Implementation Of Literacy Program Research Articles

Strategy for Increasing Customer Financial Literacy on Decisions to Use Financial Products, Especially Savings Products at PT BPD Sumsel Babel Muaradua Branch Office

This study aims to analyze the strategy of improving customer financial literacy on the decision to use savings financial products of PT BPD Sumsel Babel Muaradua Branch Office. PT BPD Sumsel Babel is one of the leading financial institutions in Indonesia whose main objective is to support economic growth in South Sumatra and Bangka Belitung. This research is quantitative descriptive with the methods used are library research, direct observation in the field and documentation. Participant selection technique through purposive sampling model with target questionnaire that is customer. The number of respondents was 255 customers. The questionnaire in this study was processed through the Microsoft Excel application. The expected outcome of this research is the preparation of effective strategies in improving customer financial literacy and the implementation of literacy programs that can have a positive impact on customers. Policy recommendations for Bank Sumsel Babel Muaradua Branch Office involve providing ongoing financial literacy programs, improving educational communications, personal financial counseling services, developing financial literacy applications, and incentives for active customers. Enabling factors include management support, active customer participation, and availability of resources.

STRATEGI PEMERINTAH SURABAYA MEWUJUDKAN KOTA LITERASI

Literacy, when taken literally, refers to a person's capacity to read and write. People who can read and write are often referred to as literate, while those who are illiterate are referred to as illiterate. Descriptive research methods are used by the author in making this scientific article. The results of the research show that Surabaya, as the first literacy city in Indonesia, has implemented various strategies and initiatives to encourage interest in reading and turn reading into a tradition in society. The literacy program in Surabaya provides positive benefits for the community, by increasing interest in reading, participating in conversations, and developing reading habits. a well-organized literacy movement program has been implemented in the city of Surabaya since 2014, according to a compilation of research articles about the government's goal to make Surabaya a city of literacy. The government's approach to a series of literacy initiatives in Surabaya City seems to have succeeded at the habituation and development stage). Internal and external factors can be used to demonstrate this. Internal factors include lack of interest and motivation in reading for Surabaya residents and inadequate library room infrastructure, which includes incomplete books, outdated books, sloppy bookkeeping, and lack of funds that have not been utilized optimally. The external factor itself comes from family support, which fully supports the existence of literacy programs in this city which aims to foster literacy culture and support for the literacy program of Surabaya City in assisting the implementation of literacy programs. Therefore, it can be claimed that the government's strategy to create a literacy city in Surabaya City is weak or has not been fully realized. Keywords: Strategy; Government; Literacy

Stemming the Tide of Disinformation in Public Health

Context: Disinformation, or incorrect information that is intended to mislead, was pronounced during the COVID pandemic. Disinformation that steers away from life-saving practices or toward life-threatening practices can be fatal. The European Union has in place policies and offices to combat disinformation. However, they lack the full mandate and clarity of systems to meet the needs for quick and effective responses.Policy Options:Means to enhance the effectiveness of existing policies include [1] clarifying a rapid response framework, [2] enhancing media literacy in the public, [3] inoculating the public against anticipated disinformation, and [4] engendering public trust through coordinated and consistent communication.
 Recommendations:Among these four, options 2 and 3 were deemed the best opportunities for quick action, early successes, and the fewest institutional or political hurdles. We recommend [a] that the EU Commission establishes an EU Media Agency with a solid governance structure to support innovative media literacy undertakings and successful implementation; [b] that the existing Media Literacy Expert Group create a media literacy program implementation framework; and [c] that existing EU initiatives on disinformation debunking, media literacy, and inoculation strategies be merged into a single Misinformation Community within the European Institute of Innovation and Technology [EIT].

Use of ICT to Promote Literacy in Sub-Saharan Africa

Literacy, accessibility, technology and digital education are central concerns of this article. The iconic theme is the use of ICT to promote literacy in the region of Sub-Saharan Africa. In fact, today more than ever, literacy remains a major challenge for such region. In view of the social environment and economic crisis, the future of the strategies of literacy dependent, among other things, on Sub-Saharan of significant investments in innovation and ICT, in order to consolidate the integration of programs literacy in the recent approaches based on ICT. Indeed, the development of mobile technology, the convergence of all media to digital media and the rapid development of the Internet have changed the portrait of the sector of literacy on Africa. An important point to remember is that this region faces an illiteracy to double facet, digital illiteracy at the same time classic illiteracy. However, the efficiency of the integration of ICT in literacy does not depend so much on technological advances but rather on the effective implementation of these programs to improve the Sub-Saharan populations’ daily lives. In fact, this study highlights good practices and also a set of constraints and challenges that continue to hamper the creation, implementation of literacy programs and activities, notably through the use of ICT in the Sub-Saharan African countries. At the same time, this study allows to locate a number of challenges and opportunities for the ICT and literacy in the region.

One teacher one book literacy program in elementary schools

Literacy is very important for learners and affects their success in terms of learning and living. The purpose of this study is to explore the implementation, obstacles, and solutions in the implementation of the one-teacher-one-book literacy program at SD Negeri 1 Kuripan, Grobogan. This research uses a qualitative approach with a case study research design. The data collection techniques used are interviews and documentation. Data analysis techniques are carried out with three procedures, namely data reduction, data presentation, and drawing conclusions. The results of the data analysis show that the implementation of the one-teacher-one-book literacy movement program in elementary schools is carried out by principals, teachers, and students with the main target being teachers. The implementation of the one-teacher-one-book literacy movement program in Grobogan District in 2020 was carried out by participating in a one-teacher-one-book movement training at the Kriyad Grand Master Hotel for 2 days which has been held by the local education office in collaboration with the Grobogan Writers Teachers Association (AGPG) and Media Teachers. Teachers can work on their work in between each teacher's free time. Teachers can print their own work into one book or combine their work with other teachers and then make it into one book. The obstacles encountered in the implementation of the literacy movement program for one-book teachers in elementary schools include constraints on the availability of funds and also time. The establishment of a literacy community is a solution to overcoming the obstacles that occur in the implementation of literacy programs to help teachers' self-development through activities with the community, such as joint book reviews, joint discussions, and exchange of information

Program Pendidikan Keaksaraan Keluarga dalam Rangka Menumbuhkan Minat Baca Masyarakat Desa Kasemen Kec. Kasemen Serang Banten

FAMILY LITERACY EDUCATION PROGRAM IN THE CONTEXT FOSTERING READING INTEREST IN THE KASEMEN VILLAGE COMMUNITY, KASEMEN SERANG BANTEN. One of the alternative programs to eradicate illiteracy is literacy education which is considered strategic and is the basis of knowledge for all human beings (the essential learning needs). the low interest in reading in the community, especially school-age children due to the lack of support and involvement of parents in facilitating children's reading needs, is a major problem so that it is agreed between the proposer and partners to be solved together through mentoring each family in literacy learning, where later partners will gain knowledge (understanding) and experiences that can be implemented in everyday life in the family so that the growth of reading habits will have an impact on increasing reading culture in society. The specific purpose of PKM activities is to foster children's interest in reading by involving parents through family literacy education. The methods used to achieve the objectives of PKM activities are mapping of activity participants, implementation of family education program training, implementation of literacy programs in families, evaluation. This activity was carried out at TBM Ummatan Wasathon and PAUD SMART with a period of 8 months from April – November 2021. Based on a survey on service activities, it can be concluded that the habit of reading by parents in Kasemen village is considered very important to be implemented from an early age. There is support from the institution and the enthusiasm of the participants so that the activities can be carried out properly without significant obstacles. Training participants receive benefits after receiving training in reading strategies and methods for children in the form of increased understanding and experience in implementing reading habits in the family which is expected to create a reading culture in the community.

Management of literacy program implementation at elementary school post COVID-19 pandemic in Indonesia

This research is motivated by the low literacy management skills in elementary schools in the city of Padangsidimpuan, Indonesia. This makes it necessary to solve the problem by improving it through the management of literacy implementation programs. To achieve the objectives of this research, mix method with a sequential explanatory approach was adapted which begins with quantitative research and continues with qualitative research. The sampling technique used cluster random sampling method for quantitative research and snowball sampling for qualitative research. Quantitative research data were taken from five schools with a total of one hundred fifty students and eighteen teachers. Techniques Data collection were done through tests and distribution of questionnaires for quantitative research and in-depth interviews, documentation studies and observations for qualitative. The findings of this study indicate that was no conflict between the results of quantitative research and the results of qualitative research. The low literacy competence of students due to the management function has not followed the principles of planning, organizing, actuating, controlling, and evaluating.

Transformation of literacy program implementation based on digital learning platform in the era of disruption in Indonesia

The utilization of digital learning platforms is the real transformation of technology and information used in the era of disruption. This study aims to reveal how teachers and students respond to the use of digital learning palatform-based literacy programs at the elementary in Padangsidimpuan City, Indonesia. The research method applied was mix method with sequential exploratory approach which began qualitative and continued with quantitative research. The sampling technique used cluster random sampling method for quantitative and snowball sampling for qualitative research. Quantitative research data were taken from 5 schools with 150 students and 30 teachers. Techniques Data collection was carried out through the distribution of questionnaires for quantitative and in-depth interviews, documentation studies and observations for qualitative. The results shown that the results of quantitative research strengthen the results of qualitative research where the transformation of the use of online learning platforms gets good response from teachers and students. The use of online learning platforms consisting of whatsapp, drive, youtube, google classroom, and zoom via android could increase the effectiveness and efficiency of learning implementation.

Implementation of the Literacy Program: A case stady at the SD 006 Bangsal Aceh, Dumai City

The development of education and culture is directed at improving the quality of life. The State Elementary School 006 (SD 006) Bangsal Aceh takes part in the government program, namely the National Literacy Movement. In response to this, the researchers observed for approximately five years the iteration program at this school was running. This study aims to describe on how to implement of the literacy program, the obstacles and solutions that are carried out in the implementation of the literacy program, the relationship between students' reading interest and the implementation of the literacy program, and the relationship between students' interest in writing for students with the implementation of literacy programs. This study used a qualitative approach with a descriptive type. Sources of research data were the principal, 5 teachers, and 4 students. Data collection techniques used the Miles and Huberman models. Test the validity of the data used technical triangulation and source triangulation. The results of the study indicate that the implementation of the program has not been realized properly. The obstacles to implementing the program are a less supportive environment, incomplete infrastructure, unliterate parents, and lack of examples of teachers in literacy habituation in schools. Students' reading and writing interest are still low.

The Assessment of Integrated Functional Adult Education Program in Oromia Regional State, Ethiopia: Reflection on Practice

This study reports the status and challenges of the integrated functional adult literacy program's implementation in Ethiopia. It dealt explicitly with adult learners' participation, facilitators' motivation, and stakeholder collaboration. Little is known about functional adult literacy in Ethiopia [1]. Document analysis, focus group discussion, and questionnaire were used to collect the data. A total of 418 participants took part in the study. Descriptive (frequency and percentage) and inferential statistics (multiple regression model) were used to analyse the quantitative data whilst thematic analysis was used for qualitative part. The results showed that dropout rates and discontinuous program attendance were found to be the significant factors affecting those adult learners in the system. Lack of facilitators' motivation and weak stakeholder collaboration was also identified as impeding factors. The age of adult learners, their annual income, appropriateness of the program schedule, and adult learner occupation significantly determined adult learner program attendance. Based on the findings of the study, unless the program operation is collaboratively planned, resourced and monitored, it could be challenging to know whether the program is for the needy and up to the expected pace or not. So, effective monitoring and evaluation in program operation have its own stance to improve program implementation. The study suggests that consensus building, frequent program monitoring, and program enforcement would be worth considering providing quality education for adult learners.

Exploring functional literacy in Junior High School

Literacy competence becomes a fundamental need for students to support their learning process at school. Likewise, the contribution of functional literacy is very important in living a social life and communicating in the current 4.0 era effectively. This article aimed to describe the form of functional literacy and the obstacles in the implementation of functional literacy program in junior high schools in Yogyakarta. This article used library research and direct observation of the implementation of functional literacy in schools as the research method. The results of the study showed that, first, functional literacy program implemented in schools was still merely accustomed to reading and writing. Schools, in general, have made literacy programs such as reading posts, library visits, work exhibitions, meaningful writing, writing as a response, writing exhibitions, and creative and academic writing. However, the implementation of functional literacy towards the development, learning, and functional needs of students has not been planned and implemented optimally. Second, the constraints on the implementation of functional literacy came from the students and the schools. In addition to the students' lack of motivation, feeling unfocused, tired, and bored also hindered the effectivity of literacy program implementation. The constraints stemming from schools included the lack of budget for literacy programs, the lack of time allocation and new reference sources, and no collaboration between school members in the implementation of literacy programs. The literacy programs were implemented using top-down approach, and have not yet referred to the basic functional needs of students.

Implementasi Program Literasi dalam Meningkatkan Pendidikan Karakter Siswa

This research is motivated by the fact that the development of the era in the school environment, it is found that many students whose interest in reading and writing has begun to decrease, one of which is due to the lack of getting used to reading, so that it has an impact on the character of students in the school. Several school principals made breakthroughs by implementing literacy activities to restore students' interest in reading and writing to their respective schools. Regarding educational institutions as educational units at various levels, starting from elementary, middle, and upper levels, both government and private, nowadays it is increasingly necessary to own and manage school libraries. This study aims (1) to determine the implementation of literacy programs in improving character education of students at SMP Negeri 1 Lumbung. (2) To determine the results of the literacy program in improving character education for students at SMP Negeri 1 Lumbung. (3) To determine the obstacles and solutions of literacy programs in improving character education for students at SMP Negeri 1 Lumbung. This research is a qualitative field research with descriptive methods. This is because this study aims to reveal data in the field, namely by describing and interpreting something objectively about something that happened at the time the research was carried out, with the aim of obtaining an overview of data about the actual social reality. The results of the research that the authors conducted lead to conclusions, namely: 1) The implementation of the literacy program at SMP Negeri 1 Lumbung has reached the learning stage. In the development stage, participants are encouraged to show their involvement in their thoughts and emotions with the reading process through productive activities orally and in writing. 2) The result of the implementation of the literacy program in improving the character education of students at SMP Negeri 1 Lumbung is that most of the education process depends on literacy abilities and awareness. The literacy culture that is embedded in students affects the level of success both in school and in social life. Strengthening moral education or character education in the present is very necessary to overcome the moral crisis that is currently hitting this nation. 3) The most prominent obstacle in implementing literacy programs is the lack of student motivation and the solution to these obstacles is to increase student development and provide motivation to students to actively read.

Peran Kepemimpinan Bupati Serdang Bedagai Ir. H. Soekirman dalam Mengembangkan Program Literasi di Kabupaten Serdang Bedagai

Serdang Bedagai has successfully developed a literacy program. This success has led to Serdang Bedagai receiving the Literacy Award from the Ministry of Education and Culture in 2017. This success cannot be separated from the leadership role of Ir. H. Soekirman as Regent of Serdang Bedagai. There are two main roles of the Regent's leadership, Ir. H. Soekirman, in developing the literacy program in Serdang Bedagai. First, it acts as a literacy model. Soekirman has set an example by his fondness for reading books, writing books, writing rhymes and poetry. Every year he reads at least 6 books, and has produced 12 of his own. Second, it acts as a policy maker to make programs related to literacy. With his role, Soekirman has established local regulations related to literacy, Decree of the Literacy Program Implementation Team, Library Development Decree, and budget allocation policy for literacy

Effects of Integrated Functional Adult Literacy Program Implementation in the Shashemene City

Effects of Integrated Functional Adult Literacy Program Implementation in the Shashemene City

MOTIVES OF RURAL PEOPLE TO JOIN LITERACY PROGRAMS IN FAYOUM GOVERNORATE

The main objective of this study was to identify the characteristics of the respondents benefiting from the adult literacy programs of the Adult Education Authority in the study area, and describe the dimensions of the motivations of rural people to enroll in literacy programs (social, cultural, economic, educational, educational, psychological, health, religious and moral) and determine their relative importance. Study the correlation between study variables and the motivations of rural beneficiaries of literacy programs, identify problems facing rural beneficiaries of literacy programs and their implementers and proposals to solve them from their point of view. The study population was represented in all teachers and students in the project of literacy and adult education in the villages of the Fayoum Center as the largest centers in the number of classes, students and teachers, where the total number of classes for the project of literacy and adult education of the Adult Education Authority in the villages of Fayoum Center about 80 classrooms with a total of 1080 students, 80 The sample size of the beneficiaries of the adult education literacy programs was determined by using the Karjsi and Morgan equation. Krejcie & Morgan (1970, PP: 607 – 610) Thus, the size of the sample of beneficiaries of literacy programs of the Adult Education Authority about 285 beneficiaries, in addition to that the method used Foucs Group discussions for the 80 literacy program implementer The interview questionnaire was used as a key tool for collecting research data, and the Foucs Group discussions method was used for literacy program implementers through 12 panel discussions to ask them about the problems they encounter during the implementation of literacy programs and proposals to solve them from their point of view. The field data during the period from January to February 2019, after data collection was discharged and analyzed statistically, where the iterations, percentages, weighted average, and simple correlation coefficient were used, the most important results were as follows: 58.2 % `The majority of respondents were females, representing 65.3% of the respondents are young (45-55 years), 56.1% of the respondents are married, 46.3% of the respondents are in the medium-sized family (4-6 individuals. The majority of respondents work in agricultural professions (62.1%), more than half of respondents have low exposure to information sources (53.3%), 58.6% of respondents are of average cultural openness and two-thirds of respondents (66.7%) the duration of their enrollment in literacy classes on average. The results showed that the most important social and cultural motivations for the enrollment of respondents in literacy programs is to help the illiterate to improve his social status, the most important economic motivation is the low cost of studying in literacy classes, and the most important educational and educational motivations is the desire of the learner to obtain a certificate in order to be able to work. Concerning psychological and health motivations, the most important came to reduce the feeling of the learner ashamed to go to literacy classes. With regard to religious and moral motives, it turned out that the most important desire of the educated to know everything related to matters of religion. The results showed that the most important problems facing the beneficiaries of literacy programs are: The illiteracy of male illiterates from enrolling in literacy centers because of the quest for livelihood and lack of time for them. The most important suggestions mentioned by the beneficiaries of literacy programs are: Organizing training courses for literacy teachers. to raise their efficiency.

Academic literacy program implementation in an Ecuadorian University: a multinomial logit approach

ABSTRACTThe ‘FCSHlee’ program proposed by ESPOL Polytechnic University’s School of Social and Humanistic Sciences (FCSH, acronym in Spanish), consisted in the implementation of a reading requirement of culturally enriching book by subject. This study shares the experience of an academic literacy initiative in the Ecuadorian university, ESPOL’s case. The program aimed to enhance undergraduate students’ cultural level as well as oral and written communication skills. We develop a significant sample (N = 387) of the students that were part of the program and collected the data through surveys after its completion. The study describes details of the program, its scope, implementation, statistics, and conditions. Among the careers studied at the FCSH, Economics was the one that had a bigger margin of appreciation towards the program, which is a factor that could indicate that these groups of students possess reading orientation given the analytical characteristics of their study program.

Teacher’s Perception of Literacy Program: Its Implication to Their Attitudes and Actions

Teachers as the tip of lance play important roles in the success of the implementation of school literacy program such as possessing positive perception of literacy practices. Recognizing the important roles of teachers in the implementation of literacy program in the schools, this study aims to investigate the teachers‟ perception toward the implementation of literacy program at a Junior High School in Surabaya. This study is designed as an interpretative qualitative approach. Primary data were obtained through open interviews and observations and supplementary data source included student journal. The data findings showed that teachers have positive perceptions on literacy program. They argue that school literacy program potentially enables to build up the students‟ good habits. Through the habituation of a thirty-minute reading before the class, it can raise the students‟ awareness on literacy - reading and writing. Moreover, the school literacy program benefits the students‟ competency in understanding long texts and can help them to be more critical and creative. In addition, instead of students who take advantageous from the literacy program, teachers are also equally benefited from exposure to daily literacy practices within the school. The teachers tend to follow the rhymes of the literacy practices which are marked by reading and writing activities. In this sense, literacy practices facilitate teachers to develop their practical writing abilities and increase their awareness to be the role model in the classrooms particularly in the literacy practices. This study emphasizes that literacy practices can be double blades, on one side it is beneficial for the students and on another side it is advantageous for the teachers

Narrating Literacy Practices at an Urban Secondary School in Surabaya

This study is aimed at narrating the implementation of literacy programme at an urban secondary school in Surabaya, focusing of how the school integrates and accommodates the concept of multilingualism (Java, Indonesian Language, English, French, and Japan) on its creative application and how the integration and accommodation of multilingual literacy is carried out on the day-to-day literacy practices. Drawing on qualitative data analysis gathered mainly through semi structured interviews with four teachers and two students and observations, the research findings suggest that school literacy programme is not only aimed at socializing and habituating the literacy culture within the school, but literacy programme facilitates spaces to accommodate the students’ creativity in the literacy practices through their participation, involvement and engagement in designing, managing and disseminating the school programme. It can be argued, therefore, that the literacy programme at the school transcends the expectations of the school in which the initial thought and expectation are only within the boundary of socializing and habituating the literacy culture within the school, but it transforms into more advance creative spaces for the students to learn languages and gain 21 century skills.

EVALUASI PROGRAM BUDAYA MEMBACA DI SEKOLAH DASAR NEGERI

<p><em>The purpose of this study is to evaluate implementation of literacy program in Public Elementary School Tengaran (SD N Tengaran), District of Semarang. Evaluation using CIPP model. Data collection through interview, documentation, and observation with triangulation technique. The data is analyzed by description, reduction, data display and data verification. The result shows that from context aspect, students in Public Elementary School Tengaran (SD N Tengaran) need this literacy program; in input aspect, this program has answered the needs of students with support by human resources, infrastructure, budget, schedule and adequate working mechanisms; process aspect, the implementation is implemented according to plan, although there were obstacles in routine activities such as teacher’s and student’s low consistency as well as poor support from parents; and in product aspect, the result of literacy program is 90% of students have read fluently, 60% of students are confidence to do presentation, 66% of students are able to make bulletin board independently, 66% of students are able to write resume independently, 90% of students actively write their personal experience in the diary, one of 65 students passed the selection to the district level in reading poetry competition, and one student passed and get third place in speech competition in sub-district level. Based on the findings, literacy program should be continued but need improvement.</em></p>

Le Défi De La Scolarisation Primaire Universelle Des Filles Dans La Région Du Worodougou En Côte D’Ivoire

Under-education and schooling are important phenomena that hinder the achievement of universal primary education, especially for girls. This article aims to analyze strategies to implement in order to achieve universal primary education for girls in the region of Worodougou, in northwestern of Côte d’Ivoire. To collect data, individual and group interviews were conducted with actors of education. After this investigation, it is concluded that the obstacles to achieving of this goal are, among others, poverty, illiteracy of the parents, social representation of women in the community, migration of girls from Worodougou region, in particular, the dream of going to settle in the west countries, and more specifically in France, etc. The proposed strategies are numerous. However, we can mention the need for the implementation of literacy programs, effectiveness of free education for all the children, increasing educational opportunities, etc.