ANALISIS FAKTOR PENGHAMBAT BELAJAR MEMBACA PERMULAAN PADA TEMA 6 SUBTEMA 2 LINGKUNGAN SEKITAR RUMAHKU KELAS I SEKOLAH DASAR

Kesulitan belajar banyak dijumpai sekarang yaitu kesulitan membaca. Kesulitan membaca membuat siswa kesusahan dalam menangkap materi. Tujuan penelitian ini yaitu mengetahui dan mendeskripsikan faktor penghambat dan solusi mengatasi kesulitan belajar membaca permulaan kelas 1 sekolah dasar. Penelitian ini merupakan penelitian kualitatif studi kasus, teknik pengumpulan data menggunakan observasi, wawancara, dan dokumentasi. Penelitian ini dilaksanakan di kelas 1 SDN Kedung Peluk 01 Sidoarjo. Subjek penelitian yaitu kelas 1 sejumlah 11 siswa sekolah dasar. Hasil penelitian menunjukkan bahwa faktor penghambat belajar membaca permulaan yaitu faktor internal: faktor psikologis (kurang minat baca sebesar 53,9% dan kematangan usia sebesar 13,2%) dan faktor fisik sebesar 52,9%. Faktor eksternal: faktor keluarga sebesar 49,5% dan faktor sekolah sebesar 61,25%. Solusi untuk mengatasi yaitu guru harus lebih kreatif dan inovatif dalam penggunaan media, orang tua harus menjadi peran penting dalam belajar, minat baca siswa harus ditingkatkan dan dilatih terus menerus, orang tua harus bisa mengatur jam belajar dan jam bermain anak, guru harus memilih metode mengajar yang tepat dan kematangan usia yang tepat untuk anak sekolah dasar. Learning difficulties are often found today, namely reading difficulties. Reading difficulties make it difficult for students to grasp the material. The purpose of this study is to find out and describe the inhibiting factors and solutions or ways to overcome difficulties in learning to read at the beginning of grade 1 elementary school. This research is a case study qualitative research method, data collection techniques used are observation, interviews, and documentation. This research was conducted in class 1 SDN Kedung Peluk 01 Sidoarjo. The research subject is grade 1 with 11 elementary school students. The results of this study explain that the inhibiting factors for learning to read early are internal factors: psychological factors (lack of interest in reading by 53.9% and age maturity by 13.2%) and physical factors by 52.9%. External factors: family factors by 49.5% and school factors by 61.25%. The solution to overcome this is that teachers are required to be more creative in making and using media, parents must play an important role in learning, students' reading interest needs to be improved and trained continuously, parents must be able to regulate learning hours and children's playing hours, teachers must choose teaching strategies that appropriate and pay attention to the maturity of the right age for elementary school children