Access to this full-text is provided by Canadian Center of Science and Education.
Content available from Asian Social Science
This content is subject to copyright.
Asian Social Science; Vol. 16, No. 4; 2020
ISSN 1911-2017 E-ISSN 1911-2025
Published by Canadian Center of Science and Education
15
The Characteristics of Literacy Management in School Literacy
Movement (SLM) at Junior High School in Malang - Indonesia
Yuni Pantiwati1, Fendy Hardian Permana1, Tuti Kusniarti2 & Fuad Jaya Miharja1
1 Department of Biology Education, Universitas Muhammadiyah Malang, Malang, Indonesia
2 Department of Indonesian Language and Literature Education, Universitas Muhammadiyah Malang, Malang,
Indonesia
Correspondence: Yuni Pantiwati, Department of Biology Education, Universitas Muhammadiyah Malang,
Tlogomas Street No. 246 Malang, East Java, 65144, Indonesia. Tel: 62-341-464-318 E-mail:
yuni_pantiwati@yahoo.com
Received: December 13, 2019 Accepted: December 19, 2019 Online Published: March 30, 2020
doi:10.5539/ass.v16n4p15 URL: https://doi.org/10.5539/ass.v16n4p15
Abstract
This study aims to evaluate the implementation of the school literacy movement (SLM) program in junior high
schools in Malang, East Java, Indonesia. The evaluation includes three stages of SLM: the stage of habituation,
development, and learning. This study was an evaluative study using the CIPP model (context, input, process,
and product) and used a qualitative descriptive approach. The sample unit consisted of 12 schools, with a
category of nine public schools and three private schools. The schools were selected using a purposive random
sampling technique. The research sample consisted of teachers, principals, and education personnel. Methods of
data collection through observation, interviews, and examination of program implementation documents. Data
analysis uses the Miles and Huberman model which consists of data reduction, data display, and conclusion
drawing, while the formulation of strategic steps uses the calculation of internal strategic factors (IFAS) and
external strategic factors (EFAS). The results showed that the implementation of new literacy at the habituation
and development stage had not yet reached the learning stage. However, IFAS and EFAS values are 3.34 and
3.39, respectively. These results indicate that the development of the literacy program still has many weaknesses
(<5.00) and needs intensive efforts in order to increase student literacy.
Keywords: EFAS, IFAS, literacy management, school literacy movement
1. Introduction
The effort to develop students' character is a manifestation of strengthening the fundamental values of education
itself (Arthur & Harrison, 2012; Durlak, Weissberg, Dymnicki, Taylor, & Schellinger, 2011). Several studies note
that there are various factors underlying the success of these efforts, such as the existence of policies (Schleicher
& Echazarra, 2016; Swain & Cara, 2018) as well as in-depth academic studies (Young-Jones, Burt, Dixon, &
Hawthorne, 2013). In addition to these factors, the culture of literacy ecosystems was identified as a critical
factor in the success of character building (Ahmadi & Yulianto, 2017; Lewinsohn et al., 2014). Literacy studies
state that the emergence of the literate ecosystem represents the growth of the values of lifelong learning in all
the learning elements involved (Tabačková, 2015; Trilling & Fadel, 2009).
Hence, several studies state that the level of student literacy in Indonesia is still below average (Kemendikbud,
2016b; Schleicher & Echazarra, 2016). As much as 42.3%, the literacy level of students in science, mathematics,
and reading is at level 2, while those at level 5-6 are less than 1% (Schleicher, 2018). Meanwhile, the results of
surveys from various international institutions such as progress in international reading literacy studies (PIRLS)
and the International Association for Educational Achievement (IAEA) also show results that are not much
different (Kemendikbud, 2016b). The results of the study have sufficiently provided an idea of the literacy
position of Indonesian students in global competition.
Interestingly, those studies stimulate efforts to improve learning in Indonesia (Sukardjo & Sugiyanta, 2018). It
studies are turning points of learning reform based on strengthening students' literacy abilities. Several studies
report that efforts to strengthen literacy are carried out at almost all levels of education, such as primary schools
(Antoro, 2017; Teguh, 2013), secondary schools (Lastiningsih, Mutohir, Riyanto, & Siswono, 2017; Noviar,
ass.ccsenet.org Asian Social Science Vol. 16, No. 4 2020
16
2016; Setiyadi, 2018), to college (Kurniawan, 2016). Furthermore, these efforts are carried out in synergy not
only in the realm of formal education in schools (Antoro, 2017) but also in the non-formal realm carried out by
the community independently (Herdiansah & Randi, 2016; Hou, 2014).
In its implementation, the government carried out literacy strengthening through the school literacy movement
program (Kemendikbud, 2016b, 2017c). This program is a strategic step in the effort to create a school culture
that is cultured in reading. The implementation of this activity uses a multidimensional approach including a
process approach and learning approach (Kemendikbud, 2017a; Ministry for Education and Employment, 2014).
Simultaneously, the program was also designed to actively involve the school and community components
(Antoro, 2017; Suwono, 2016). However, schools are faced with differences in the characteristics of students in
particular and society in general (Pradana, Fatimah, & Rochana, 2017). In addition, the availability of resources
and school culture is also a variable that influences the implementation of the literacy program. These things lead
to differences in achievements and strategies undertaken by schools for the success of the program.
However, studies examining the achievements of the literacy strengthening movement and the potential for
developing literacy programs based on school characteristics have not been carried out (Pradana et al., 2017;
Teguh, 2013). In fact, precise and in-depth analysis is needed in evaluating the implementation of a program
(Anderson, 2013; Creswell, 2014). Moreover, the program aims to change slowly a situation that is closely
related to the attitudes and mindsets of a social community (Ertmer & Newby, 2013; Winata, Cacik, & Seftia,
2018; Wolgast, 2018). Furthermore, the analysis carried out needs to be based on various factors, internal and
external, which are indicated to be able to stimulate the success of the program and minimize weaknesses and
answer the challenges faced (Rahabav, 2016). This study aims to answer two big questions about how the
implementation of the literacy program and an analysis of the potential for program development can be done.
2. Method
This qualitative descriptive study was conducted for six months. The research population consists of all junior
high schools in Malang, East Java. The sample unit consisted of 12 schools, with a category of nine public
schools and three private schools. The schools were selected using a purposive random sampling technique. The
research sample consisted of teachers, principals, and education personnel. Considerations taken in sampling are
that schools have had and run literacy programs for a minimum of five years, have facilities and infrastructure to
support the literacy movement and have a school literacy team.
The data consists of primary data and secondary data. Primary data come from the respondents involved, while
secondary data come from other supporting data sources such as publication documents and activity reports.
Data validity was tested using source triangulation and technique triangulation. Data analysis uses the Miles and
Huberman model, which consists of data reduction, data display, and conclusion drawing (Miles, Huberman, &
Saldana, 2014), while the formulation of strategic steps uses the calculation of internal strategic factors (IFAS)
and external strategic factors (EFAS) (Sulaeman, Maarif, & Affandi, 2016).
3. Results and Discussion
3.1 Literacy Movement Achievements
The literacy movement is implemented in three stages, including habituation, development, and learning
(Kemendikbud, 2016b). The three stages represent the flow of movements that have been carried out at school.
The results showed that the 99.1% habituation stage was carried out, while that which was not carried out was
0.9 (Table 1).
The condition of school facilities and infrastructure is also an important part of carrying out the SLM program
activities (Lastiningsih et al., 2017; Ngwaru & Opoku-Amankwa, 2010). Support for the existence of facilities
and infrastructure in accordance with the provisions of the program is noteworthy (Trilling & Fadel, 2009). The
facilities and infrastructure can be in the form of adequate library space. The condition of the library must be
able to attract students to continue looking for reading material for them (Ashaver & Igyuve, 2013; Klucevsek &
Brungard, 2016). The appropriateness of the library space, the number of collections of reading materials, and
the various types of interesting reading material are also of concern (Burkhardt, Kinnie, & Cournoyer, 2008).
The availability of facilities and infrastructure owned varies, both those contained in the classroom and those
located in the school environment. The existence of these supporting facilities has an impact on increasing
students' interest in reading so that it indirectly provides a different learning atmosphere and teaches them as
lifelong learners (Kemendikbud, 2016a).
Classrooms with reading corners are the object of monitoring and evaluation of the SLM program. The
collection material in the reading corner and those variety are the objects being evaluated. Students as objects of
ass.ccsenet.org Asian Social Science Vol. 16, No. 4 2020
17
the implementation of SLM programs are evaluated based on their readiness (Lastiningsih et al., 2017; Teguh,
2013). The readiness of students’ attitudes and motivation towards the existence of the program. Other
conditions can be evaluated on the involvement of students in classroom reading corner arrangement, as well as
support to participate in including reading material contributions in the classroom reading corner (Stewart, 1995).
In addition, the students, educators, and education are also important to prepare themselves. The readiness of
educators and education personnel are based on leadership instructions and also their motivation for the program
(Hiebert, Gallimore, & Stigler, 2002; May, 2007). They are expected to be quite enthusiastic about the existence
of the SLM program. This is driven by the spirit of increasing students' reading interest, which culminates in
their academic abilities (Murray & Harrison, 2011).
Table 1. Evaluation of the achievement of the implementation of the SLM program in the habituation stage
No
Activities
Describe
1.
15 minute reading activity:
Read aloud
Read silently
The 15 minute reading activity is carried out every day
(at the beginning, middle, or near the end of the lesson)
The 15-minute activity, read aloud or read silently, has
been carried out every day at the beginning, middle, or
towards the end of the lesson in each class
2.
Record the identity of a book that has been read in a
diary
Not yet fully recorded but the record data book has been
prepared
3.
The teachers, principals, and other education personnel
are involved in 15-minute activities by reading books
or taking part in reading silently.
Not actively involved and become a model in 15-minute
reading activities
4.
There is a school library or special room for storing
non-study books
Already in class and library
5.
There is a class reading corner with a collection of
non-study books
Already in each class
6.
There are reading campaign posters in classrooms,
corridors, and other school areas.
Already in class and outside the classroom and around the
school environment
7.
There is rich text material in each class.
Already in each class
8.
School gardens, canteens, and health unit facility
become a rich environment of literacy.
Writing and placing posters needs to be optimized.
Likewise poster content needs to be adjusted to the
location and mission of each
9.
Public involvement in the development of school
literacy activities
During the training, the public engagement program began
to be implemented
The evaluation results of the habituation stage show that only one indicator has not been fully achieved while the
other eight indicators are met. One indicator that has not been fulfilled is the documentation of reading titles read
by students. In this case, the school has not implemented the reading recording mechanism and sources identity
during the implementation of literacy habituation activities. The implementation of the SLM program
emphasizes the habit of reading materials according to their interests (Klucevsek & Brungard, 2016). The
habituation process begins with reading material or non-lesson books at the beginning of each lesson every day.
The reading activity for elementary school students equals is expected to become the habit of students (Zasacka,
2017). This habit will encourage students’ curiosity about each of their reading material (Saito et al., 2015;
Setiyadi, 2018). Reading for approximately fifteen minutes with a variety of methods is believed to arouse the
students’ enthusiasm and memory capacity (Lastiningsih et al., 2017; Shipstead, Lindsey, Marshall, & Engle,
2014). The process is continued by students by revealing the reading they have read. These expressions can be
either written or presented in front of the class (Teguh, 2013).
With the achievement of habituation stage indicators, the school develops literacy programs until the
development stage. This activity is a follow up to the habituation stage. The evaluation results of the
development stage (Table 2) shows that three indicators have been implemented while the other three indicators
ass.ccsenet.org Asian Social Science Vol. 16, No. 4 2020
18
have not been implemented, among others 1) the formation of a school literacy team, 2) the variation in the
collection of enrichment books are still limited, and 3) the students' responses after low reading.
Table 2. Achievement of the SLM program development stage
No
Activities
Describe
1.
15 minute reading activity
The 15-minute activity read aloud and read silently has
been carried out every day at the beginning, middle, or
towards the end of the lesson in each class
2.
There are activities to respond to enrichment books during
literacy lessons or hours of activities in the school library/
reading corner of the class or relevant lesson hours
There are enrichment books but they have not varied
3.
There is a varied collection of enrichment books
There are enrichment books but they have not varied
4.
There are activities to respond to reading through reading
aloud interactive activities, guided reading, reading
together, and reading independently
Activities to respond to reading have been carried out,
but students have not responded optimally
5.
There are activities to appreciate students' literacy
achievements
There is an appreciation activity for literacy
achievements after coaching
6.
There is a school literacy team (SLT)
SLT was formed after facilitation and assistance by the
service team, but it has not gone well
Reading habit is expected to be able to initiate students to produce productive work (Setiyadi, 2018; Tsuneyoshi,
2012). Students’ productive work includes summaries of results from the reading material. Other works can also
be in the form of word expressions or motivational sentences. The results are written in the student's journal
about how many books have been read. The various types of books that have been read by students are also
objects that are evaluated. Based on these records, it can be seen the interests and talents of students for
advanced stage literacy activities in higher education how the work of students related to the SLM program is
reviewed by program guidelines.
Table 3. Achievement of the SLM program learning stage
No
Activities
Describe
1.
There are enrichment books that are used in learning all subjects
Not yet fully equipped
2.
There is a reading strategy that is used to improve students'
understanding of reading in all subjects
There is a reading strategy but it is still not optimal
3.
There are activities to respond to reading in the form of oral,
written, artistic, craft, etc. activities, in accordance with students'
literacy skills
Activities respond, but need to be improved
4.
There are learning activities that take place in the school library,
reading corners, reading areas, etc.
There are activities in the library, in the reading
corner, but need to be optimized
5.
There are academic awards that take into account students'
literacy skills
There is an award, but the quality and quantity
need to be improved
6.
There is a school literacy team, in collaboration with public
elements, which organizes literacy activities at school regularly
and regularly
The new SLT was formed so that it hasn't worked
properly.
Based on a program that has been running for a certain period of time, the impact that appears can be evaluated.
The impact that can be evaluated in this SLM program is the short-term impact (Bakar, Yun, Keow, & Li, 2014;
Short, 2009). These impacts are evaluated based on participants' activities after the program has been running at
an early stage (Lewis & Wray, 2001). These results indicate that students’ literacy is influenced by effective
learning groups, general classroom behavior, and motivation that grows during the process (Lewis & Wray, 2001;
May, 2007).
ass.ccsenet.org Asian Social Science Vol. 16, No. 4 2020
19
3.2 Potencies of SLM Development Programme
Significant achievements in the literacy movement can be used as a basis for sustainable SLM development. The
results of the SWOT analysis show the achievements and the possibility of developing programs that can be
done (Helms & Nixon, 2010). Strength elements of human resources, facilities, abilities, school conditions, and
strategic efforts that have been made. On the other hand, internal weaknesses that become a minimal factor, such
as the availability of material, student readiness, teacher competence, and development strategies in supporting
the development of SLM can be identified and anticipated (Agarwal, Grassl, & Pahl, 2012). On the other side,
the external factor is an opportunity to consider the existence of cooperation, financial assistance, and
government policies that allow it to support the development of SLM. Likewise, threats can arise from the
surrounding environment that can hamper the program (Agarwal et al., 2012). The SWOT analysis results are
then summarized in Table 4 and Table 5.
Table 4. Internal strategic factor analysis model (IFAS)
No
Strategic Factors
Weight
Rating
Weight x
Rating
Strength (S)
1
Students read for 15 minutes at the beginning of learning
0.03
4
0.13
2
Students like to read science
0.03
4
0.12
3
Students read according to their interests
0.03
4
0.10
4
Special reading activities for science
0.03
4
0.11
5
School becomes a reference school
0.02
4
0.09
6
Student handbook availability
0.02
4
0.10
7
Students retell the reading content
0.02
4
0.10
8
First hour teacher to be in charge of the activities
0.02
4
0.09
9
Showcase of journalistic tasks
0.01
3
0.04
10
Having a variety reading corner
0.03
4
0.10
11
Literacy poster
0.02
4
0.10
12
Students listening awareness
0.03
4
0.12
13
Commenting each others
0.03
4
0.11
14
Having a portofolio
0.02
3
0.05
15
Students product bazaar
0.02
3
0.05
16
Structural school literacy team
0.02
4
0.08
17
Students carrying textbooks also read non-textbooks
0.02
3
0.05
18
Making a concept map
0.02
4
0.09
19
Students mind mapping of science subjects
0.03
4
0.11
20
Students are accustomed to solving problems using learning variety resources
0.03
4
0.11
21
Students are skilled at operating the internet
0.02
3
0.05
22
Collection of reference books are varies
0.02
3
0.05
23
Students are accustomed to reading silently
0.02
3
0.05
24
Use strategies to help understand the text
0.02
4
0.08
25
Planning. implementation and assessment of the literacy and SLM programs
are underway
0.03
4
0.11
26
The habitual SLM program is held twice a week
0.02
3
0.06
27
Homeroom teacher conducts SLM assessment
0.03
4
0.11
28
The response writing tool uses graphic organizers
0.02
4
0.08
29
The school gives a literacy certificate as a condition for taking report cards
0.02
3
0.05
30
School policies support the SLM program
0.02
3
0.05
Sub-Total
0.68
2.54
ass.ccsenet.org Asian Social Science Vol. 16, No. 4 2020
20
No
Strategic Factors
Weight
Rating
Weight x
Rating
Weakness (W)
1
Students are lazy to read
0.04
3
0.11
2
The reading material is not focused on science
0.04
3
0.11
3
The number of posters is still limited
0.02
2
0.04
4
Students are still weak in giving solutions to problems from reading
0.03
3
0.09
5
Not appropriate portfolios
0.02
2
0.04
6
The literacy culture of the SLM program has not yet been realized
0.04
3
0.11
7
There is no mobile library around the school
0.04
3
0.11
8
Granting literacy awards has not been periodic
0.02
2
0.04
9
Non-academic assessment has not been done
0.03
2
0.06
10
The literacy achievement assessment is not in accordance with SLM guidelines
0.02
2
0.04
11
The implementation of SLM has not yet fully met the established standards
0.02
2
0.05
12
The teacher hasn't read aloud yet
0.02
1
0.02
Sub-Total
0.33
0.80
Total
1.000
3.34
Table 5. External strategic factor analysis model (EFAS)
No
Strategic Factors
Weight
Rating
Weight x
Rating
Opportunity (O)
1
Parental support
0.20
4
0.79
2
The entire school literacy team is striving to achieve SLM targets and goals
0.10
4
0.41
3
The school literacy team is committed to running the SLM program
0.11
4
0.44
4
Funding from the government
0.18
3
0.55
5
Literacy field visit
0.14
4
0.56
6
Governmental support
0.15
3
0.46
Sub-Total
0.89
3.21
Threat (T)
1
Changes in the industrial world that have an impact on literacy
0.03
2
0.06
2
Technological developments that reduce students' interest in reading
0.01
2
0.02
3
Inappropriate teacher motivation and workload
0.02
1
0.02
4
Vandalism behavior towards literacy facilities
0.03
2
0.06
5
Changes in educational policies
0.03
1
0.03
Sub-Total
0.11
0.18
Total
1.00
3.39
Table 4 and Table 5 shows strength scores 0.68, weakness 0.33, opportunity 0.89, and threats 0.11. It is known
that the strength value is above the weakness score (+) 1.96, and the opportunity score is above the threat value
with a difference (+) 1.47. These results indicate that these factors can be illustrated in the SWOT diagram
(Figure 1).
Figure 1 shows that the implementation of the SLM program is strong enough and has a great opportunity to be
developed. The recommended strategy is a progressive work plan, increase business, and achieve optimal
progress. GLS can be developed both in number and type (Helms & Nixon, 2010; Zasacka, 2017). This situation
ass.ccsenet.org Asian Social Science Vol. 16, No. 4 2020
21
is a very favorable situation. The government has opportunities and flexibility so that they can take advantage of
existing opportunities (Kemendikbud, 2017b). The strategy that must be applied in this condition is to support an
aggressive growth policy (Beverton & Sewell, 2002; Ministry for Education and Employment, 2014).
Figure 1. Analysis of the potential implementation of the SLM program
4. Conclusion
The results showed that the implementation of the literacy program had reached the stage of habituation and
development. However, the calculation of internal strategic factors (3.34) and external factors (3.39) indicated
the implementation of the program were still many weaknesses. Thus, intensive efforts need to be made in order
to improve student literacy skills.
Acknowledgments
This research was carried out with the support of internal funding through the research scheme of the Directorate
of Research and Community Service/Direktorat Penelitian dan Pengabdian kepada Masyarakat (DPPM),
University of Muhammadiyah Malang.
References
Agarwal, R., Grassl, W., & Pahl, J. (2012). Meta-SWOT: Introducing a new strategic planning tool. Journal of
Business Strategy, 33(2), 12-21. https://doi.org/10.1108/02756661211206708
Ahmadi, A., & Yulianto, B. (2017). Descriptive-analytical studies of literacy movement in Indonesia, 2003-2017.
International Journal of Humanities and Cultural Studies, 4(3), 16-24. Retrieved from
http://www.ijhcs.com/index.php/ijhcs/index
Anderson, A. (2013). Learning to be resilient global citizens for a sustainable world. Retrieved from
https://unesdoc.unesco.org/ark:/48223/pf0000225940
Antoro, B. (2017). Gerakan literasi sekolah. Dari pucuk hingga akar. Jakarta: Kementerian Pendidikan dan
Kebudayaan. https://doi.org/10.1017/S0033291700036606
Arthur, J., & Harrison, T. (2012). Exploring good character and citizenship in England. Asia Pacific Journal of
Education, 32(4), 489-497. https://doi.org/10.1080/02188791.2012.741097
Ashaver, D., & Igyuve, S. M. (2013). The use of audio-visual materials in the teaching and learning processes in
colleges of education in Benue State-Nigeria. IOSR Journal of Research & Method in Education
(IOSRJRME), 1(6), 44-55. https://doi.org/10.9790/7388-0164455
Bakar, Z. A., Yun, L. M., Keow, N. S., & Li, T. H. (2014). Goal-setting learning principles : a lesson from
practitioner. Journal of Education and Learning, 8(1), 41-50. https://doi.org/10.11591/edulearn.v8i1.204
Beverton, S., & Sewell, G. (2002). Implementing whole school literacy policies. Education 3-13, 30(1), 24-29.
https://doi.org/10.1080/03004270285200061
Burkhardt, J. M., Kinnie, J., & Cournoyer, C. M. (2008). Information literacy successes compared: Online vs.
face to Face. Journal of Library Administration, 48(3-4), 379-389.
ass.ccsenet.org Asian Social Science Vol. 16, No. 4 2020
22
https://doi.org/10.1080/01930820802289425
Creswell, J. W. (2014). Research design. Qualitative, quantitative, and mixed methods approaches (3rd ed). Sage
Publisher. Retrieved from http://books.google.com/books?id=bttwENORfhgC&pgis=1
Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of
enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions.
Child Development, 82(1), 405-432. https://doi.org/10.1111/j.1467-8624.2010.01564.x
Ertmer, P. A., & Newby, T. J. (2013). Behaviorism, cognitivism, constructivism: Comparing critical features
from an instructional design perspective. Performance Improvement Quarterly, 24(3), 55-76.
https://doi.org/10.1002/piq.21143
Helms, M. M., & Nixon, J. (2010). Exploring SWOT analysis – where are we now ? A review of academic
research from the last decade. Journal of Strategy and Management, 3(3), 215-251.
https://doi.org/10.1108/17554251011064837
Herdiansah, A. G., & Randi, R. (2016). Peran organisasi masyarakat (Ormas) dan lembaga swadaya masyarakat
(LSM) dalam menopang pembangunan di Indonesia. Sosioglobal : Jurnal Pemikiran Dan Penelitian
Sosiologi, 1(1), 49-67. https://doi.org/10.24198/jsg.v1i1.11185
Hiebert, J., Gallimore, R., & Stigler, J. W. (2002). A knowledge base for the teaching profession: what would it
look like and how can we get one? Educational Researcher, 31(5), 3-15.
https://doi.org/10.1111/j.1540-8183.1994.tb00887.x
Hou, S.-I. (2014). Integrating problem-based learning with community-engaged learning in teaching program
development and implementation. Universal Journal of Educational Research, 2(1), 1-9.
https://doi.org/10.13189/ujer.2014.020101
Kemendikbud, K. (2016a). Panduan gerakan literasi sekolah di sekolah dasar. Jakarta. Retrieved from
http://repositori.kemdikbud.go.id/40/1/Panduan-Gerakan-Literasi-Sekolah-di-SD.pdf
Kemendikbud, K. (2016b). Pedoman pelaksanaan gerakan nasional literasi bangsa. Jakarta. Retrieved from
https://gln.kemdikbud.go.id/glnsite/wp-content/uploads/2017/09/Pedoman-GLNB-2016-2019.pdf
Kemendikbud, K. (2017a). Infografis gerakan penguatan pendidikan karakter (PPK). Indonesian Ministry of
Education and Culture. Retrieved from cerdasberkarakter.kemendikbud.go.id
Kemendikbud, K. (2017b). Panduan gerakan literasi nasional. Jakarta. Retrieved from
http://gln.kemdikbud.go.id/glnsite/wp-content/uploads/2017/08/panduan-gln.pdf
Kemendikbud, K. (2017c). Panduan penilaian penguatan pendidikan karakter. Jakarta. Retrieved from
http://repositori.kemdikbud.go.id/10119/1/1_final_Panduan_Penilaian_0k.pdf
Klucevsek, K. M., & Brungard, A. B. (2016). Information literacy in science writing: How students find, identify,
and use scientific literature. International Journal of Science Education, 38(17), 2573-2595.
https://doi.org/10.1080/09500693.2016.1253120
Kurniawan, R. Y. (2016). Identifikasi permasalahan pendidikan di Indonesia untuk meningkatkan mutu dan
profesionalisme guru. In Konvensi Nasional Pendidikan Indonesia (pp. 1415-1420). Jakarta: Universitas
Negeri Jakarta.
Lastiningsih, N., Mutohir, T. C., Riyanto, Y., & Siswono, T. Y. E. (2017). Management of the school literacy
movement (SLM) programme in indonesian junior secondary schools. World Transactions on Engineering
and Technology Education, 15(4), 384-389. Retrieved from
http://www.wiete.com.au/journals/WTE&TE/Pages/Vol.15,No.4(2017)/13-Lastiningsih-N.pdf
Lewinsohn, T. M., Attayde, J. L., Fonseca, C. R., Ganade, G., Jorge, L. R., Kollmann, J., …Weisse, W. W. (2014).
Ecological literacy and beyond : Problem-based learning for future professionals. Royal Swedish Academy
of Sciences, Juni, 1-9. https://doi.org/10.1007/s13280-014-0539-2
Lewis, M., & Wray, D. (2001). Implementing effective literacy initiatives in the secondary school. Educational
Studies, 27(1), 44-54. https://doi.org/10.1080/03055690020002125
May, S. (2007). Sustaining effective literacy practices over time in secondary schools: School organisational and
change issues. Language and Education, 21(5), 387-405. https://doi.org/10.2167/le799.0
Miles, M. B., Huberman, A. M., & Saldana, J. (2014). Chapter 5: Designing matrix and network displays.
Qualitative Data Analysis A Methods Sourcebook (3rd ed.). Los Angeles: Sage Publisher.
ass.ccsenet.org Asian Social Science Vol. 16, No. 4 2020
23
https://doi.org/10.1136/ebnurs.2011.100352
Ministry for Education and Employment. (2014). A national literacy strategy for all in Malta and Gozo
2014-2019. Malta. Retrieved from https://education.gov.mt/en/Documents/Literacy/ENGLISH.pdf
Murray, E., & Harrison, L. J. (2011). The influence of being ready to learn on children’s early school literacy and
numeracy achievement. Educational Psychology, 31(5), 529-545.
https://doi.org/10.1080/01443410.2011.573771
Ngwaru, J. M., & Opoku-Amankwa, K. (2010). Home and school literacy practices in Africa: Listening to inner
voices. Language and Education, 24(4), 295-307. https://doi.org/10.1080/09500781003678985
Noviar, D. (2016). Developing android-based mobile biology encyclopedia of the core material of pteridophyta
for implementing curriculum 2013. Cakrawala Pendidikan, XXXV(2), 198-207. Retrieved from
https://media.neliti.com/media/publications/85070-none-84a75287.pdf
Pradana, B. H., Fatimah, N., & Rochana, T. (2017). Pelaksanaan gerakan literasi sekolah sebagai upaya
membentuk habitus literasi siswa di SMA Negeri 4 Magelang. Solidarity, 6(2), 167-179. Retrieved from
https://journal.unnes.ac.id/sju/index.php/solidarity/article/view/19560
Rahabav, P. (2016). The effectiveness of academic supervision for teachers. Journal of Education and Practice,
7(9), 47-55. Retrieved from https://files.eric.ed.gov/fulltext/EJ1095817.pdf
Saito, E., Watanabe, M., Gillies, R., Someya, I., Nagashima, T., Sato, M., & Murase, M. (2015). School reform
for positive behaviour support through collaborative learning: Utilising lesson study for a learning
community. Cambridge Journal of Education, 45(4), 1-30. https://doi.org/10.1080/0305764X.2014.988684
Schleicher, A. (2018). Pisa 2015 result in focus. https://doi.org/10.1787/9789264266490-en
Schleicher, A., & Echazarra, A. (2016). Country note - Program for international student assessment (PISA)
result from PISA 2015. Retrieved from https://www.oecd.org/pisa/PISA-2015-Indonesia.pdf
Setiyadi, D. B. P. (2018). E-literary texts: Reading materials for school literacy movement. In The 1st
International Seminar on Language, Literature, and Education, KnE Social Sciences (Vol. 2018, pp.
538-545). https://doi.org/10.18502/kss.v3i9.2716
Shipstead, Z., Lindsey, D. R. B., Marshall, R. L., & Engle, R. W. (2014). The mechanisms of working memory
capacity: Primary memory, secondary memory, and attention control. Journal of Memory and Language,
72(1), 116-141. https://doi.org/10.1016/j.jml.2014.01.004
Short, P. C. (2009). Responsible environmental action: Its role and status in environmental education and
environmental quality. The Journal of Environmental Education, 41(1), 7-21.
https://doi.org/10.1080/00958960903206781
Stewart, J. P. (1995). Home Environments and Parental Support for Literacy: Children’s Perceptions and School
Literacy Achievement. Early Education and Development, 6(2), 97-125.
https://doi.org/10.1207/s15566935eed0602_1
Sukardjo, M., & Sugiyanta, L. (2018). Analisis strategi pembelajaran matematika kurikulum 2013 dalam rangka
meningkatkan nilai PISA matematika. JKPP: Jurnal Kesejahteraan Keluarga Dan Pendidikan, 5(1), 42-64.
https://doi.org/10.21009/JKKP.051.05
Sulaeman, S., Maarif, M. S., & Affandi, M. J. (2016). Analysis of lecturer strategic planning in improving
competiveness in University of 45 Mataram. International Journal of Scientific and Research Publication,
6(7), 645-651. Retrieved from http://www.ijsrp.org/research-paper-0716/ijsrp-p5591.pdf
Suwono, H. (2016). School literary movement in Indonesia: Challenges for scientific literacy. Paper Presented
at International Conference on Education, 309-317. Retrieved from
http://pasca.um.ac.id/conferences/index.php/ice/article/view/44
Swain, J., & Cara, O. (2018). The role of family literacy classes in demystifying school literacies and developing
closer parent–school relations. Cambridge Journal of Education, 3577, 1-21.
https://doi.org/10.1080/0305764X.2018.1461809
Tabačková, Z. (2015). Outside the classroom thinking inside the classroom walls: Enhancing students` critical
thinking through reading literary texts. In Procedia - Social and Behavioral Sciences (Vol. 186, pp.
726-731). https://doi.org/10.1016/j.sbspro.2015.04.042
Teguh, M. (2013). Gerakan literasi sekolah dasar. In Aktualisasi Kurikulum 2013 di Sekolah Dasar Melalui
ass.ccsenet.org Asian Social Science Vol. 16, No. 4 2020
24
Gerakan Literasi Sekolah untuk Menyiapkan Generasi unggul dan Berbudi Pekerti (pp. 18-26). Retrieved
from http://pgsd.umk.ac.id/files/prosiding/2017/3 Mulyo Teguh.pdf
Trilling, B., & Fadel, C. (2009). 21st Century skills: Learning for life in our times. 21St Century Skill.
Jossey-Bass. Retrieved from https://epdf.pub/21st-century-skills-learning-for-life-in-our-times.html
Tsuneyoshi, R. (2012). The world of TOKKATSU: The Japanese approach to whole child education. Tokyo.
Retrieved from http://www.p.u-tokyo.ac.jp/~tsunelab/tokkatsu/cms/wp-content/uploads/2016/03/the_worl
d_of_tokkatsu.pdf
Winata, A., Cacik, S., & Seftia, I. (2018). Kemampuan awal literasi sains peserta didik kelas V SDN Sidorejo 1
Tuban pada materi daur air. JTIEE, 2(1), 58-64. https://doi.org/10.30587/jtiee.v2i1.356
Wolgast, A. (2018). School students’ beliefs about abilities and perspective ‑ taking over time. Large-Scale
Assessments in Education, 6(12), 1-22. https://doi.org/10.1186/s40536-018-0065-y
Young-Jones, A. D., Burt, T. D., Dixon, S., & Hawthorne, M. J. (2013). Academic advising: does it really impact
student success? Quality Assurance in Education, 21(1), 7-19. https://doi.org/10.1108/09684881311293034
Zasacka, Z. (2017). Screen-based reading practices – results of the Study on children’s and adolescents’ reading
habits and attitudes. Edukacja, 99-114. https://doi.org/10.24131/3724.170507
Copyrights
Copyright for this article is retained by the author(s), with first publication rights granted to the journal.
This is an open-access article distributed under the terms and conditions of the Creative Commons Attribution
license (http://creativecommons.org/licenses/by/4.0/).
Available via license: CC BY 4.0
Content may be subject to copyright.
