School Literacy Research Articles

Relationships between COVID-related health literacy, mental health and workload of school leaders

Objective: Studies have shown that school leaders’ health literacy is key to supporting health development in school. During the COVID-19 pandemic, the importance of school leaders’ health literacy became evident, as school leadership was characterised with uncertainty and demanded high levels of alertness to the need to implement rapidly changing health-related measures at short notice. This study sought to explore school leaders’ health literacy, mental health and work-related characteristics in Danish public primary and lower secondary schools during the pandemic. Methods: Selecting schools from the national Danish register of institutions a sample of 220 complete responses was achieved in a cross-sectional survey. School leaders or a member of the school management team completed a self-administered version of the COVID-HL: School Principals Survey, which assessed health literacy, three domains of mental health, sense of coherence and workload. Data were analysed using chi-square tests and logistic regression. Results: The majority of school leaders (71.4%) demonstrated a sufficient level of health literacy. However, there was a significant difference in workload increase between those with sufficient (66.0%) and insufficient (81.6%) health literacy. A high general workload was associated with lower well-being, while an increase in workload during the COVID-19 pandemic was linked to psychosomatic complaints. Sense of coherence explained variations in well-being, emotional exhaustion and psychosomatic complaints. Conclusion: This study highlights the importance of enhancing the health literacy of Danish school leaders, enabling them to deal effectively with complex health-related information and make informed decisions during health crises. Strengthening health literacy is crucial to promoting overall health and well-being in schools under normal circumstances, as well as navigating health crises.

Implementasi Kebijakan Gerakan Literasi Digital Dalam Meningkatkan Adaptasi Teknologi Di SMK Assalam Kecamatan Bantur Kabupaten Malang

The government through Minister of Education and Culture Regulation No. 23/2015 on Cultivating Budi Pekerti has established a School Literacy Movement (GLS) policy that includes digital literacy skills. This effort was made by the government to produce a young generation that is technologically proficient with the digital literacy movement in the school environment. In this research, the author wants to know the implementation of the digital literacy movement policy at SMK Assalam in Bantur sub-district. This research uses a qualitative descriptive method by analyzing and summarizing various data obtained through observations and interviews with factual conditions in the field. The results of the study show that the implementation of the digital literacy movement at SMK Assalam has been good so far. The success in its implementation is influenced by good communication between implementers and the openness of implementers in receiving new information. In addition, the school also has adequate infrastructure to support the success of digital literacy. Uneven internet access causes low awareness of students and guardians about the importance of technological skills in the world of education.

Implementasi gerakan literasi sekolah pada literasi baca dan literasi numerasi peserta didik kelas IV sekolah dasar

<p>The purpose of this research is analyze the implementation of the School Literacy Movement and describe the supporting and inhibiting factors of implementation School Literacy Movement. The approach used in this research is a qualitative case study method. The subjects in this study were teacher and students of fourth grade. Research data collection techniques using observation, interviews, and documentation. The validity test of research data using source triangulation techniques and technical triangulation. Data analysis techniques use an interactive model consisting of data collection, data reduction, data presentation, and drawing conclusions. The research results obtained show that the implementation of the School Literacy Movement at Tegalrejo Number 98 Surakarta Elementary School in reading literacy and numeracy is quite good which can be seen from the three stages of implementing the School Literacy Movement which include the habituation stage, the development stage, and the learning stage carried out. Reading literacy and numeracy literacy activities at Tegalrejo Elementary School in improving students' reading and numeracy skills are carried out according to the literacy schedule. Reading literacy is carried out on Tuesday and Friday, numeracy literacy is carried out on Wednesday before learning for 15 minutes. In addition, this study found supporting and inhibiting factors of literacy and numeracy in the implementation of the School Literacy Movement. Implementation of the School Literacy Movement is an effort to foster a positive culture in students.</p><p class="Abstract"> </p><br /><br />

Developing statistical literacy in high school through real data and exponential functions: an educational evaluation

The use of real data for the interpretation of statistical graphs encompassing exponential function was investigated. The goal was to develop, apply and assess an educational product composed of a website that simulates exponential functions, using real data for the interpretation of statistical graphs. The issue of how to develop statistical literacy for the interpretation of graphs involving exponential function in high school students using real data was addressed. The theoretical basis of Vygotsky's socio-interactionism was used. The application of the product, which was contextualized in a didactic sequence, was carried out in a class of the first year of high school. The collected data were treated qualitatively, based on the presuppositions of Bardin's content analysis; texts resulting from the application of the didactic sequence served as sources of analysis. Four categories were generated from the analysis of the texts: students' difficulty, students' protagonist, mathematics and exponential functions, and educational product and didactic sequence.

Incorporating digital animation in a school play: multimodal literacies, structure of feeling and resources of hope

AbstractIn this study, we reflect on our work with 10‐ and 11‐year‐olds in an inner London primary school developing a multimodal school play that integrated digital animation into a more conventionally structured Year 6 production. We are media literacy, drama and cultural studies researchers and teachers, arguing for more inclusive, holistic and multimodal schooled literacy practices. We explore roles and opportunities for enactment that the multimodal school play offers, while looking at pupil empowerment through the mobilisation of pupils' existing capabilities and sensitivities. We present a case study that employs semi‐structured interviews and observations from which we construct visual and analytic narratives with a focus on participants' practices and responses. Raymond Williams's ‘structure of feeling’ and ‘Resources of Hope’ help us make sense of our data. In particular, we note the emergence of new roles through literacy practices that incorporate the tools and artefacts of animation. We highlight the affective dimension and inclusive nature of emergent literacy practices that integrate interactive drama and meaning‐making with digital media and look at how these practices have the potential to disrupt entrenched classroom hierarchies and tackle inequalities, particularly for children who are disenfranchised by schooling and traditional school literacy practices.

School Literacy Movement Program and Its Impact on Students Reading Interest and Reading Comprehension Skills

This research was motivated by the low interest in reading and students' reading comprehension abilities. The School Literacy Movement was implemented as an effort to improve students' abilities in literacy. The School Literacy Program has the potential to increase students' reading interest and reading comprehension. The school literacy movement program often organizes various interesting activities such as writer's meetings, reading competitions, and book clubs. These activities can stimulate students' interest in reading and help them feel more connected to the world of literacy. This program focuses on teaching literacy skills, including reading comprehension. The aim of this research is to describe the implementation of the School Literacy Movement, the impact on reading interest, and the impact on fourth grade students' reading comprehension abilities. This research uses a qualitative method with a descriptive case study approach. The data collection techniques used were observation, interviews, questionnaires and documentation. The results of this research show that students have implemented the School Literacy Movement. Students' interest in reading has increased and their enthusiasm has increased. Students' reading comprehension abilities have also increased, it is known from tests on reading story texts and answering questions that students are able to understand the contents of the text, find the message of the story, and are able to summarize the story. In terms of reading comprehension, this program also integrates strategies and approaches supported by research to improve students' reading comprehension. Thus, the School Literacy Program can provide a strong foundation for the development of reading skills and better reading comprehension in students.

The effect of hybrid learning-based I-book media to improve language literacy in elementary schools

Literacy culture in Indonesia is an exciting issue to discuss. Related to this matter, a current study aimed to improve the language literacy skills in elementary school students based on the Hybrid Learning media I-book. Various kinds of exercises based on language literacy are provided in the I-Book. Thus, its use can save money when buying books. In addition, students are enthusiastic about answering the practice questions in the I-Book because of its attractive and colorful appearance. In this case, the I-book is a medium that can be applied in hybrid learning education in language literacy. The research method used in this study was quasi-experimental in the form of a non-equivalent control group design. In this case, the samples were selected using purposive sampling. The two sample classes used were III A (control) and III B (experiment). The results of the effectiveness of the N-Gain pretest and posttest of student learning outcomes in the control class obtained 0.30 in the low category, while the experimental class obtained 0.57 in the medium category. Furthermore, the results of the independent t-test on sig. (2-tailed) obtained 0.047 0.05, indicating a significant difference between the results of the control class and the experimental class learning process. The research results found that using the I-Book as a hybrid learning educational media in language literacy made it easier for teachers to improve the students’ language literacy skills so that teachers and stakeholders can use the I-Book as a practical learning media. Pengaruh media I-book berbasis hybrid learning terhadap peningkatan literasi bahasa Budaya literasi di Indonesia menjadi persoalan yang sangat menarik untuk diperbincangkan. Berhubungan dengan hal ini, penelitian ini dilakukan dengan tujuan untuk meningkat kemampuan literasi bahasa pada peserta didik di sekolah dasar dengan berbasis pada Hybrid Learning media I-book. Berbagai macam latihan berbasis literasi bahasa disediakan di dalam I-Book, sehingga penggunaannya dapat menghemat biaya membeli buku. Selain itu, siswa juga menjadi semangat mengerjakan latihan soal yang terdapat pada I-Book karena tampilannya yang menarik dan berwarna. Dalam hal ini, I-Book adalah media yang digunakan dalam pembelajaran hybrid pada literasi bahasa. Metode penelitian yang digunakan dalam penelitian ini adalah metode eksperimen semu dalam bentuk nonequivalent control group design, di mana sampel penelitian diambil menggunakan purposive sampling. Dua kelas sampel yang digunakan adalah kelas III A (kontrol) III B (eksperimen). Hasil efektifitas pretest N-Gain dan posttest hasil belajar siswa pada kelas kontrol adalah 0.30 dengan kategori rendah, sedangkan kelas eksperimen mendapatkan 0,57 pada kategori sedang. Selain itu, hasil uji-t independent pada sig. (2-tailed) yang didapatkan adalah 0,0470,05, yang berarti bahwa terdapat perbedaan yang signifikan antara hasil kelas kontrol dan kelas eksperimen. Berdasarkan hasil penelitian, ditemukan bahwa pembelajaran menggunakan I-Book sebagai media edukasi hybrid learning pada literasi bahasa memudahkan guru dalam pembelajaran sehingga para guru dan stakeholder dapat menggunakan I-Book sebagai pembelajaran yang efektif

Systematic review of multiliteracies skills, multimodal tools to facilitate learning in early childhood classroom

This systematic review of literature investigates the use of multimodal tools and acquisition of multiliteracies skills to facilitate effective learning in early childhood educational settings. The review covered a total of 15 relevant articles obtained from databases such as ERIC, Education Full Text, PsycINFO, and Web of Science. Having analyzed and synthesized the current evidence, the review provides a significant and valuable insight into the use and acquisition of multiliteracies skills and tools to facilitate learning in early childhood settings. The sole purpose of this review is to add to the body of existing literature in multiliteracies. The study also provides answer to the only research question of the review which was what are the most effective ways to implement multiliteracies and multimodal techniques in the classroom and how early childhood education can benefit from the systematic application of multiliteracies and multimodal learning. The result of the review revealed that, teachers are facing greater challenges than ever in choosing and designing a pedagogy that can engage students in meaningful literacy practices due to the changing literacy needs in the multimedia environment, the changing lifeworld’s of the learners, and the changing dimensions of school literacies. Therefore, the review recommended that policymakers must work to incorporate all multimodal tools and technology into the curriculum, especially for early childhood education. Also, schools and learning centers should provide limitless opportunities in early childhood classrooms and environment to assist, direct, and motivate students to learn.

PROMOTING READING ENGAGEMENT: THE SCHOOL LITERACY MOVEMENT AT JUNIOR HIGH SCHOOL 1 SEBATIK

This study aims to analyze the indicators in the process of implementing the school literacy movement at junior high school 1 Sebatik and the obstacles faced. The research method used in this research is descriptive qualitative method. The data collection techniques used are observation, interviews and documentation. The results of this study describe that there are six indicators in the process of implementing the literacy movement at at junior high school 1 Sebatik, namely reading activities for 15 minutes, journaling literacy results, increasing interesting reading books, making literacy corners, conducting competitions that support the school literacy movement and making interesting libraries in support the school literacy movement. In addition, it was found that there were four obstacles experienced by at junior high school 1 Sebatik in the process of the school literacy movement, including: teachers have difficulty in carrying out literacy more than 15 minutes before class, teachers have difficulty providing digital books in class, teachers have difficulty in carrying out activities to respond to reading books, and teachers have difficulty in carrying out creative writing activities.

The Role of Libraries and Special School Library Staff in the Implementation of the School Literacy Movement (GLS) for Blind Students

The Role of Libraries and Special School Library Staff in the Implementation of the School Literacy Movement (GLS) for Blind Students

Application of Museum Curriculum Resources in the Cultivation of Historical Materialism Literacy in Middle Schools: Based on the Promulgation of China's New Curriculum Standards

Historical materialism literacy is one of the five core literacy in Chinese middle school history courses curriculum objectives. To cultivate students historical materialism, studying how to apply museum curriculum resources to historical materialism has become essential. This study aims to discuss the meaning, significance, and strategies for using museum curriculum resources to achieve historical materialism. Regarding the connotation, the application of museum curriculum resources in middle school to cultivate historical materialism refers to utilizing museum resources related to the curriculum to help students develop scientific historical perspectives and methodologies. In terms of value, the implementation of museum curriculum resources in middle school to foster historical materialism can advance the professional development of teachers and enhance students knowledge and critical thinking skills. Concerning strategy, promoting the use of museum curriculum resources in historical materialism requires focusing on four aspects: curriculum objectives, content, methodology, and evaluation.

Implementation of School Literacy Movement Program at the Level of Junior High School Education Units

The School Literacy Movement (SLM) is a program designed to facilitate the acquisition of student literacy competencies. Schools that implement this government program will undoubtedly have an impact on the literacy abilities of their students, including reading literacy, scientific literacy, digital literacy, numeracy, and so on. This forms the basis for conducting research with the aim of describing the implementation of SLM in Junior High Schools throughout the Kefamenanu Sub-District. The respondents in this study include school principals, SLM administrators, library heads, Mathematics teachers, and Indonesian Language teachers. Data collection techniques employed are interviews and observation. Subsequently, data is analyzed using the flow model by Miles and Huberman, which involves data reduction, data presentation, data verification, and conclusion drawing. Findings from the research indicate that junior high schools in the Kefamenanu Sub-District have implemented SLM from the habituation stage to the development and learning stages; however, the implementation is inconsistent and not yet optimal. Thus, the execution of SLM requires maximum attention from stakeholders, involving teachers, parents, alumni, and community members.

Peningkatan Minat Baca Siswa Melalui Pekan Literasi dan Pembiasaan 15 Menit Membaca: Studi Kasus MI Mulyadarama Girimukti

The School Literacy Movement (GLS) has been implemented since March 2016. However, its implementation is still not effective in West Java. This study aims to increase reading interest in MI Mulyadarma, Girimukti Village, Cipongkor District, West Bandung Regency. This school has limited internet access, book diversity, and school facilities, that are below the standards of an ideal school. Student’s interest in reading is increased in two ways. The first way is by encouraging 4th-6th grade elementary school students to read for 15 minutes before the class starts, for 3 weeks. The second way is by providing mini libraries in each classroom. Data collection was done using questionnaires. The questionnaire was given before and after the program, so that the achievement of the program could be evaluated. The result shows that the reading habit for 15 minutes before class and providing mini libraries in the classroom successfully increased students’ interest in reading significantly. Students who read books for more than 60 minutes per day increased by 33%. Student interest in reading increased by 64%, while their reading awareness increased slightly by 12.5%.

Digital Mading Training In Supporting Reading and Writing Literacy At SMPN 3 Rambah

Media Canva is a web-based online graphic design and visual communication platform that allows users to easily create various types of visual materials, posters, presentations, social media, and instant animations or templates. This Canva-based digital media training aims to train teachers and students in creating attractive and well-managed digital media to support students' reading and writing literacy in schools. SMPN 3 Rambah has conventional madding. These conventional media have weaknesses that cause problems for the school, such as, the media are less attractive, the condition of the media is inadequate and there is no system for managing the media. It is hoped that the results of this training will produce digital media as an information medium as well as a place for students' creativity and as a forum for improving reading and writing literacy skills for teachers and students that are easily accessible anywhere and anytime. The result of this training is an understanding of designing digital media, the existence of digital media websites and managing digital media

Digital health literacy in schools: new tools, empirical findings and implications for interventions

Abstract Children and youth are important populations to receive education and training on digital health literacy, while digital health literacy has recently increased attention as an important determinant of child and adolescent health. Albeit schools are the best equipped settings to enhance health-related competencies and digital literacy capacities of children and adolescents, the uptake of digital health literacy by European schools is still in its infancy and progresses somewhat slowly. Reasons are that digital health literacy is a relatively new topic in education, an overcrowded curriculum, lacking training opportunities for teachers on the subject, economic constraints and poor digital health policies for the education sector, and limited knowledge about the digital health literacy needs of schoolchildren, teachers, and schools, as well as missing evidence needed to inform these issues. A new project on digital health literacy in schools in Germany seeks out to close some of these gaps by conducting two large-scale surveys among secondary schoolchildren and teachers. New measurement tools have been developed and used to generate first time data on digital health literacy in schools, not only assessing personal capacities of schoolchildren and teachers but of learning opportunities and instructions concerning digital health literacy teaching and learning provided in schools. These findings will inform future tailored educational programs, public health interventions, and health and education policies in order to enable the uptake of digital health literacy in education, schools, and teacher training.

5.L. Workshop: School health literacy as a means to achieve European public health goals

Abstract Background In recent years, health literacy has been acknowledged as crucial in context of school health promotion, prevention, and education. In 2020, the Schools for Health in Europe Network, linking the 53 WHO European Region Member States to collaborate on school health, released a milestone fact sheet on health literacy in schools, including an evidence synthesis on how health literacy impacts not only health goals but educational outcomes. In 2021, the World Health Organization Regional Office for Europe produced an evidence informed report, recommending the way forward regarding school health literacy in the realm of European public health. Organizational health literacy of schools is named a key responsibility for educational establishments alongside activities to address digitalization in education, climate and planetary health, the commercial determinants of health, the role of social media, and the aftermath of the Covid-19 pandemic. Achieving health literacy development throughout childhood and adolescence requires an early and systematic approach, ideally implemented in schools. Classroom learning and instruction by teachers qualified in health education are key to strengthen skills, behaviours, knowledge, and attitudes that schoolchildren will need to appropriately manage health information from various sources and form health decisions to promote their health in everyday life. Schools are widely accepted as the ideal setting for children to learn about and take responsibility for their own health and self-directed learning, bringing together all elements of health literacy including digital, mental, and organizational health literacy. Teaching materials and targeted sessions on health literacy, either embedded into a subject or as a cross-cutting topic, have several benefits: they reach all children regardless of their social, cultural or development background, they can be delivered over the course of a decade and longer, they can be repeated to enhance learning effects, with increasing grades the complexity and content can be expanded, and in schools it is possible to swiftly respond to contemporary health concerns of children. Objectives This workshop will present empirical findings and intervention research results from various school health literacy studies. (i) The first presentation will discuss findings of school principal's health literacy. (ii) The second presentation will provide key findings from the first ever study on organizational health literacy in schools. (iii) The third presentation will present the evaluation of a mental health literacy programme for students and teachers. (iv) The fourth presentation will introduce a digital health literacy intervention for schoolchildren. The format of this workshop will be 4x7-minute presentations followed by a 20-minute panel discussion, reflecting the relevance of the results to public health research, practice and policy. Key messages • School health literacy is an important topic within the context of school health promotion, prevention, and education. • Addressing health literacy as early as in schools will enable children and adolescent to become health literate, enabling them to face health challenges over the life-course.

11.L. Workshop: Digital health literacy of schoolchildren and teachers in Germany

Abstract Background Digital health literacy is an evolving concept and an interdisciplinary field of study. Digital health literacy describes the ability of people to find, understand, appraise, and apply digital health information and services. Recently, the concept has gained increased attention in European public health and health policy making. Digitalization of society and health care, the rise of digital communication technologies, the impact of digital health on public health, and the advent of artificial intelligence have all contributed significantly to the increasing uptake of digital health literacy. Children and adolescents frequently access health information sources on the Internet and Social Media these days and virtually interact with peers on health matters. Through digital health literacy, they can learn to better navigate these digital information environments and manage health information and services. In order for children and youth to become digitally health literate, it is important to address the development of digital health literacy as early as in schools. However, not only the competencies of schoolchildren matter but that of teachers are likewise important, and so are teaching and learning environments provided within schools. In Germany, digital education and literacy have become a mandatory requirement for schools and are addressed as cross-cutting topics in different school subjects. Both students and teachers are trained and educated in this new school topic. This new educational concept shares many similarities with digital health literacy and allows using these intersections to address digital health literacy in the school. However, evidence is scarce and not much is known about the state of digital health literacy in students and teachers, and even less is known about whether and to what extent digital health literacy is taught in schools. Objectives The goal of this workshop is to present first time findings from a unique German multi-centre, nation-wide school study on digital health literacy in students and teachers conducted in 16 federal states. (i) The first presentation will introduce an adaption of an instrument to measure digital health literacy of schoolchildren in Germany. (ii) The second presentation will introduce first time representative results of schoolchildren's digital health literacy. (iii) The third presentation will have its focus on the learning opportunities in schools concerning digital health literacy from the perspective of schoolchildren. (iv) The fourth presentation will illuminate evidence from the perspective of teaching digital health literacy in schools from the perspective of school teachers and associations with their own digital health literacy. The format of this workshop will be 4x8-minute presentations followed by a 20-minute panel discussion, reflecting the relevance of the results to public health research, practice and policy. Key messages • Digital health literacy has become an important public health topic, which must be addressed as early as in schools. • Targeted curriculum opportunities are important to effectively promote digital health literacy but interventions must address both students and teachers.

9.L. Workshop: Mental health literacy in schools: new insights from key European studies across populations

Abstract Background Good mental health is important for better population health outcomes and improved quality of life in societies, while poor mental health and mental disorders have not only negative health effects but are also responsible for increased health care costs and burden of disease. Increased prevalence rates of mental health problems, severity of mental illnesses and associated disability and mortality rates are considered alarming, making poor mental health a threat to population health and European public health. These circumstances together have resulted in an increased attention towards mental health in European and global public health. Mental health promotion in schools, at the workplace and everyday life has become an important tool to improve psychological and psychosocial health outcomes and increase mental well-being. In this context, mental health literacy, too, has become an important public health target. Mental health literacy is linked to health literacy but in addition includes an individual's capacities and resources that enable them to actively promote their mental health and mental well-being, including improved mental health knowledge, help-seeking strategies, and less stigmatizing attitudes. In particular it is defined as understanding how to sustain and maintain positive mental health, understanding mental disorders and their different treatments options, decreasing mental health related stigma, and enhancing people's help-seeking efficacy. As a concept, mental health literacy was coined in the 1990s, but in particular recent developments in digital communication technologies, digital health, the Internet and Social Media as well as the Covid-19 pandemic have accelerated its uptake in public health research, practice and policy. Workshop objectives The aim of this workshop is to: (1) present current research projects and their findings on mental health literacy in schools from 3 different European countries (Germany, Portugal, France), (2) shed light on the critical importance of mental health literacy promotion in all settings and (3) initiate a critical discussion on concepts, methods and intervention concerning mental health literacy. The 1st presentation will introduce the WhySchool project, a mental health training program for teachers, school health professionals, and students (Portugal). The 2nd presentation will present a mental health literacy school intervention for students and teachers, the Guide (Germany). The 3rd presentation will introduce a novel tool to measure child mental health literacy (France). The 4th presentation will introduce a digital tool to promote mental health literacy of school-children. The format of this workshop will be 4 x 7 minute presentations followed by a 20 minute interactive panel discussion with the presenters. Key messages • This workshop will shed light on mental health literacy promotion based on contemporary European studies. • Mental health literacy is important for positive mental health and should be addressed as early as in schools and supported by public health policy-making.

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

ANALISIS NILAI PENDIDIKAN KARAKTER MELALUI PROGRAM SHALAT DHUHA DAN LITERASI SEKOLAH DI KELAS II B SD ISLAM TERPADU BUAH HATI SINTANG

This study aims to describe the Value of Character Education Through the Dhuha Prayer Program and School Literacy in Class II B of the Buah Hati Sintang Integrated Islamic Elementary School in the 2022/2023 Academic Year, Sintang District, Sintang District. The method used in this research is descriptive method with a qualitative approach. Data collection tools in the form of field notes, interview sheets, questionnaire sheets, observation sheets and documentation. The results of this study are the implementation of the Dhuha prayer habituation program at the Buah Hati Sintang Integrated Islamic Elementary School which is carried out continuously every day. Duha prayer is carried out in congregation and independently. The implementation of the school literacy movement in shaping student character with class-based activities, school culture-based activities and community-based activities, the value of character education through the Dhuha prayer program and school literacy in class II B of the Buah Hati Sintang Integrated Islamic Elementary School is very good, what do the teachers do? taught is ingrained in the mindset of students. The conclusion is that the cultivation of student character values through the Dhuha prayer program and school literacy in class II B is very good, teachers also apply character values such as being religious, fond of reading, honest, disciplined, tolerant, loving peace and social care. Factors supporting the implementation of Duha prayer and school literacy are facilities and infrastructure, cooperation between teachers and staff. The inhibiting factors are the lack of a place for Duha prayer and a library, and the weather is uncertain. Efforts made by the teacher are habituation, giving examples, role models, awareness, supervision.