Paradoks Literasi Kebangsaan bagi Digital Natives: Analisis Kebutuhan Pedagogis di Jalur Pendidikan Nonformal melalui Model ARCS
DOI:
https://doi.org/10.52436/1.jpti.1686Kata Kunci:
Analisis Kebutuhan, Digital Natives, Literasi Kebangsaan, Model ARCS, TBM Mata AksaraAbstrak
Penelitian ini bertujuan untuk mendiagnosis fenomena rendahnya motivasi belajar literasi kebangsaan melalui kacamata paradoks digital native di Taman Bacaan Masyarakat (TBM) Mata Aksara. Konteks permasalahan berfokus pada rendahnya atensi dan keterlibatan emosional anak-anak saat materi kebangsaan dipaparkan, meskipun lembaga memiliki infrastruktur literasi yang lengkap. Sasaran penelitian ini adalah anak-anak yang tergabung dalam program "Kelas Bercerita" di TBM Mata Aksara. Penelitian ini menggunakan pendekatan kualitatif dengan desain studi kasus deskriptif, di mana data dibedah melalui model motivasi ARCS (Attention, Relevance, Confidence, dan Satisfaction). Data dikumpulkan melalui wawancara mendalam terhadap pengelola, fasilitator, dan warga belajar, serta didukung oleh observasi lapangan dan studi dokumentasi. Temuan utama menunjukkan adanya paradoks pedagogis; metode narasi konvensional dan media cetak statis gagal beresonansi dengan karakteristik kognitif anak-anak sebagai penutur asli digital. Interpretasi hasil menunjukkan bahwa rendahnya relevansi materi dengan realitas digital anak memicu beban kognitif yang menghambat kepercayaan diri dan kepuasan belajar intrinsik. Hal ini menyebabkan munculnya kepuasan semu, di mana anak-anak merasa senang secara rekreatif namun gagal menginternalisasi nilai-nilai kebangsaan secara mendalam. Simpulan penelitian menegaskan bahwa transformasi strategi instruksional melalui pengembangan media pembelajaran digital interaktif merupakan kebutuhan pedagogis yang mendesak. Langkah ini krusial untuk menjembatani kesenjangan teknologi dan merevitalisasi resonansi literasi kebangsaan agar tetap relevan dengan kebutuhan anak-anak di jalur pendidikan nonformal.
Unduhan
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