Studi Kualitatif tentang Strategi Guru dalam Mengembangkan Keterampilan Menulis melalui Pendekatan Kontekstual Siswa di Sekolah Dasar

Penelitian ini bertujuan untuk mengetahui strategi guru dalam mengembangkan keterampilan menulis siswa kelas III sekolah dasar melalui pendekatan kontekstual. Penelitian menggunakan pendekatan kualitatif dengan desain studi kasus. Pengumpulan data dilakukan melalui observasi pembelajaran, wawancara dengan guru kelas III, serta dokumentasi hasil tulisan siswa. Analisis data dilakukan secara deskriptif melalui tahapan reduksi data, penyajian data, dan penarikan kesimpulan dengan keabsahan data yang diperkuat melalui triangulasi sumber dan teknik. Hasil penelitian menunjukkan bahwa pendekatan kontekstual diterapkan melalui pendampingan guru secara individual, pembimbingan penulisan digraf seperti ng dan ny, serta koreksi terhadap kesalahan penulisan huruf dan kata. Penerapan strategi tersebut membantu siswa mengembangkan ide berdasarkan pengalaman nyata, meningkatkan motivasi menulis, serta memperbaiki kemampuan menyusun kalimat dan paragraf secara runtut. Dengan demikian, pendekatan kontekstual menjadikan pembelajaran menulis lebih bermakna dan dapat dijadikan alternatif untuk memperkuat literasi dasar siswa sekolah dasar.

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This study aims to determine teacher strategies in developing writing skills in third-grade elementary school students through a contextual approach. The study employed a qualitative approach with a case study design. Data collection was conducted through lesson observations, interviews with third-grade teachers, and documentation of student writing. Data analysis was conducted descriptively through the stages of data reduction, data presentation, and conclusion drawing, with data validity strengthened through triangulation of sources and techniques. The results indicate that the contextual approach was implemented through individual teacher mentoring, guidance on writing digraphs such as ‘ng’ and ‘ny’, and correction of letter and word errors. The implementation of this strategy helped students develop ideas based on real-life experiences, increased writing motivation, and improved their ability to construct coherent sentences and paragraphs. Thus, the contextual approach makes writing learning more meaningful and can be used as an alternative to strengthen basic literacy in elementary school students.