Karsa Mandiri sebagai salah satu upaya menumbuhkan minat baca dan membiasakan peserta didik berinteraksi dengan bahan bacaan sejak usia dini. Penelitian menggunakan pendekatan kualitatif dengan metode deskriptif. Subjek penelitian meliputi kepala sekolah, guru, peserta didik, dan orang tua. Data dikumpulkan melalui observasi, wawancara, dan dokumentasi, kemudian dianalisis melalui tahap reduksi data, penyajian data, dan penarikan kesimpulan, dengan keabsahan data diuji menggunakan triangulasi sumber dan teknik. Hasil penelitian menunjukkan bahwa implementasi program telah dilaksanakan secara rutin sebelum kegiatan pembelajaran dimulai, didukung oleh komunikasi yang baik antara kepala sekolah, guru, dan orang tua, serta tersedianya media dan bahan bacaan yang sesuai dengan karakteristik anak usia dini. Meski demikian, masih terdapat kendala seperti keterbatasan sarana pendukung, perbedaan minat baca anak, dan kurangnya keterlibatan sebagian orang tua dalam membiasakan membaca di rumah. Program ini dapat disimpulkan telah berjalan cukup baik dan memberikan dampak positif terhadap pembiasaan membaca anak usia dini, sehingga perlu terus dikembangkan untuk memperkuat budaya literasi sejak dini.