Literacy Team Research Articles

Manajemen Madrasah dalam Membangun Budaya Literasi Peserta Didik di Madrasah Aliyah Negeri 2 Lombok Timur

Literacy culture can be a reflection of the progress of the nation. Literacy culture can also be an indicator that distinguishes primitive society from civilized society. A nation whose literacy is still low will experience a gloomy civilization. The purpose of this study was to determine the ability, and management of madrasahs and implications in Basic Literacy, especially the reading aspect of students at Madrasah Aliyah Negeri (MAN) 2 Lombok Timur. In this study, documentation, observation, and interviews are the methods used to collect data. The results of the study are literacy activities that have begun to grow and develop at MAN 2 Lombok Timur, becoming a special attraction to make MAN 2 Lombok Timur a research location. This is related to Meidiawati's view that several things can be done to build a culture of literacy, namely fostering interest in reading, subsidizing or providing books or reading materials, optimizing the existence of libraries, appreciating written works, and government political support. madrasah management in building a culture of literacy for students at MAN 2 Lombok Timur. Management is related to efforts to plan, organize, mobilize, and control all aspects of activities in realizing the development of a culture of literacy. As part of the management carried out at MAN 2 East Lombok to build a culture of literacy, namely Building a joint commitment, Forming a literacy team, Monitoring and controlling the implementation of commitments, and Providing appreciation for active and high-achieving students (4-M). The management implemented at MAN 2 East Lombok can improve the ability and enthusiasm of students in literacy, improve the quality of literacy results, increase the number of literacy enthusiasts, and foster student awareness in cultivating literacy in their daily lives.

LIRIS (Literasi dan Riset) sebagai Inovasi pada Problematika Gerakan Literasi Sekolah dalam Pembelajaran Sejarah di SMAN 1 Sumenep

Literacy activities in education hold a crucial position, particularly reading within history education. Addressing literacy challenges encountered in the history learning process at State Senior High School (SMAN) 1 Sumenep, there arises a necessity for innovation in implementing school literacy movements. LIRIS stands as an innovative initiative formed by the School Literacy Team (Tim Literasi Sekolah/TLS) at SMAN 1 Sumenep, aimed at addressing literacy challenges by amalgamating literacy processes with research. This research aims to find out the implementation and problems of history learning in the GLS program and find out how LIRIS can be an innovation in literacy activities. Employing a qualitative descriptive approach, data is collected through interviews, observations, and documentation, then analyzed through data reduction, presentation, and verification. Findings reveal: (1) GLS implementation in history education generally follows existing guidelines, observable in familiarization, development, and learning stages, yet specifics vary based on classroom conditions and teacher innovation, (2) literacy activity issues in history education arise across student, teacher, and school support aspects, and (3) LIRIS emerges as an innovative literacy activity addressing both general and specific history education challenges, albeit still necessitating evaluation and refinement.

Pentingnya Membangun Budaya Literasi di Sekolah Dasar Islam Terpadu

This research aims to describe the implementation of literacy culture programs in elementary schools. This research uses a qualitative phenomenological approach. The subjects were school principals, teachers, students selected using purposive sampling techniques. Test the validity of the data using triangulation techniques by comparing the results of observations, interviews and documentation. The research results show that: 1) The policy of implementing a literacy culture in elementary schools using the government's School Literacy Movement program. This is based on Minister of Education and Culture Regulation no. 23 of 2015 which focuses on character development. (2) Implementation of literacy culture in elementary schools. This is based on the habituation stage which involves 10 minutes of reading the Koran and story books before learning. The activity development stage carried out was responding to the contents of reading books by reading independently, giving appreciation to students' literacy achievements, and having a school literacy team. The learning stage involves getting used to reading textbooks and using various strategies that support learning.

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

Implementation of Strengthening Governance of Cultural and Citizenship Literacy in Gunungpati State Kindergarten, Semarang City

This research is motivated by the importance of cultural and citizenship literacy (LBK) in PAUD institutions in Ulya's research (2023) especially in the dimensions of strengthening governance. This study aims to determine the implementation of LBK in PAUD Institutions in Gunungpati District and to determine the implementation of strengthening governance in Gunungpati State Kindergarten (TK N) Semarang City. This research uses a qualitative approach with secondary data study methods and case studies. The subjects in this research were educators at TK Negeri Gunungpati. Data collection techniques use observation, interviews, documents and triangulation. The data analysis technique uses analysis before, during using the Miles and Huberman model, and after in the field. The results showed that PAUD institutions in Gunungpati District had implemented LBK well with a percentage of 77% and TK Negeri Gunungpati had also implemented LBK from the dimension of time allocation or schedule; budget allocation; forming a school literacy team; school policy making; and strengthening the role of the school committee. Even though supervisors have not been involved in the school literacy team and the school committee has not collaborated with outside parties to support activities related to LBK. The limitations of this research are that this research is only limited to the implementation of the dimensions of strengthening cultural and citizenship literacy governance which is only carried out in Gunungpati N Kindergarten using participating educators. It is better if further research can look at the implementation of LBK governance from the school principal, supervisors, school committees, as well as students and within the scope of other schools, families and communities. Keywords: Implementation; Strengthening Governance; Cultural and Citizenship Literacy; Kindergarten

Literacy Class: Instructional Design at High School

Background of the study: Literacy is an activity that can improve one's abilities and skills in terms of thinking capability and understanding information more skillfully. Literacy can increase reading interest. Something that can develop this is the existence of a school literacy movement that is aimed especially at students to be able to expand a school literacy culture. Purpose: This research aims to find out how to implement and evaluate student literacy activities at Alfa Centauri High School. Method: The methods used are descriptive qualitative methods with the ADDIE instructional design model. The technique of data collection used was an interview. The informant in this study was the leader of the Alfa Centauri High School literacy team. Findings: The results obtained are SMA Alfa Centauri implements literacy activities through three stages reading activities and creative writing activities. Conclusion: SMA Alfa Centauri is considered to have been able to implement literacy activities well and effectively in increasing students' reading interests. That can be visible from the program development, product results, and achievement in the implemented programs.

Evaluation of the School Literacy Movement in Primary Schools

This research aims to evaluate the implementation of a literacy program based on predetermined indicators, with the expectation that the findings will benefit future policy formulation. The research used a qualitative approach, specifically the Context, Input, Process, and Product (CIPP) evaluation. Data collection involved interviews and observations. The School Literacy Movement is a government initiative aimed at improving literacy levels in Indonesia. In the Muaro Jambi District, a primary school serving as an implementer of the School Literacy Movement experienced a decline in literacy education based on educational report card scores. After conducting the research, it was found that the school already had clear goals in the context, but it required additional inputs such as integrating the vision and mission to motivate teachers and students, establishing a School Literacy Team (TLS), implementing Standard Operating Procedures (SOP), and optimizing the use of facilities and resources. In the process, academic supervision and creativity in finding appropriate learning media were still needed, along with personalized guidance for students to identify their learning styles to ensure that the outcomes aligned with the intended goals. The research highlights the importance of various factors in implementing the literacy program, and the findings can contribute to improving future literacy policies in schools.

ANALISIS IMPLEMENTASI KEBIJAKAN GERAKAN LITERASI SEKOLAH DI SD NEGERI TOMBOLO PAO

Analysis of the Implementation of School Literacy Movement Policies at the Buttono Pao Public Elementary School. Thesis. Department of Postgraduate Basic Education, University of Muhammadiyah Makassar. Advisor I Sulfasyah, S.Pd., M.A., Ph. D, Supervisor II Dr. Agustan S, M.Pd. This study aims to identify and describe the implementation, supporting factors, and inhibiting factors for the implementation of the Literacy Movement at SD Buttono Pao Public School for the 2022/2023 academic year. This research is a qualitative research with a case study approach regarding the School Literacy Movement. This study involved four people as research subjects and focused on the implementation of educational policies in developing literacy at SDN Buttono Pao. Data collection techniques in this study are interviews, observation, and documentation. Data analysis techniques used in this study are: (1) data collection; (2) data reduction; (3) Data presentation; (4) Drawing conclusions. The programs implemented by SDN Kuncio Pao, Gowa Regency in order to realize the policy of the school literacy movement are as follows: 1. Routine Program; 2. Incidental Program. Factors supporting the implementation of the school literacy movement are 1) Support from the school principal for carrying out literacy activities; 2) Social media (whatsapp groups); 3) There is financial support from students' parents (literacy infaq); 4) There is support from alumni and relations (book donations); 5) There is good commitment from the school principal and the school literacy team. The inhibiting factors for implementing the school literacy movement are 1) Some parents don't care about literacy activities; 2) Some of the students' parents do not have WhatsApp accounts, making it difficult for schools to provide information quickly; 3) Since 2022, the number of students at SDN Kuncio Pao, Gowa Regency has decreased; 4) Library room facilities are inadequate; 5) Policy implementers have other responsibilities (teaching and administrative obligations) so they cannot focus only on literacy activities.

Management of digital literacy competence development in State Madrasah Aliyah Surakarta, Indonesia

This study seeks to characterize digital literacy competency development management for educators and teaching staff at State Madrasah Aliyah in Surakarta. This study employs a qualitative descriptive methodology. Interviews, observations, and documentation studies were used to collect data. Data analysis techniques incorporated interactive analytical techniques, such as data collection, reduction, presentation, and conclusion. Method triangulation is implemented in data validity standards. According to the findings of this research project, there are three conclusions: First, the management of digital literacy competency development for educators and educational staff at Madrasah Aliyah Surakarta includes: (a) the implementation of planning with work meetings by formulating goals that are in line with the madrasah vision, mission, goals, and programs activity (b) organizing includes determining the madrasah digital literacy team's organizational structure, task distribution, and personnel. (c) the development of digital literacy competencies is implemented through informal programs and formal programs, such as workshops, training, seminars, and MGMP, which are designed to equip digital knowledge and skills, digital culture, digital ethics, and digital security. d) The Madrasah's head conducts internal evaluation and surveillance. Second, the supporting factors include assistance from the madrasah in the form of complete facilities, madrasah DIPA funds, and additional learning support in the form of scholarships that increase digital competence. Third, the nature of human resources (some educators are unaware of digital literacy, and participants are less enthusiastic about participating in development activities) hinders management development.

Tools, Tests, and Checklists: The Evolution and Future of Source Evaluation Frameworks

In this article, we connect the scholarly conversations around established and emerging source evaluation frameworks such as the ABCs of website evaluation, CRAAP Test, DIG Method, RADAR approach, SIFT Method, the Proactive Evaluation approach proposed by the Project Information Literacy Team. We then explain each evaluation framework, delineating which framework is appropriate for a particular format, such as scholarly sources, online sources, image-based sources, and/or networked information sources. Lastly, we showcase the ways we have incorporated these source evaluation frameworks into our own classroom instruction and provide readers with ideas on how to do the same within their own institutional contexts.

LITERACY STRATEGY FOR POST-PANDEMIC “LEARNING LOSS" RECOVERY AT SD NEGERI WONOKERTO 2 PROBOLINGGO

Learning loss is a situation where learners lose knowledge and skills either general or special or decline academically, which occurs due to prolonged gaps or discontinuity of the educational process. This study aims to examine and analyze literacy strategies for learning loss recovery in post-pandemic students at SD Negeri 2 Wonokerto. The method used is the observation method, this observation is done by directly observing the learning process in elementary school after re-entry to school and the implementation of limited face-to-face learning. Observation was conducted on Grade 6 students in SD Negeri 2 Wonokerto. From the observations made by the school literacy team (TLS) to create a literacy innovation program for the recovery of learning loss in post-pandemic students with the JIBAKU (required to read books) and SIGASA (language Guardian Students) programs, both literacy programs are considered effective in the recovery of learning loss in Grade 6 students at SDN 2 Wonokerto.

Implementasi Literasi Digital Melalui Program Sapulidi pada Masa Covid-19: Studi Kasus di Sekolah Menengah Atas

This descriptive qualitative study aims to investigate the implementation of digital literacy during Covid-19 through Sapulidi program at one of high schools in Southeast Sulawesi. Data were garnered through observation, interviews, and documentation from the principal, the head of school literacy team, and members of the Sapulidi team. The findings show that the implementation of digital literacy at the school was carried out in three stages: a) increasing the capacity of facilitators through training for school residents, b) increasing the number and variety of learning resources through the provision of QR code-based digital books on library websites and the use of learning applications, and c) providing computer and internet access in schools and providing digital information through school websites, libraries, and QR codes in the school environment. The forms of QR codes used in the Sapulidi program include the use of in learning, on school plants, on trophy displays, in students' works at school, school literacy galleries, in literacy corners in classroom, and in digital books.KEYWORDS: Covid-19; digital literacy program; high school; QR code

EVALUASI PROGRAM LITERASI ALQUR’AN BERBASIS MODEL CIPP (STUDI SMAN 6 BULUKUMBA SULAWESI SELATAN)

This study aims to describe the results of the evaluation of the implementation of the Qur'an literacy program at SMAN 6 Bulukumba based on the CIPP (Context, Input, Process, and Product) model. This study uses a qualitative descriptive method with subject data sources from the principal, vice principal of student affairs, the Alqur'an literacy team, PAI teachers, and Alqur'an literacy program assistants, using interview, documentation and observation instruments. Data were analyzed using qualitative data analysis techniques. Research results: 1) Context Evaluation; The purpose of implementing the Qur'an literacy program is in accordance with the needs of students and schools, and for the development of the Qur'an literacy program, SMAN 6 Bulukumba has collaborated with related institutions and agencies. 2) Input Evaluation; the implementation of the literacy program in the form of activity planning stages, understanding of teachers and students in program management, availability of infrastructure, was carried out well although it had to be improved in human resources such as the competence of accompanying teachers, utilization of facilities, program preparation, financing of training and program development. 3) Process Evaluation; In the implementation of the Alqur'an literacy program, the time and place have changed due to the Covid-19 Pandemic, the principal has been very good at monitoring although it has not touched funding in the context of program development. 4) Product Evaluation; the implementation of the Alqur'an literacy program shows the suitability of targets and results, changes in students' interest in reading the Qur'an intensively, increases in learning outcomes to read the Qur'an and student achievement in the religious field.

Literacy culture management of elementary school in Indonesia

Literacy has become one of the education needs in the 21st century. Literacy education implementation can be held through the management of literacy culture in schools. This step is taken as an effort to optimize the quality of education and equalize the students’ achievement at the international level. This study aimed to analyze the implementation of literacy culture management applied in elementary schools, in Indonesia. This research used the mixed-method sequential explanatory. The interviews, questionnaires, and documents study techniques were performed to collect data from teachers, students, and principals of public elementary schools in Boyolali, Central Java, Indonesia as data sources. Data were validated using the triangulation technique and triangulation sources. The data then were analyzed quantitatively and qualitatively. The findings of the study revealed: (a) literacy culture planning has been implemented optimally; (b) the organization of literacy culture has been carried out by establishing a school literacy team and it has operated optimally; (c) management of literacy culture; which consists of habituation, development, and teaching; has been implemented, and the objectives have been achieved (d) control includes regular academic supervision and evaluation has been carried out properly. This research implies that management literacy culture implementation in Boyolali, Indonesia can be a good reference and guideline for schools that will adopt a literacy culture program that needs intensive efforts to improve literacy culture in schools.

LITERASI SEKOLAH SEBAGAI PENINGKATAN KUALITAS PENDIDIKAN

ABSTRACT
 This study aims to find out that the growing level of school literacy can improve the quality of education. Library research method using a qualitative approach. It can be concluded that school literacy is very urgent for the world of education. The development of the world of science and technology is so fast in this era of globalization, for that it must be immediately balanced by mastering the science and technology, by learning (reading). Because by not immediately compensating automatically will soon be left behind. Seeing the weaknesses that exist for the Indonesian people, both the ability to read, the love of reading, the lack of reading materials for our students so that they lose or are left behind from other nations, it is only natural that efforts must be made to catch up. There are various efforts, including the promotion of the school literacy movement (SLS). As the Minister of Education and Culture Regulation No.23 of 2015 concerning School Literacy. In the implementation of the school literacy movement that went well by paying attention to the objectives, principles, stages, involving various parties, utilizing infrastructure, maximizing the literacy team, it turned out that it had an impact on improving the quality of education in general and the success of students in particular.
 

Literacy Movement in Junior High Schools to Form Students' Reading Habits

This research is a qualitative descriptive study with research data obtained by interviewing thirteen informants who were selected based on predetermined criteria, namely because of their position at school, the literacy team, subject teachers and students who excel in academics. Data collection techniques are interviews, and documentation. Checking the validity of the data is done by using source triangulation.The results of this study found that: The implementation of the school literacy movement in Junior High Schools in Majene Regency has been carried out for 2 years, where the stages include: a) The habituation stage, reading reading books before starting learning is carried out every day. b) The development stage, reading books, accompanied by non-academic bills, such as making summaries of reading results or making written works, and utilizing the literacy environment in the form of reading corners for each class and library.The impact of the implementation of the school literacy movement is that students' reading interest continues to increase. The factors that hinder the implementation of the literacy movement in Junior High Schools in Majene Regency are Distance Learning (Online learning) which makes it difficult for students to control so that the implementation of the school literacy movement is not optimal.

The Implementation of Literacy Culture Programs in Elementary School

This study aims to describe the implementation of literacy culture programs of elementary school. This study used phenomenology of a qualitative approach. The subjects were the headmaster, teachers, students who were selected by using purposive sampling technique. The validity data test used triangulation techniques by comparing the results of observations, interviews, and documentation. The results showed that: 1) The policy for implementing a literacy culture at elementary school by using the School Literacy Movement program of the government. It is based on Permendikbud No. 23, 2015 focusing on character development. (2) The implementation of literacy culture of elementary school. It is based on the habituation stage that carried out 10 minutes of reading Al Qur’an and storybooks before lessons. The development stage of the activities carried out the respond to the contents of reading books by reading independently, giving appreciation for student literacy achievements, and having a school literacy team. The learning stage is by getting used to reading textbooks and using various strategies that support learning.

PEMBUATAN RUANG INFORMASI BERBASIS GLAMPING (GLAMOROUS CAMPING) LITERASI SEBAGAI INFRASTRUKTUR EDU-GEOWISATA DI DESA OLUHUTA

Gorontalo province is one of the regions in Indonesia that is rich in geological, biological, and cultural diversity, especially Oluhuta Village, Kabila Bone Subdistrict, Bone Bolango Regency. Oluhuta village has 7 main potentials including Oluhuta Human Skeleton Site, Raised Ocean Site, Columnar joint, Petrosia lignosa (Salvador Dali),thousands of coral fish, various coral reefs, and turtles, making it suitable to be developed into a tourism area using the concept of edu-geotourism. The purpose of this article is to outline the stages in the creation of modern infrastructure, namely literacy glamping-based information space in Oluhuta Village as a hallmark of the concept of edu-geotourism developed to optimize tourism potential in Oluhuta Village. The construction of this information space was carried out by the PHP2D SME Literacy team together with the Reformer Youth Movement or Oluhuta Village cadet reef. The result obtained is the creation of an information space that combines the concept of nature and the luxury of presenting information based on the principles of digital literacy and information known as glamping literacy, as a modern infrastructure edu-geotourism, so as to educate tourists and the public to always maintain and preserve the potentials in Oluhuta Village

The Strategy Of School Literacy Culture In Elementary School

The purpose of the study is to know how the implementation strategies in SDN Bubutan IV Surabaya. The descriptive qualitative method is used in this analysis. The collecting data technique is using data reduction, data display, and conclusion drawing. The data validity test is using source triangulation. The result of the study showed that the school literacy movement strategies are already successful with (1) conditioned physical environment with mini-libraries in each classroom and student artworks around school areas, (2) conditioned the social environment as an effective model by giving rewards toward students, there is also an activity to celebrate a national holiday that integrated with literacy learning, and (3) conditioned the academic environment with an accustomed student to read 15 minutes, the existence of school literacy team and having a library with proper facilities.

The Sustainability of Community Library and Literacy Culture

Community library is an institution that aims to improve the culture of literacy. It is held by several member of the society. However, community library faces several problems that hinder development, including regeneration problems in the organizational management. The library is generally located in the house of a resident, so its accessibility is very dependent on the existence of the homeowner. The homeowner is also the manager of the library. Therefore, regeneration in management is very important. The lack of awareness of community members causes the problem in the regeneration. This paper discusses the problem on sustainability of the community library. The data was taken from one of the community library in Bantul Regency, namely Widuri Pandan. The results of observations and interviews indicate that: 1) collaboration is needed with various parties to be able to develop the community, not only through donations, but also collaboration activities; 2) it is necessary to design forms of routine activities that can stimulate public interest in literacy; 3) sustainability in the human resources development faces some obstacles, so that regeneration and formation of the literacy team need to be formed.