IMPLEMENTASI PENERAPAN SUDUT BACA DIGITAL BERBASIS QR CODE SEBAGAI SARANA PEMBENTUK MINAT MEMBACA DAN KEAKTIFAN MURID KELAS IV DI SDN KOLO-KOLO 1 ARJASA SUMENEP

Ulfiya, Idris, Gina. 2022. Implementation of the Digital Reading Application Corner Based on QR Code as a Means of Forming Reading Interest and Activeness of Grade IV Students at Sdn Kolo-Kolo 1 Arjasa Sumenep, Thesis, Elementary School Teacher Education, FKIP, University of Muhammadiyah Malang. Advisor: (I) Murtyas Galuh Danawati, M.Pd

Keywords: Digital Reading Corner, QR Code, Reading Interest, Student Activity

QR Code-based digital reading corner is a literacy innovation that utilizes digital technology to make it easier for students to access reading materials inter-actively. The implementation of digital reading corner in elementary schools is ex-pected to foster interest in reading and increase student activity in the learning process. The objectives of this study are: (1) to describe QR Code-based digital reading corner as a means of forming interest in reading and activeness of fourth grade students at SDN Kolo-Kolo 1 Arjasa Sumenep, (2) to describe supporting factors in the implementation of QR Code-based digital reading corner, (3) inhibit-ing factors in the implementation of QR Code-based digital reading, and (4) to describe solutions offered to help overcome difficulties in implementing QR Code-based digital reading corner at SDN Kolo-Kolo 1 Arjasa Sumenep.

This study employed a qualitative descriptive method. Data sources were obtained from fourth-grade teachers and fourth-grade students. Data collec-tion techniques included observation, interviews, documentation, and field notes. Data analysis consisted of data reduction, data presentation, and conclusion draw-ing. Data validity was tested using source and technique triangulation.

The results of the study indicate that: (1) the implementation of a QR Code-based digital reading corner in class IV of SDN Kolo-Kolo 1 Arjasa Su-menep has run well through the planning, implementation, and assessment stages, and is able to increase students' interest in reading and activeness; (2) supporting factors for the implementation of a digital reading corner include the availability of facilities and infrastructure, school and teacher support, and student enthusi-asm, while (3) inhibiting factors include limited digital devices, unstable internet networks, and students' ability to operate digital devices; and (4) solutions offered to overcome these obstacles include more intensive teacher guidance, structured classroom management, alternating use of devices, and optimizing the use of digi-tal media that suits the characteristics of elementary school students.