Transformasi Pembelajaran Bahasa Indonesia di Sekolah Dasar: Dari Rutinitas Menuju Praktik Bermakna

Wina Handayani Br Batubara; Erna Ikawati

Authors

Wina Handayani Br Batubara UIN Syekh Ali Hasan Ahmad Addary Padangsidimpuan
Erna Ikawati UIN Syekh Ali Hasan Ahmad Addary Padangsidimpuan

Keywords:

Indonesian language learning, Basic literacy, Reading comprehension, Primary education, Text-based approach

Abstract

Pembelajaran Bahasa Indonesia di sekolah dasar berperan penting dalam membangun kemampuan literasi dasar yang menjadi fondasi keberhasilan akademik. Namun, berbagai studi menunjukkan bahwa capaian membaca pemahaman siswa masih rendah akibat pembelajaran yang bersifat prosedural, minimnya pemanfaatan teks autentik, serta keterbatasan kompetensi pedagogis guru. Penelitian ini menggunakan metode kajian pustaka untuk menelaah teori, temuan empiris, dan praktik terkini terkait transformasi pembelajaran Bahasa Indonesia di SD. Hasil kajian menunjukkan bahwa efektivitas pembelajaran sangat dipengaruhi oleh penguatan kosakata, penggunaan pendekatan berbasis teks, integrasi media literasi digital, serta dukungan afektif seperti minat dan kepercayaan diri siswa. Studi internasional juga menegaskan pentingnya intervensi terstruktur dan berkelanjutan yang didampingi guru. Kajian ini menyimpulkan bahwa transformasi pembelajaran Bahasa Indonesia memerlukan pendekatan holistik yang meliputi peningkatan kompetensi guru, penyediaan bahan ajar kontekstual, dan penguatan ekosistem literasi sekolah-rumah agar pembelajaran bergerak dari rutinitas menuju praktik yang bermakna.

Indonesian language instruction in primary schools plays a central role in developing foundational literacy skills essential for academic success. However, recent studies indicate that students’ reading comprehension remains low due to procedural instruction, limited use of authentic texts, and insufficient pedagogical competence among teachers. This study employs a literature review methodology to analyze theoretical perspectives, empirical findings, and current practices related to transforming Indonesian language learning in primary education. The review shows that instructional effectiveness is shaped by vocabulary development, text-based pedagogy, integration of digital literacy tools, and affective support such as motivation and confidence. International evidence further highlights the importance of structured and sustained, teacher-guided literacy interventions. This study concludes that transforming Indonesian language learning requires a holistic approach that strengthens teacher competence, provides contextual learning materials, and builds a supportive school–home literacy ecosystem to shift instruction from routine tasks toward meaningful learning practices.

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