POTRET STRATEGI GURU DALAM MENGHADAPI KETERBATASAN SARANA LITERASI: STUDI KASUS DI SEKOLAH DASAR

Abstract

Developing a strong literacy culture in primary education is essential for supporting students’ cognitive, social, and academic growth. However, many schools in Indonesia, particularly those located in densely populated urban areas, continue to struggle with limited literacy facilities, which makes it challenging to implement literacy programs as mandated by national policies. SDN Kelayan Selatan 2 in Banjarmasin is one such school that strives to maintain its literacy activities despite inadequate infrastructure.

This study aims to explore the strategies used by teachers in managing literacy activities under limited resources and to examine the meaning and impact of these strategies on classroom practices. Employing a qualitative case study approach, data were collected through semi-structured interviews, classroom observations, and document analysis. The findings reveal that teachers adopted several adaptive and low-cost strategies, including a daily 15-minute reading routine, simple classroom reading corners, the use of lightweight digital media, and communal reading activities. These strategies were effective in enhancing students’ reading motivation and engagement even in the absence of adequate facilities.

The study concludes that limited infrastructure does not necessarily hinder the development of a literacy culture when teachers demonstrate creativity, adaptive leadership, and strong commitment. The findings highlight the importance of empowering teachers, strengthening community partnerships, and providing ongoing support from local authorities to improve the literacy ecosystem in schools with minimal resources.

Keywords: school literacy, teacher strategies, limited facilities, primary education, case study