Optimalisasi Pojok Literasi BIMA Sebagai Media Penguatan Literasi Anak Di Desa Sukaharja Kecamatan Cijeruk Kabupaten Bogor

Abstract

Abstrak: Tujuan optimalisasi Pojok Literasi BIMA sebagai upaya penguatan literasi anak di Desa Sukaharja, Kecamatan Cijeruk, Kabupaten Bogor. Program dirancang dengan pendekatan pendidikan masyarakat berbasis partisipasi (community-based education) yang melibatkan perangkat desa, guru, kader literasi, sekolah, dan orang tua. Metode kegiatan meliputi analisis kebutuhan, revitalisasi pojok literasi, pelatihan kader, pelaksanaan kegiatan literasi kreatif mingguan, serta kolaborasi dengan sekolah dan keluarga. Hasil kegiatan menunjukkan adanya peningkatan fasilitas ruang baca yang lebih ramah anak dengan koleksi buku bertambah dari 46 menjadi 110 eksemplar. Sebanyak 12 kader literasi berhasil meningkatkan keterampilan fasilitasi hingga 88% pascapelatihan. Kegiatan literasi mingguan menarik minat anak, dengan peningkatan peserta dari rata-rata 7 menjadi 25 anak per minggu. Evaluasi kuantitatif pada 30 anak menunjukkan kenaikan skor membaca pemahaman sebesar 38,4% (dari 56,7 menjadi 78,5). Secara kualitatif, anak-anak menunjukkan perubahan perilaku positif, seperti lebih sering meminjam buku, berani menceritakan kembali bacaan, serta meningkatnya rasa ingin tahu. Kolaborasi sekolah dan orang tua turut memperkuat keberlanjutan, dengan 73% orang tua mulai membacakan cerita di rumah dibandingkan 27% sebelumnya. Program ini membuktikan bahwa pojok literasi berbasis komunitas efektif sebagai model pengembangan budaya literasi di pedesaan.

Kata Kunci: Literasi anak, Pojok Literasi, Pendidikan berbasis Komunitas, Kader Literasi, Desa Sukaharja

Abstract:  This article discusses the optimization of the BIMA Literacy Corner as an effort to strengthen children’s literacy in Sukaharja Village, Cijeruk District, Bogor Regency. The program was designed using a community-based education approach that actively involved village officials, teachers, literacy cadres, schools, and parents. The implementation stages included needs assessment, literacy corner revitalization, cadre training, weekly creative literacy activities, and collaboration with schools and families. The results showed a significant improvement in facilities, with the reading collection increasing from 46 to 110 books, accompanied by a child-friendly spatial arrangement. Twelve literacy cadres successfully enhanced their facilitation skills, with an 88% increase in post-training understanding. Weekly literacy activities attracted more participation, with the number of children rising from an average of 7 to 25 per week. Quantitative evaluation involving 30 children indicated a 38.4% increase in reading comprehension scores (from 56.7 to 78.5). Qualitatively, children demonstrated positive behavioral changes, such as borrowing books more frequently, confidently retelling stories, and showing greater curiosity. Collaboration with schools and parents further strengthened sustainability, with 73% of parents starting to read with their children at home compared to only 27% before the program. These findings demonstrate that a community-based literacy corner can serve as an effective model for fostering a sustainable literacy culture in rural areas.

Keywords: children’s literacy, literacy corner, community-based education, literacy cadres, Sukaharja Village