Pengembangan Instrumen Evaluasi Literasi Membaca untuk Siswa Sekolah Dasar Berbasis Konteks Budaya NTB
DOI:
https://doi.org/10.70716/murej.v1i2.157Keywords:
Literasi Membaca, Instrumen Evaluasi, Responsif Budaya, Sekolah Dasar, Nusa Tenggara BaratAbstract
Penelitian ini bertujuan mengembangkan instrumen evaluasi literasi membaca untuk siswa sekolah dasar yang berbasis konteks budaya Nusa Tenggara Barat (NTB) dan menguji validitas serta reliabilitas instrumen tersebut. Latar belakang penelitian ini didasari oleh rendahnya capaian literasi membaca siswa SD di Indonesia berdasarkan asesmen nasional dan studi internasional, serta keterbatasan instrumen literasi yang ada, seperti EGRA, yang belum responsif terhadap konteks budaya lokal. Penelitian ini juga mempertimbangkan keberagaman budaya Sasak, Samawa, dan Mbojo, sehingga membutuhkan instrumen yang kontekstual dan sensitif budaya.
Metode penelitian menggunakan pendekatan R&D multimetode, meliputi eksplorasi budaya, pengembangan butir soal, validasi ahli, uji coba terbatas, dan uji coba luas. Subjek penelitian adalah siswa kelas 3–5 dari tiga kabupaten/kota di NTB, serta guru, ahli budaya, dan akademisi literasi sebagai informan kualitatif. Teknik pengumpulan data mencakup wawancara mendalam, FGD budaya lokal, dokumentasi budaya, penyusunan teks bacaan lokal, uji pembacaan lisan, dan penerapan lembar tes literasi. Analisis data dilakukan melalui validitas isi oleh pakar, analisis validitas konstruk menggunakan CFA, reliabilitas dengan Cronbach’s Alpha, dan uji sensitivitas budaya berbasis perbandingan regional.
Hasil penelitian menunjukkan bahwa instrumen yang dikembangkan valid secara isi dan konstruk (CVI tinggi; model fit terpenuhi), serta reliabel pada seluruh subskala literasi, termasuk pemahaman literal, inferensial, kritis, dan literasi visual. Integrasi nilai dan narasi budaya NTB, seperti Presean, beleq, bau nyale, tenun, dan nilai gotong royong, terbukti meningkatkan relevansi instrumen, keterlibatan siswa, dan motivasi membaca. Instrumen ini juga mudah digunakan oleh guru dan dapat diaplikasikan pada asesmen awal maupun kelas menengah.
Kesimpulannya, instrumen literasi membaca berbasis budaya NTB berhasil dikembangkan, terbukti valid, reliabel, dan responsif budaya, sehingga dapat menjadi model pengembangan asesmen literasi berbasis konteks lokal. Rekomendasi penelitian meliputi pemanfaatan instrumen oleh sekolah dan dinas pendidikan NTB, pengembangan versi digital, adaptasi bahasa daerah, serta diseminasi sebagai referensi pengembangan asesmen nasional berbasis budaya lokal.
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