KONTRIBUSI PROGRAM LITERASI DAN MINAT BACA TERHADAP KEMAMPUAN LITERASI MEMBACA SISWA
DOI:
https://doi.org/10.51878/secondary.v6i2.9928Abstract
ABSTRACT
Indonesian students' reading literacy skills remain low, including at the junior high school level. School literacy programs and reading interest are considered two important contributing factors, yet previous research findings have been inconsistent. This study aims to analyze the contribution of literacy programs and reading interest both partially and simultaneously to the reading literacy ability of students at SMP Negeri 22 Mataram. A quantitative approach with a correlational ex post facto design was employed. All grade VII, VIII, and IX students in the 2025/2026 academic year served as a saturated sample of 106 students. Data were collected using Likert-scale questionnaires (literacy program: 11 items; reading interest: 41 items) and a multiple-choice reading literacy test (18 items), all of which had been validated. Data were analyzed using multiple linear regression via SPSS version 26. Results show: (1) the literacy program had no significant partial effect on reading literacy ability (t = 1.282; sig. 0.203 > 0.05); (2) reading interest had a significant partial effect on reading literacy ability (t = 9.717; sig. 0.000 < 0.05); and (3) simultaneously, the literacy program and reading interest significantly affected reading literacy ability (F = 87.934; sig. 0.000 < 0.05), contributing 63.1% of the variance. This study confirms that reading interest is the dominant predictor of reading literacy, suggesting that literacy programs need to be evaluated by their capacity to cultivate sustained reading interest.
ABSTRAK
Kemampuan literasi membaca siswa Indonesia masih tergolong rendah, termasuk di jenjang SMP. Program literasi sekolah dan minat baca diyakini sebagai dua faktor penting yang berkontribusi terhadap kemampuan tersebut, namun hasil penelitian sebelumnya masih belum konsisten. Penelitian ini bertujuan untuk menganalisis kontribusi program literasi dan minat baca secara parsial maupun simultan terhadap kemampuan literasi membaca siswa di SMP Negeri 22 Mataram. Pendekatan yang digunakan adalah kuantitatif dengan desain korelasional ex post facto. Seluruh siswa kelas VII, VIII, dan IX tahun ajaran 2025/2026 dijadikan sampel jenuh dengan jumlah 106 siswa. Data dikumpulkan melalui angket berskala Likert (program literasi: 11 butir; minat baca: 41 butir) dan tes pilihan ganda kemampuan literasi membaca (18 butir) yang telah divalidasi. Analisis data menggunakan regresi linear berganda dengan bantuan SPSS versi 26. Hasil penelitian menunjukkan: (1) program literasi secara parsial tidak berpengaruh signifikan terhadap kemampuan literasi membaca siswa (t = 1,282; sig. 0,203 > 0,05); (2) minat baca secara parsial berpengaruh signifikan terhadap kemampuan literasi membaca siswa (t = 9,717; sig. 0,000 < 0,05); dan (3) secara simultan, program literasi dan minat baca berpengaruh signifikan terhadap kemampuan literasi membaca siswa (F = 87,934; sig. 0,000 < 0,05) dengan kontribusi sebesar 63,1%. Penelitian ini menegaskan bahwa minat baca merupakan prediktor dominan kemampuan literasi membaca, sehingga efektivitas program literasi perlu diukur dari sejauh mana ia mampu menumbuhkan minat baca yang berkelanjutan.
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