Strategi Guru dalam Mengatasi Menulis Tangan pada Peserta Didik Kelas II SD

Penelitian ini bertujuan untuk mendeskripsikan strategi guru dalam mengatasi kesulitan menulis tangan pada peserta didik kelas II sekolah dasar. Penelitian menggunakan pendekatan kualitatif dengan desain studi kasus yang dilaksanakan di SDN Sidotopo IV Surabaya pada semester ganjil tahun pelajaran 2025/2026. Subjek penelitian meliputi satu guru kelas II dan lima peserta didik yang mengalami kesulitan menulis tangan berdasarkan rekomendasi guru. Teknik pengumpulan data dilakukan melalui observasi, wawancara semi-terstruktur, dan dokumentasi hasil tulisan peserta didik. Analisis data menggunakan model Miles dan Huberman yang meliputi pengumpulan data, reduksi data, penyajian data, serta penarikan kesimpulan. Hasil penelitian menunjukkan bahwa kesulitan menulis tangan peserta didik masih beragam pada aspek keterbacaan huruf, kelancaran menulis, dan kerapihan tulisan. Strategi guru dalam mengatasi kesulitan tersebut meliputi pemberian contoh penulisan huruf yang jelas, pelaksanaan latihan menulis secara berulang, serta pemberian umpan balik langsung selama proses pembelajaran. Strategi tersebut memberikan dampak positif terhadap peningkatan kualitas tulisan tangan sebagian peserta didik, meskipun belum berkembang secara merata. Oleh karena itu, diperlukan pendampingan yang lebih intensif dan penyesuaian strategi pembelajaran secara individual agar kesulitan menulis tangan peserta didik dapat diatasi secara optimal.

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This study aims to describe teachers’ strategies in addressing handwriting difficulties among second-grade elementary school students. The research employed a qualitative approach with a case study design, conducted at SDN Sidotopo IV Surabaya during the first semester of the 2025/2026 academic year. The research subjects included one second- grade homeroom teacher and five students identified by the teacher as experiencing handwriting difficulties. Data collection techniques consist of observation, semi-structured interviews, and documentation of students’ written work. Data analysis followed the Miles and Huberman model, involving data collection, data reduction, data display, and conclusion drawing. The study revealed that students exhibit various handwriting challenges, particularly in letter legibility, writing fluency, and neatness. The strategies employed by the teacher to overcome these difficulties include providing clear examples of letter formation, implementing repetitive writing exercises, and giving direct feedback throughout the learning process. These strategies positively affect the improvement of some students’ handwriting quality, although progress is not evenly distributed. Therefore, more intensive guidance and individualized adjustments in instructional strategies are necessary to optimally address students’ handwriting difficulties.