Pengembangan Kompetensi Menulis Buku Cerita Anak Bagi Calon Guru Sekolah Dasar

Dwi Alia, Yulianeta Yulianeta, Yeti Mulyati, Seni Apriliya, Vismaia S. Damaianti, Dadang S. Anshori, Rahmad Nuthihar

Abstract

This study aims to identify the challenges, learning needs, and weaknesses in the intrinsic elements of children’s storybooks written by prospective elementary school teachers. The research employed a mixed methods approach with data collected through questionnaires, interviews, and content analysis. Questionnaires were distributed to 122 students from the Primary School Teacher Education (PGSD) and Islamic Primary School Teacher Education (PGMI) programs to identify challenges and learning needs in writing children’s stories. Interviews were conducted with two lecturers teaching children’s literature to explore their perspectives on students’ difficulties. In addition, a content analysis was carried out on 13 student works, consisting of nine children’s storybooks and four educational books, to examine weaknesses in intrinsic elements. Data were analyzed descriptively through triangulation of survey, interview, and content analysis results. The findings reveal that the main challenges lie in narrative perspective (49.18%), plot development (39.35%), and characterisation (36.89%). In terms of learning needs, students require more training in language use (34.43%) and the development of creative originality (31.15%). The content analysis supports these findings, showing narrative weaknesses such as abrupt resolutions, static characters, and the use of unimaginative and non-contextual language. These results highlight the need for a more contextual, practical, and child-literacy-oriented model of story-writing instruction.

 

Abstrak

Penelitian ini bertujuan mengungkap kendala, kebutuhan pembelajaran, dan kelemahan unsur intrinsik dalam karya cerita anak yang ditulis oleh mahasiswa calon guru sekolah dasar. Metode yang digunakan adalah pendekatan campuran (mixed methods) dengan teknik pengumpulan data berupa kuesioner terhadap 122 mahasiswa Program Studi PGSD dan PGMI, wawancara dengan dua dosen pengampu mata kuliah sastra anak, serta analisis isi terhadap 13 karya mahasiswa (9 buku cerita anak dan 4 buku pendidikan). Data dianalisis secara deskriptif melalui triangulasi hasil survei, wawancara, dan analisis karya. Hasil penelitian menunjukkan bahwa kendala utama mahasiswa terletak pada aspek sudut pandang (49,18%), alur cerita (39,35%), dan pengembangan tokoh (36,89%). Dalam hal kebutuhan pembelajaran, mahasiswa memerlukan pelatihan dalam penggunaan bahasa (34,43%) dan pengembangan orisinalitas karya (31,15%). Analisis karya memperkuat temuan survei dengan ditemukannya kelemahan naratif berupa resolusi instan, karakter statis, serta penggunaan bahasa yang kurang imajinatif dan tidak kontekstual. Temuan ini menegaskan perlunya model pembelajaran menulis cerita anak yang lebih kontekstual, praktis, dan berorientasi pada literasi anak.

Keywords

children’s stories; writing challenges; writing instruction; children’s literature

Full Text:

PDF

References

Afifah, S. N., & Yuniar, T. (2024). Persahabatan Panda dan Kancil.

Alatalo, T., Meier, J., & Frank, E. (2017). Information Sharing on Children’s Literacy Learning in the Transition from Swedish Preschool to School. Journal of Research in Childhood Education, 3(2), 240–254.

Arif Widodo, U. (2021). Analisis Kesulitan Mahasiswa PGSD dalam Menulis Ilmiah. Jurnal Ilmiah Jendela Pendidikan, 10(2). https://doi.org/10.55129/jp.v10i2.1312

Aryana, S., Zulaeha, I., Pristiwati, R., & Haryadi. (2024). Writing Assessment Model: Demands of Indonesian Teachers in the 21st Century. Journal of Language Teaching and Research, 15(3), 763–771. https://doi.org/10.17507/jltr.1503.09

Baker, C. E. (2013). Fathers’ and Mothers’ Home Literacy Involvement and Children’s Cognitive and Social Emotional Development: Implications for Family Literacy Programs. Applied Developmental Science, 17(4), 184–197. https://doi.org/10.1080/10888691.2013.836034

Brinton, Bonnie, & Fujiki, Martin. (2017). The power of stories: Facilitating social communication in children with limited language abilities. School Psychology International, 38(5), 523–540. https://doi.org/10.1177/0143034317713348

Canbazoglu, H. B., & Bulut Ozsezer, M. S. (2018). Picture in Children’s Story Books: Children’s Perspective. International Journal of Educational Methodology, 4(4), 205–217. https://doi.org/10.12973/ijem.4.4.205

Ciampa, K., & Reisboard, D. (2021). Books like me: an investigation of urban elementary teachers’ journey toward more culturally relevant pedagogy. Journal for Multicultural Education, 15(1), 1–19. https://doi.org/10.1108/JME-09-2019-0069

Cremin, T., Mottram, M., Bearne, E., & Goodwin, P. (2008). Exploring teachers’ knowledge of children’s literature. Cambridge Journal of Education, 38(4), 449–464. https://doi.org/10.1080/03057640802482363

Delpit, L. (2006). Lessons from Teachers. Journal of Teacher Education, 57(3), 220–231. https://doi.org/10.1177/0022487105285966

Doyle, B. G., & Bramwell, W. (2006). Promoting Emergent Literacy and Social–Emotional Learning Through Dialogic Reading. The Reading Teacher, 59(6), 554–564. https://doi.org/10.1598/RT.59.6.5

Fivush, R., Kelly, M., Megan, C., Martina, R., & and Brewin, C. R. (2007). Children’s narratives and well-being. Cognition and Emotion, 21(7), 1414–1434. https://doi.org/10.1080/02699930601109531

Freytag, G. (1863). Die Technik des Dramas. Leipzig: Hirzel.

Hauman, K., Kastner, S., & Witte, A. (2015). Writing Teachers for Twenty-First-Century Writers: A Gap in Graduate Education. Pedagogy, 15(1), 45–57. https://doi.org/10.1215/15314200-2799164

Heath, Melissa Allen, Smith, Kathryn, & Young, Ellie L. (2017). Using Children’s Literature to Strengthen Social and Emotional Learning. School Psychology International, 38(5), 541–561. https://doi.org/10.1177/0143034317710070

Hsieh, B., & Kim, J. (2020). Challenging the invisibility of Asian Americans in education. Review of Education, Pedagogy, and Cultural Studies, 42(2), 95–103. https://doi.org/10.1080/10714413.2020.1760643

Hunt, P. (1991). Criticism, theory, and children’s literature. Blackwell Oxford, UK. https://doi.org/LK - https://worldcat.org/title/21874456

Kurniawan, H. (2009). Sastra Anak: Kajian Strukturalisme, Sosiologi, Semiotika, hingga Penulisan Kreatif. Graha Ilmu.

Leland, C., Lewison, M., & Harste, J. C. (2022). Teaching Children’s Literature: It’s Critical! (3rd ed.). Routledge. https://doi.org/https://doi.org/10.4324/9781003246947

Linder, R., & Falk-Ross, F. (2020). Preservice Teachers Taking a Critical Stance When Examining Children’s Literature. Literacy Research and Instruction, 59(4), 298–323. https://doi.org/10.1080/19388071.2020.1777228

Lukens, E. P., & McFarlane, W. R. (2004). Psychoeducation as evidence-based practice: Considerations for practice, research, and policy. Brief Treatment and Crisis Intervention, 4(3), 205–225. https://doi.org/10.1093/brief-treatment/mhh019

Mulyaningsih, I., Rahmat, W., Maknun, D., & Firdaus, W. (2022). How Competence of Production, Attention, Retention, Motivation, and Innovation Can Improve Students' Scientific Writing Skills. International Journal of Language Education, 6(4), 368-385.

Mulyati, Y., & Cahyani, I. (2021). Keterampilan Berbahasa Indonesia SD (Edisi 3). Universitas Terbuka.

Nikolajeva, M. (2014). Reading for Learning: Cognitive approaches to children’s literature. John Benjamins Publishing Company. https://doi.org/10.1075/clcc.3

Nikolajeva, M. (2017). Emotions in picturebooks. In B. Kümmerling-Meibauer (Ed.), The Routledge Companion to Picturebooks (1st ed.). Routledge. https://doi.org/10.4324/9781315722986

Nodelman, P. (2008). The Hidden Adult: Defining Children’s Literature. JHU Press.

Nurgiyantoro, B. (2004). Sastra Anak: Persoalan Genre. Humaniora, 16(2), 107–122.

Oxley, P. (2006). Profile: Rudine Sims Bishop: Making a Difference through Literature. Language Arts, 83(6), 1–6. https://doi.org/https://doi.org/10.58680/la20064921

Parlindungan, F., Rifai, I., Nuthihar, R., & Dewayani, S. (2024). Evaluating Indonesian Hero Stories Featured in Children’s Literature. LLT Journal: A Journal on Language and Language Teaching, 27(2), 931–947. https://doi.org/https://doi.org/10.24071/llt.v27i2.8787

Parlindungan, F., Rifai, I., Nuthihar, R., & Syahputri, V. N. (2025). Literasi Kritis dan Pedagogi Multiliterasi: Integrasi Etika dan Nilai Moral dalam Pembelajaran. PT Rajagrafindo Perkasa.

Piaget, J. (1952). The origins of intelligence in children. New York: International Universities Press.

Riquelme, E., & Montero, I. (2013). Improving Emotional Competence Through Mediated Reading: Short Term Effects of a Children’s Literature Program. Mind, Culture, and Activity, 20(3), 226–239. https://doi.org/10.1080/10749039.2013.781185

Riziq, N. R. (2024). Pohon Harapan dan Anak Pemimpi.

Sholeh, M., Aziz, A., & Kholis, N. (2021). Development Of Teacher Competence In Creative Writing To Actualize Literacy Of Madrasah. ELEMENTARY: Islamic Teacher Journal, 9(2), 183. https://doi.org/10.21043/elementary.v9i2.11903

Silvia, N., & Susilawati, T. (2024). Persahabatan Spike dan Owie.

Sipe, L. R. (2008). Storytime: Young Children’s Literary Understanding in the Classroom. Teachers College Press.

Sugiyono. (2015). Metode Penelitian Kombinasi (Mix Methods). Alfabeta.

Sumardi. (2019). Bagaimana Menciptakan Cerita Anak yang Unggul? Dalam Kreatif Menulis Cerita Anak. (pp. xx-xx). Penerbit Nuansa Cendekia.

Temple, C., Martinez, M., & Yokota, J. (2018). Children’s Books in Children’s Hands: A Brief Introduction to Their Literature. Pearson.

Trites, R. (2014). Maria Nikolajeva Reading for Learning: Cognitive Approaches to Children’s Literature. Barnboken, 37(January). https://doi.org/10.14811/clr.v37i0.189

Uchrowi, Z., & Trimansyah, B. (2021). Pedoman Perjenjangan Buku 2021. Puskurbuk.

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.

Winarni, R. (2014). Kajian Sastra Anak. Graha Ilmu.

Yoo, J. (2018). Teachers as creative writers: needs, desires and opportunities for growth. New Writing, 15(3), 300–310. https://doi.org/10.1080/14790726.2017.1391296

Zulfikar, T. (2018). The Making of Indonesian Education: An overview on Empowering Indonesian Teachers. Journal of Indonesian Social Sciences and Humanities, 2, 13–39. https://doi.org/10.14203/jissh.v2i0.19

DOI: https://doi.org/10.26499/sawer.v31i2.1613

Refbacks

  • There are currently no refbacks.