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Abstract
Abstrak
Krisis literasi membaca di Indonesia telah mencapai tingkat yang memprihatinkan. Data PISA 2022 menempatkan skor membaca Indonesia pada 359 poin, jauh di bawah rata-rata OECD, sementara Asesmen Nasional 2023 melaporkan lebih dari 40% siswa SD belum mencapai kompetensi minimum literasi. Artikel ini membahas akar permasalahan yang berpangkal pada dominasi metode pengajaran membaca yang tidak berbasis bukti ilmiah, khususnya pendekatan Whole Language, serta menawarkan Science of Reading (SoR) sebagai solusi komprehensif. SoR merupakan konsensus ilmiah dari ribuan penelitian interdisipliner yang menekankan pengajaran eksplisit dan sistematis atas lima pilar: kesadaran fonemik, fonik, kelancaran, kosakata, dan pemahaman bacaan. Kerangka Simple View of Reading dan Scarborough's Reading Rope memperkuat urgensi pendekatan terintegrasi ini. Namun, implementasi SoR di Indonesia menghadapi tiga kesenjangan utama: kompetensi guru yang belum memadai, keterbatasan bahan ajar decodable text berbahasa Indonesia, dan belum integrasinya prinsip SoR ke dalam Kurikulum Merdeka. Rekomendasi strategis meliputi reformasi kurikulum Lembaga Pendidikan Tenaga Kependidikan (LPTK) sebagai prioritas utama, pengembangan profesional guru berkelanjutan, penyediaan bahan ajar berbasis SoR, serta penyesuaian kebijakan kurikulum dan asesmen nasional. Pendekatan kolaboratif lintas pemangku kepentingan menjadi kunci keberhasilan transisi menuju pengajaran membaca yang ilmiah dan berkeadilan bagi seluruh peserta didik di Indonesia.Kata Kunci: Science of Reading, literasi membaca, krisis literasi, fonik, kebijakan pendidikan, guru, Kurikulum Merdeka
Abstract
The reading literacy crisis in Indonesia has reached alarming levels. PISA 2022 data placed Indonesia's reading score at 359 points, far below the OECD average, while the 2023 National Assessment reported that more than 40% of elementary school students had not achieved minimum literacy competencies. This article examines the root of the problem, which stems from the dominance of reading instruction methods that are not based on scientific evidence, particularly the Whole Language approach, and proposes the Science of Reading (SoR) as a comprehensive solution. SoR is a scientific consensus derived from thousands of interdisciplinary studies that emphasizes explicit and systematic instruction of five pillars: phonemic awareness, phonics, fluency, vocabulary, and reading comprehension. The Simple View of Reading and Scarborough's Reading Rope frameworks reinforce the urgency of this integrated approach. However, the implementation of SoR in Indonesia faces three major gaps: inadequate teacher competency, limited decodable Indonesian-language teaching materials, and the lack of integration of SoR principles into the Independent Curriculum. Strategic recommendations include curriculum reform at Teacher Training Institutions (LPTK) as a top priority, continuous teacher professional development, provision of SoR-based teaching materials, and adjustments to national curriculum and assessment policies. A collaborative approach across stakeholders is key to a successful transition to scientific and equitable reading instruction for all students in Indonesia. Keywords: Science of Reading, reading literacy, literacy crisis, phonics, education policy, teachers, Independent Curriculum