Kesenjangan Parental Literacy Beliefs dan Parental Self-Efficacy Pasca Pelatihan Read Aloud: Sebuah Studi Deskriptif Eksploratif
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Abstract
Read aloud berkontribusi terhadap perkembangan bahasa dan literasi anak. Keberhasilan praktik ini erat kaitannya dengan keterlibatan orang tua, khususnya parental literacy beliefs dan parental self-efficacy. Penelitian ini bertujuan mengeksplorasi kedua konstruk tersebut, praktik read aloud, serta pengalaman orang tua pasca mengikuti Training of Trainers (ToT) Read Aloud. Penelitian menggunakan desain deskriptif eksploratif dengan melibatkan 37 orang tua sebagai peserta ToT. Data kuantitatif dianalisis menggunakan statistik deskriptif, sedangkan data kualitatif dianalisis berdasarkan pola respons yang muncul. Hasil menunjukkan bahwa mayoritas orang tua memiliki parental literacy beliefs tinggi (59%, M=31,90; SD=6,95), namun proporsi orang tua dengan parental self-efficacy tinggi jauh lebih rendah (38%, M=26,50; SD=3,95), sementara praktik read aloud menunjukkan variasi implementasi (41% tinggi, 24% sedang, 35% rendah). Temuan ini mengindikasikan kesenjangan antara keyakinan akan pentingnya read aloud dan keyakinan kemampuan diri untuk melaksanakannya secara konsisten. Kesenjangan ini berkaitan dengan tantangan nyata yang dihadapi orang tua, seperti keterbatasan waktu, kelelahan, dan akses buku. Meskipun demikian, orang tua melaporkan bahwa pelatihan memperluas pemaknaan mereka terhadap literasi dan kualitas interaksi selama membaca.
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