School Literacy Research Articles

Pelaksanaan Literasi Kewarganegaraan Siswa Di SMA Kabupaten Simeulue Dalam Era Globalisasi

This study examines the implementation of civic literacy in simeulue high school. It uses qualitative research methods to analyze social symptoms and behaviors in order to understand and improve student civic literacy. The study focuses on 5 civic education teachers as informants and collects data through observation, interviews, and documentation. The results suggest that student civic literacy can be improved through the implementation of curriculum, including the design of lesson plans and the use of elaborative learning models. The professionalism of teachers also plays a vital role in enhancing civic literacy. Additionally, the study suggests that literacy corner activities at school can further enhance civic literacy. However, there are some challenges related to the implementation of student civic literacy at Simeulue high school.

Kappa Fleiss Analysis: Evidence Of Content Validity for Formative Assessment Literacy Test for Teachers of Fundamental Subjects in Vocational Special School/ Analisis Fleiss Kappa: Evidens Kesahan Kandungan Ujian Literasi Pentaksiran Formatif Guru-Guru Subjek Asas Sekolah Menengah Pendidikan Khas Vokasional

The Formative Assessment Literacy Test (FAT) is a new instrument designed to identify and assess fundamental subject teachers’ formative assessment literacy (FAL) in Vocational Special School. In order to determine the level of FAL, teachers require a precise measurement tool in terms of content validity as proven by expert validity. The purpose of this study is to validate the FAT instrument through expert validity and expert agreement standardization by using Kappa Fleiss analysis. Three experts with more than ten years of experience in the field of measurement and evaluation education, as well as on expert from the field of Special Education were chosen to verify the FAT content. Overall, the FAT content is rated as excellent with kappa (k) value of 0.84. While for each knowledge component’s concept, principle, and skill component’s method, k= 0.81, 0.81, and 0.89 respectively. Any changes and alterations is performed in response to expert advice and suggestion. In conclusion, based on expert evaluation, FAT has good content validity (excellent) and may be used to detect and measure teachers’ knowledge and abilities on formative assessment.

LOCAL WISDOM INTEGRATION IN LEARNING IMPLEMENTATION IN ELEMENTARY SCHOOL

Today, the rapid development of technology and information, as well as in the agenda of welcoming society 5.0 that is in sight, positions education at the basic level to be more concerned with cultural values that are the identity of the Indonesian nation. The problem found is that cultural values have begun to fade due to the development of the times. The integration of local wisdom values in school learning should be used as sustainable development goals by many parties. The purpose of this study is to describe how local wisdom which is the identity and identity of the nation is integrated in learning in elementary schools. This research uses a qualitative approach with a literature study method of data collection techniques to explore several reputable articles related to the research. The results of this study illustrate the many ways that schools integrate local wisdom including adjustments to strengthen character education, school literacy activities, and classroom learning. Of course, the implementation of local wisdom must be strengthened by the role of teachers, the role of schools and also the role of parents who are in direct contact with students.

Assistance of the School Literacy Team (TLS) in the Implementation of the LEKSAM BEDAS Program in Improving Reading and Writing Literacy

Assistance of the School Literacy Team (TLS) in the Implementation of the LEKSAM BEDAS Program in Improving Reading and Writing Literacy

Meningkatkan Literasi dan Numerasi dengan Memadukan Teknologi pada Program Kampus Mengajar 6 di SD N 2 Tamansari

The Teaching Campus is an MBKM (Free Learning Campus) program organized by the Ministry of Education and Culture with the aim of providing opportunities for students to learn and develop themselves through activities outside of lectures. This program gives students the opportunity to become teacher partners, encourage learning innovation, and develop literacy, numeracy, and technology adaptation in the 3T area. Focus is also given to efforts to increase people's interest in reading and the importance of literacy and numeracy, including the obstacles faced in its implementation. This research aims to revive the school literacy movement through literacy and numeracy familiarization activities. The research results show that technical training, understanding material concepts, and introducing technology are the main focuses of mentoring. The implementation of the Literacy and Numeracy Minimum Competency Assessment (AKM) with technological devices provides positive results, including increasing understanding of numeracy material, individual development, motivation and self-confidence of students. This research provides a positive picture of the potential for improving the quality of basic education through the Teaching Campus program.

PEMBENTUKAN KARAKTER GEMAR MEMBACA DAN RASA INGIN TAHU SISWA MELALUI GERAKAN LITERASI SEKOLAH

This research aims to describe the formation of students' character of like to read and curiosity through the school literacy movement. The research was carried out using a descriptive method with the research subjects consisting of seven (7) teachers and staff and five (5) students at Al Azhar 21 Pontianak Islamic Elementary School. The data were collected through observation, interviews and documentation. The analysis technique are interactive model analysis which includes data reduction, data presentation, drawing conclusions and verification. The research results show that character formation corresponds to the three stages of the literacy movement, namely the habituation, development and learning stages. Forming a character who likes to read at Islamic Elementary School Al Azhar 21 Pontianak includes a mandatory reading program, library visits, providing a list of books or writings that students have read, carrying out reading book exchange activities, and learning using references. Meanwhile, the formation of a curious character includes providing communication media in the form of printed or electronic media for expression, facilitating school members to explore education, science, technology and culture, as well as creating an atmosphere that invites students' curiosity.

IMPLEMENTASI LITERASI DAN NUMERASI PADA PELAKSANAAN KAMPUS MENGAJAR ANGKATAN 6 DI SD NEGERI 03 SEPAUK KABUPATEN SINTANG

The government has been started the School Literacy Movement (GLS) program since 2015, which is regulated in Minister of Education and Culture Regulation No. 23 of 2015 concerning the growth of Character. Literacy and numeracy are fundamental competencies which have an important role in determining the quality of a nation. Kampus Mengajar is one of the Merdeka Belajar Kampus Merdeka (MBKM) programs, has come to provide a solution. The activities carried out in the Kampus Mengajar program are assisting with teaching, assisting with technology adaptation, and assisting school administration. Kampus Mengajar students focus on improving the quality of learning and numeracy and literacy skills on elementary school (SD), junior high school (SMP) and vocational high school (SMK) students. One of them is at SD Negeri 03 Sepauk, Sintang Regency. This activity provides experience results that students may not necessarily get through lectures. Implementation of Kampus Mengajar activities can provide knowledge for students to become individuals who have high loyalty and dedication to the country through education, students can also gain insight and experience outside of college.

The Importance of Social Capital in Developing Students' Literacy Skills in Elementary Schools

Instilling literacy skills from an early age has a significant impact in forming the basis of a child's development and leads to strong literacy skills in the future. This research aims to analyze the role of social capital in growing student literacy in elementary schools. The method used in this research is library research. The procedures for researching this literature are (a) formulating the problem, (b) collecting data, (c) evaluating the suitability of the data, (d) analyzing and interpreting relevant data, and (e) organizing and presenting the results. Recognition of the important role of social capital in fostering literacy skills from an early age in elementary school is key to ensuring that future generations have a strong literacy foundation that will help them succeed in their education and everyday life. This article explains the importance of social capital in fostering literacy skills from an early age through the role of family, school and community. The results of this research support that investing in social capital for students' literacy education has a long-term impact in improving their literacy skills in the future.

Implementation of the GELIS Program in the School Literacy Movement at Elementary School

The school literacy movement has become an important focus for improving the quality of education in Indonesia. One of the problems that contributes to the decline in students' understanding of the learning process is the low interest in reading among students in Indonesia. This research involved 15 elementary school teachers and three main literacy figures. This research aims to analyze the implementation of the GELIS (School Literacy Movement) program in elementary schools. This research uses the CIPP approach, and this type of research is called descriptive evaluation. Data collection was mainly carried out through surveys, which included observation, interviews, and distributing questionnaires to research participants. The findings show that the implementation of the program was carried out using methods and strategies, namely preliminary studies, objectives, and division into several aspects of literacy, namely habituation, development, and learning programs. The results of the CIPP evaluation show that the context is in accordance with the objectives of character building and increasing student literacy, the input uses standard facilities and infrastructure but needs improvements in aspects of teacher resources, and the process is in line with expectations. The planning stages and sorting activities based on aspects and products had a positive impact, namely increasing literacy for both students and teachers, with an increase in the percentage of those in the category who "always" read a book for 15 minutes from 21.4% to 92%. And for teachers in the "always" category, the indicator of finding literacy teaching methods is effective from 7.14%, rising to 92%.

GERAKAN LITERASI SEKOLAH DAN UPAYA MENINGKATKAN KEMAMPUAN MEMBACA PESERTA DIDIK DI MI SAMBINAE KOTA BIMA

Madrasah is a very good and strategic place to create a quality generation under the expectations of education and learning goals/, but to support this, the important role of all components and various elements is needed to work together to improve the quality of learning and Education, one of which is implementing the school literacy movement as a force to strive for change and development of competence for each student, both in terms of improving the quality of reading, understanding, knowing, broadening insight, strengthening intellect and intelligence, and enriching various scientific information. All these competencies are contained in cognitive, affective, and psychomotor aspects. This is in accordance with what is being implemented by Madrasah Ibtidaiyah Sambina'e Kota Bima in implementing the school literacy movement with several models including: getting students used to reading 15 minutes before starting lessons, grouping students to collaborate and exchanging stories from the reading results, giving assignments to read, provide motivation, discipline, provide new books, and create a civilizing ecosystem. In addition to what has been implemented by madrasas, interconnectivity of various elements is really needed, starting with the involvement of all school members, parents/guardians of students, and the community.

Rancang Bangun Aksaranesia.Co Berbasis Waterfall Model Sebagai Media Gerakan Literasi Sekolah SMPN 4 Kota Yogyakarta

Literacy is important to master in the 21st century. However, in reality, students' low literacy skills are exacerbated by the use of conventional media and the implementation of the School Literacy Movement (GLS) which is not yet optimal. This research aims to (1) analyze the validity of Aksaranesia.co as GLS media at SMPN 4 Yogyakarta City; (2) analyzing the compatibility of Aksaranesia.co as GLS media at SMPN 4 Yogyakarta City; and (3) analyzing the usability of Aksaranesia.co as GLS media at SMPN 4 Yogyakarta City. This research is Research and Development (R&D), with a waterfall model consisting of 5 stages, namely requirements and definition, system and software design, implementation and unit testing, integration and system testing, and operation and maintenance. The results of this R&D are: (1) Aksaranesia.co obtained a mean score of 3.30 on content validity, and 3.66 on construct validity, so it is very valid; (2) Compatibility testing on Android 10.0-13.0, as well as Google Developer tools shows that Aksaranesia.co is 100% compatible; and (3) Aksaranesia.co through usability testing with a percentage of 96.68% or very feasible. Aksaranesia.co is expected to provide implications in efforts to develop literacy media to support the 2030 SDGs.

A Review of the Research in Islamic Education in Indonesia Through the Vosviewer Application

Islamic education is an educational system that focuses on teaching Islamic values, and religious teachings, as well as spiritual and moral development in the context of learning. Islamic education has a key role in forming Muslim individuals who understand, practice, and spread the values of the Islamic religion in everyday life and contribute to the development of a civilized and harmonious society. This research aims to present an overview of research developments in the field of Islamic education in Indonesia using the VOSviewer application. The data analyzed were 500 research publications on Islamic education indexed by Dimensions. Bibliometric analysis methods are used to collect data from related articles published within a certain period. The study indicates that research related to Islamic education in Indonesia has experienced an increase during the period from 1965 to 2023, with an annual growth rate of 3.86%. This signifies significant interest in this topic. Ismail Suardi Wekke has been identified as the most influential researcher with 7 published articles. Among the core journals, the Journal of Islamic Education stands out by publishing 20 documents related to the research theme. Keyword network analysis has yielded several research streams, including education on anti-corruption leadership, improvement of digital literacy in elementary schools, entrepreneurship and economics education in Islamic boarding schools, and enhancement of Sharia financial literacy in schools. The study also provides a number of potential research agendas for the future concerning Islamic education in Indonesia.

Meningkatkan Minat Baca Siswa Melalui Metode Reading Challenge

This activity aims to overcome a problem regarding students' interest in reading at UPTD State Elementary School 014672 Tanjung Alam which is considered still low. This can be identified through the results of the 2022 education report card and also from observations regarding the implementation of the School Literacy Movement (GLS). It is hoped that the literacy movement that has been implemented in schools can help students improve their literacy skills. However, on the contrary, this movement has not been carried out optimally so that literacy skills are still low. Students' literacy skills are low because students' interest in reading is also low. Therefore, teachers in this case should have creativity in accompanying the implementation of school literacy movement activities. One way to increase students' reading comprehension is by implementing a reading challenge method. In this method, students will be invited to go to the reading corner or library to read books they like. The teacher here supervises or monitors students who are reading. Then, 15 minutes before the lesson starts, students report to the teacher the books they have read. For students who read the most, for example in one month, that student is given a reward. Through this activity, it is hoped that students at the school will be able to increase their interest in reading. Keywords: reading challenge method; reading interest; school literacy movement.

Research Trends in the Indonesian Elementary School Literacy Movement: From Number of Publications, Research Approaches, to Findings

Research Trends in the Indonesian Elementary School Literacy Movement: From Number of Publications, Research Approaches, to Findings

Studies on scientific literacy in primary education: A bibliometric and content analyses

AbstractThis study aims to ascertain the research trends of articles on scientific literacy in primary schools. In the study, both bibliometric and content analysis techniques were employed. In the Web of Science database, 145 studies conducted between 1993 and 2021 and 60 studies conducted between 2002 and 2021 were included in the content analysis for bibliometric analysis. According to the findings, there is a rising interest in scientific literacy in primary schools. Bybee, R., and McCrae, B., were the most cited authors in this study. The United States was the most frequently cited country, and the Australian Council for Educational Research was the most frequently cited institution. Few mixed studies have been conducted on the topic of scientific literacy, as qualitative studies have dominated the field. As sample groups, primary school students and college graduates were favored. The study concluded that scientific literacy in primary school is mostly promoted by organizations, journals or authors in developed countries. The results of the study were discussed in light of the relevant literature, and suggestions for further studies were offered.

Investigating trees as an interdisciplinary phenomenon in climate regulation: an intervention study on iSTEM education and scientific literacy in secondary schools

ABSTRACT Climate change and CO2-emissions are key-issues of the 21st century. As a complex interdisciplinary phenomenon, educational systems appear to be forced to expand their curricula beyond disciplines or school subjects. Thus, cross-disciplinary concepts in science, such as iSTEM (integrated science, technology, engineering, and mathematics) address this demand. Also, the Organisation for Economic Co-operation and Development (OECD) stresses the need for interdisciplinarity in compulsory education. The present intervention study ‘CO2BS - Coole Bäume und Sensoren [Cool(ing) Trees and Sensors]’ focuses on the tree as a key-factor in the understanding of gas-exchange for which a proper scientific understanding demands thinking across disciplines. In accordance with a OECD competence framework, Scientific Literacy, the intervention aimed to foster secondary school students’ interdisciplinary conceptual knowledge (ICK) of how a tree’s exchange of O2 and CO2 can be investigated scientifically. Students’ changes in self-concept in science as well as their interest in climate and science along with epistemic emotions associated with scientific procedures were also investigated. The results showed positive changes in students’ self-concept and epistemic emotions. Though ICK increased significantly too, the results indicate that future interventions will need to focus more on how to establish interdisciplinarity within secondary education more effectively.

Constructing and validating authentic assessments: the case of a new technology-based assessment of economic literacy

BackgroundAuthentic situations are considered a source of learning due to their real world relevance. This can encourage learners to acquire new knowledge. Increasing digitisation and associated resources, such as professional development opportunities for teachers, technology tools, or digital equipment for schools enable the development and implementation of authentic assessments. The basic academic principles for acquiring economic literacy are already provided in lower secondary school. This article examines, using the example of a new authentic technology-based assessment (TBA)—Economic Literacy—Assessing the Status Quo in Grade 8 (ECON 2022) -, the processes involved in constructing a TBA. The purpose is to develop a curricular valid measurement instrument for surveying the current state of economic literacy in the 8th grade of a German federal state. This study explores which economic competencies students—typically between 14 and 15 years of age—possess in Grade 8, and what level of competence can therefore be expected of them at the beginning of a vocational training programme. The assessment is geared toward the curriculum of the subject of economics and is based on a domain model. This article presents the background and construction process for the development of ECON 2022 as a TBA.MethodsTo check the validity of test construction with a focus on the implementation of the authentic assessment and an analysis of difficulty-generating characteristics, the ECON 2022 test items were validated with an expert survey (N = 25). The two-stage data analysis comprised a descriptive quantifying analysis of the rating from the difficulty-generating characteristics specificity, cognitive demand and modelling and the design criterion authenticity. A set of experts rated the criteria. The expert survey was then compared with a previously conducted rating by the research team. The analysis of free-text comments on individual items was carried out discursively and qualitatively by the research team. Both sources of information were used to adapt the test items to measured item difficulties from the field test. For this purpose, items of great difficulty were changed to slightly easier items. In this context, the paper focuses on two central research questions: - How does the authenticity of a test environment relate to difficulty-generating criteria at item level? - Does the authenticity of a test environment have an impact on test results?ResultsResults are as follows. (1) The ECON 2022 assessment offers an example of a test design in which the use of TBAs can support innovative and interactive item development. (2) Using the ECON 2022 assessment enabled the implementation of an assessment of economic literacy using authentic situations and the mapping of different facets of economic competence. (3) The validation study showed that the actual item difficulty did not correlate significantly with the authenticity of the assessment, and authenticity thus did not contribute to item difficulty.ConclusionThe results of the study show that we were successful in developing an authentic TBA in ECON 2022. ECON 2022 allows us to examine economic literacy in schools with a high degree of curricular validity and relevance and to analyse what level of competence and knowledge can be expected of students when they enter a vocational training occupation.

Advancing AI education: Assessing Kenyan in-service teachers' preparedness for integrating artificial intelligence in competence-based curriculum

With the advancement of technology, emerging technologies like Artificial Intelligence (AI) have also been growing rapidly and becoming more common than ever before. Kenya has taken tremendous steps in adopting the use of emerging technology in different sectors of the economy. In realization of the need to have a skilled digital workforce to develop solutions using these emerging technologies, Kenya has undertaken curriculum reforms and introduced the Competency-Based Curriculum (CBC) which has included digital literacy and coding in elementary school. Furthermore, computer science has been introduced in Junior Secondary School. In view of these changes, teachers should be adequately prepared with knowledge, skills, and attitudes to effectively teach these new technologies. However, in Kenya, AI was not and still is not part of the teacher training curriculum. Additionally, there are inadequate professional development opportunities in AI for both pre-service and in-service teachers since AI is not part of the CBC curriculum. That notwithstanding, it is inevitable for teachers in the current world to introduce AI to learners. Therefore, this study's objectives were to assess the confidence in AI, attitudes toward AI, AI ethics, subjective norms, perceived threats, and the readiness to teach AI among Kenyan K-12 in-service teachers and to assess how these factors influence their readiness to teach AI. To achieve these objectives, this study employed a quantitative research methodology by administering a survey using Google Forms to a random sample of 308 teachers from different grades from 37 out of 47 counties in Kenya. The findings showed that confidence in AI, AI ethics and subjective norms significantly influenced AI readiness while attitude towards AI and perceived threats did not significantly influence AI readiness. These results are significant in providing a basis for education policy change on AI education in Kenya, such as transforming the teacher training curriculum to include AI and designing AI professional development programs for in-service teachers to ensure they are well-equipped to teach AI.

ANALYSIS OF THE ACTUALIZATION OF KI HAJAR DEWANTARA'S TEACHINGS TO FOSTER STUDENTS' WRITING SKILLS IN THE SCHOOL LITERACY MOVEMENT PROGRAM

Abstract Indonesia's literacy level is still low based on the results of the 2018 PISA survey, prompting the government to create a School Literacy Movement program. Understanding the values of Ki Hajar Dewantara's teachings is also not yet fully understood. This research aims to describe and provide meaning behind the phenomena seen in the implementation of Ki Hajar Dewantara's teachings in the GLS program in elementary schools. This research uses qualitative research, this research systematically describes the facts found in the field. The data collection techniques used in this research are interview and observation techniques. Ki Hajar Dewantara's noble values played an important role in the implementation of the GLS program. Ki Hajar Dewantara's views on the trilogy of education centers and the leadership trilogy for implementing the GLS program. The existence of the GLS program for children was developed to be independent in their work and improve children's ability to think critically about things. This is in accordance with the concept of literacy, namely growing children to develop reading, writing, speaking, calculating and problem solving skills at a certain level of expertise in everyday life.Keywords: Literacy, Teachings of Ki Hajar Dewantara, GLS

Implementation of the School Literacy Movement (GLS) for Students of Junior High School (SMP) Al-Azhar 3 Bandar Lampung

School literacy in the context of the School Literacy Movement (GLS) is the ability to access, understand, and use things intelligently through various activities including reading, viewing, listening, writing, and speaking. This research aims to find out and describe how the School Literacy Movement (GLS) is implemented among students and the obstacles they face. In this research, the researcher chose SMP Al-Azhar 3 Bandar Lampung as the place for carrying out the research. This research is descriptive qualitative research, with data collection techniques in the form of observation, interviews, and documentation, and the researcher uses data analysis in the form of source triangulation. Based on the results of this research, it was found that the implementation of the school literacy movement (GLS) at SMP Al-Azhar 3 Bandar Lampung has fulfilled three stages of the chool literacy movement (GLS), namely habituation, development, and learning based on the school literacy movement guidelines in junior high school, which was determined by the Directorate General of Primary and Secondary Education, Ministry of Education and Culture in 2016. Activities at the familiarization stage include opening class (Tadarus Al-Qur’an), daily reading journals, class library media, moving book media, literacy-themed poster media, creating a text-rich environment, alumni donating books to the library, and activities for selecting reading books. The development stage includes opening class (tadarus Al-Qur’an), vocabulary game activities, BBQ activities (Bina Baca Qur’an), tasmi’ activities, activities responding to reading results, and independent reading hours. The learning stage includes opening class (Tadarus Al-Qur’an), vocabulary games, activities responding to reading results, and reading challenge activities. The obstacles faced in implementing the School Literacy Movement (GLS) at SMP Al-Azhar 3 Bandar Lampung include general obstacles and specific obstacles. The general obstacles consist of a lack of literacy-themed collections and inadequate library facilities. This results in a lack of interest in reading in the library, while special obstacles appear in moving book activities. This is due to the lack of supervision carried out by library staff, whose number is still minimal.
 Keywords: implementation, obstacles, school literacy movement (GLS), student