Needs Analysis of SDG 13-Based Reading Materials to Support Kindergarten Students’ Behavioral Reading Engagement
DOI:
https://doi.org/10.31004/basicedu.v10i4.13052Keywords:
needs analysis, reading materials, behavioral reading engagement, SDG 13, early childhood educationAbstract
The availability of reading materials that support behavioral reading engagement while integrating Climate Action (SDG 13) remains limited in early childhood education. This study aimed to identify teachers’ and students’ needs for SDG 13-based reading materials to support behavioral reading engagement. The study employed the needs analysis stage of the Design and Development (D&D) model by Richey and Klein (2007) and was conducted at TK Telkom Singaraja. Data were collected through classroom observation and teacher interviews based on the necessities, lacks, and wants framework and analyzed descriptively. The findings revealed a gap between the available reading materials and the needs of teachers and students. The existing materials did not fully support shared reading activities or integrate Climate Action values. Teachers and students needed reading materials with simple vocabulary, large and engaging illustrations, repetitive language, and interactive activities. These findings provide a basis for developing an SDG 13-based Big Book that is appropriate for young children and designed to facilitate behavioral reading engagement.
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