EKSPLORASI MINAT BACA RENDAH MASYARAKAT INDONESIA: PERSPEKTIF MULTIDISIPLIN: Exploring Low Reading Interest Among Indonesian Society: A Multidisciplinary Perspective

Diterima Disetujui Hal : 24 April 2024 : 30 April 2024 : 52-57 Al-Qalbu: Jurnal Pendidikan, Sosial dan Sains https://jurnal.yalamqa.com/index.php/qalbu e-ISSN: 2986-9161 Vol. 2, No. 1, April 2024 EKSPLORASI MINAT BACA RENDAH MASYARAKAT INDONESIA: PERSPEKTIF MULTIDISIPLIN [Exploring Low Reading Interest Among Indonesian Society: A Multidisciplinary Perspective] I Gusti Ngurah Octova Seventilofa Universitas Mahasaraswati Denpasar ABSTRAK Penelitian ini mengeksplorasi faktor multidimensi yang berkontribusi terhadap fenomena ini. Dengan memanfaatkan wawasan dari berbagai disiplin ilmu termasuk psikologi, sosiologi, pendidikan, dan kajian budaya, penelitian ini memberikan pemahaman komprehensif tentang masalah ini. Temuan utama menunjukkan bahwa faktor individu seperti kebiasaan membaca, motivasi, dan perkembangan kognitif berpengaruh signifikan terhadap minat membaca. Selain itu, pengaruh sosial, termasuk keluarga, kelompok teman sebaya, dan sistem pendidikan, memainkan peran penting dalam membentuk perilaku membaca individu. Faktor eksternal seperti akses terhadap bahan bacaan berkualitas, tantangan ekonomi, dan pengaruh media digital yang luas berkontribusi terhadap rendahnya minat membaca. Tantangan dalam mengatasi rendahnya minat membaca di Indonesia mempunyai banyak aspek sehingga memerlukan intervensi yang holistik dan berbasis bukti. Strategi untuk meningkatkan minat baca harus melibatkan kolaborasi antar lembaga pemerintah, lembaga pendidikan, masyarakat, dan sektor swasta. Langkah-langkah konkrit seperti meningkatkan akses terhadap bahan bacaan, mendorong budaya literasi di rumah dan di sekolah, dan mengembangkan program literasi media yang seimbang sangat penting dalam mengatasi masalah ini secara efektif. Kata kunci: minat membaca; kebiasaan membaca; motivasi; perkembangan kognitif ABSTRACT This research explores the multidimensional factors contributing to this phenomenon. Drawing upon insights from various disciplines including psychology, sociology, education, and cultural studies, this study provides a comprehensive understanding of the issue. Key findings indicate that individual factors such as reading habits, motivation, and cognitive development significantly influence reading interest. Moreover, social influences, including family, peer groups, and the education system, play a crucial role in shaping individuals' reading behaviors. External factors such as access to quality reading materials, economic challenges, and the pervasive influence of digital media further contribute to the low reading interest observed. Challenges in addressing low reading interest in Indonesia are multifaceted, requiring holistic and evidence-based interventions. Strategies to improve reading interest should involve collaboration among government agencies, educational institutions, communities, and the private sector. Concrete steps such as enhancing access to reading materials, promoting literacy culture at home and in schools, and developing balanced media literacy programs are essential in tackling the issue effectively. Keywords: reading interest; reading habits; motivation; cognitive development 52 INTRODUCTION The low interest in reading in Indonesia is an issue that requires serious attention from various parties, especially in the context of increasing the level of literacy and knowledge in society. A number of factors have been identified as the main causes of this phenomenon, involving perspectives from the fields of education and psychology. One theory that is often highlighted is the lack of access to quality reading materials. As stated by Soelistyo (2017), especially in rural and remote areas, library and bookstore e infrastructure is still minimal. This causes a lack of opportunities for people to be exposed to literacy culture. Despite the big challenges, there is still hope to increase reading interest in Indonesia. By combining efforts from various sectors, including education, government and civil society, and by expanding access to quality reading materials, it is hoped that we can create a supportive environment for reading. Efforts such as empowering village libraries and promoting early childhood literacy, as suggested by Kurniawan (2019), can be an effective first step in overcoming the problem of low interest in reading in Indonesia. Reading interest refers to an individual's tendency or desire to engage in reading activities. This includes a person's sense of interest, motivation, and willingness to spend time and effort reading various types of texts or reading materials. The concept of reading interest covers a wide spectrum, from low and sporadic interest to high and continuous interest. To understand the concept of reading interest in more depth, it can be explored through various theories and approaches. One relevant theory is the basic needs theory, which states that humans have an intrinsic need to fulfill curiosity and search for information (Ryan & Deci, 2000). In the context of reading interest, individuals who feel their intrinsic needs are fulfilled through reading activities tend to have higher reading interest. In addition, task-oriented motivation theory is also relevant, which emphasizes that reading interest is influenced by the extent to which individuals consider reading tasks important or meaningful to them (Guthrie & Wigfield, 2000). Intrinsic and extrinsic motivation theories also play a role in reading interest. According to Deci and Ryan (1985), individuals who read because of the intrinsic satisfaction obtained from the activity itself tend to have a higher and more sustainable interest in reading. On the other hand, individuals who read only for external rewards or rewards tend to have lower interest in reading. Social-cognitive literacy theory also has significant implications in understanding reading interest. This theory highlights that individuals learn and develop their interest in reading through social interactions and observation of reading behavior demonstrated by social models (Bandura, 1986). The social and cultural environment, such as family and peers, can influence a person's interest in reading. Individual factors also play an important role in reading interest. Cognitive theories emphasize that reading skills, knowledge, and perceptions of reading activities can shape a person's reading interest (Guthrie, Wigfield, & Von Secker, 2000). Individuals with high reading skills and positive perceptions of reading tend to have a higher interest in reading. Empirical research has identified several variables that correlate with reading interest, including literacy level, access to reading materials, and intrinsic motivation. For example, research by McKenna, Kear, and Ellsworth (1995) found that more skilled readers had higher interest in reading than less skilled readers. Meanwhile, research by Willingham (1998) shows that access to a variety of reading materials can influence a person's reading interest. (...truncated)