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.

Data from PISA and TIMSS shows that the literacy ability of students in Indonesia is still lacking. Based on this, the literacy ability of junior high school students needs to be improved and measured. Scientific literacy assessment can be focused on two dimensions, namely the content dimension and the cognitive dimension. The purpose of this study was to determine the correlation between the dimensions of content and cognitive dimensions. This type of correlational research with the ability variable dimensions content (x) and cognitive dimension capabilities (y). The study involved 76 of VII grade students of a SMP (Junio High School) in Malang. Data were collected using a writing test. The results show (1) there is a positive relationship between the ability of the dimensions of content with the ability of the cognitive dimensions, (2) there is a positive relationship between the ability of the dimensions of content with the ability to: a) use knowledge or concepts in a meaningful way, b) identify problems, c) analyze and evaluate data or events, d) design investigations, e) use and manipulate tools.

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Surveys from some research on Indonesian student’s literacy skills showed irregularity with Indonesia's literacy rate. Therefore, it can be said that most of Indonesians have already been literate, in terms of education. Nonetheless, their literacy skills in common still remains weak. Moreover, student’s low literacy skills are deemed as the result of low interest at reading. A number of problems in reading skill is closely associated with limited reading experiences and practices. The current research aims to describe student’s knowledge and thinking skills in a Li-Pro-GP model of instruction. The syntax of this learning model is project-based learning that is integrated with the School Literacy Movement (SLM) and Character Education Reinforcement (CER) programs. The research fell into a descriptive research model.  Research subjects, seventh graders attending IPA instructions. Data of the research were analyzed descriptively, which indicated improvement in terms of knowledge and thinking skills amidst students. In addition, the highest level of language use was found at the test for Aspect C2, C4, C5, and C6, whilst the highest level of conceptual truth was indicated at Aspect C3. On the other hand, the lowest level of giving argumentation appeared at all aspects. In sum, the highest level of skills was indicated by the language use, while the lowest at the student’s confidence in giving argumentation.

<p style="text-align: justify;">Metacognitive, critical thinking and opinion expression are in high demand. This study aimed to investigate the effects of the blended project- based literacy that integrates school literacy movement strengthening character education (literasi berbasis proyek terintegrasi GLS dan PPK: Li-Pro-GP) learning model on students' metacognitive skills, critical thinking, and opinion expression. A post-test experimental design was used to answer the research question. The study was conducted from August to October 2021 at Government Junior High School 23 Malang. Seventh-grade students were selected as research participants. The participants included 30 students from class VII-2. The research instrument was five essay questions to measure critical thinking skills. Material and assessment experts validated the essay questions developed by the researcher. The items that were declared valid were tested for validity. The result showed five valid items with high reliability of .670. Metacognitive skills were measured using the Metacognition Awareness Instrument (MAI), which consists of 40 items. The questions declared valid were tested for validity with a very high reliability of .953 for 37 items, and only three items were invalid. The ability to express an opinion was measured with an observation questionnaire validated by experts with a valid instrument score. Data analysis was performed by path analysis using the SmartPLS software. The results showed that the Li-Pro-GP blended learning model significantly strengthened students' metacognitive skills, critical thinking, and opinion formation.</p>