Budaya Literasi Di Kalangan Mahasiswa FBS Uny

Sari, Esti Swatika; Pujiono, Setyawan

doi:10.21831/ltr.v16i1.14254

Cited by 34 publications

(37 citation statements)

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“…However, for non-textbooks, they can spend more hours as one of the subjects said, "Saya bisa sampai 6-8 jam gak bisa berhenti karena seru terus karena suka sama bukunya jadi asyik" (I spend six to eight hours to read, and it's tough to stop cause it's exciting) (S, female). These findings are same with 32.69 respondents in University of Kashmir that higher students education spend one to two hours for reading [11] or no more than two hours (for reading) a day [19]. Another study indicates the same Advances in Social Science, Education and Humanities Research, volume 390 results that either for academic or non-academic purpose, reading is not a habit; students tend to passive activities such as watching Youtube, listening to music, chatting and talking to their friends (called personal relationship) [17].…”

Section: B Reading Habits On Campussupporting

confidence: 84%

Indonesian Students’ Reading Literacy

Wijayanti¹

2020

Proceedings of the International Conference on Research and Academic Community Services (ICRACOS 2019)

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Reading is supposed to be an activity frequently performed by university students. However, not all students are fond of reading, particularly in the digital era. This study aims to identify students' reading literacy both in their family and their campus and determine whether campus library maximally utilized. Performing as the subjects of this study were 307 students at Atma Jaya Catholic University in Jakarta, Indonesia. The data were collected through google docs, in-depth interviews, and observation. The collected qualitative and quantitative data were then descriptively analyzed. This study found that the students were rarely or even never told stories by their parents in their childhood. Reading literacy stimulates when they went to school and joined competitions concerning reading literacy. At university, the students read for one to two hours a day. Some of them tend to be lazy (38%) and not motivated to read (33%). When they do, they merely read one book for the last two months (43%). They spend more time with the gadget (61%) and go to the library, not for reading (3%), but learning and discussion (70%). This study concluded that Indonesian university students' reading literacy is still unsatisfactory.

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Section: B Reading Habits On Campussupporting

confidence: 84%

Indonesian Students’ Reading Literacy

Wijayanti¹

2020

Proceedings of the International Conference on Research and Academic Community Services (ICRACOS 2019)

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“…With the understanding that literacy includes the ability to read words and read the world [8]. This is in line with the opinion of Grabe & Kaplan (1992) and Graff (2006) that defines literacy as the ability to read and write (able to read and write) [19]. The ability to read and write is indispensable to build a critical and creative attitude towards various phenomena of life that can foster refinement, solidarity and as a form of effort to preserve the nation's culture.…”

Section: Resultsmentioning

confidence: 55%

Strengthening Social Studies Literacy in the Social Distancing Policy Paradigm in the Covid-19 Pandemic Era (Study of Basic Understanding of Junior High School Students in the South Region of Garut Regency)

Tetep¹,

Laela²,

Widyanti³

et al. 2021

Advances in Social Science, Education and Humanities Research

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Covid 19 Pandemic phenomenon has given birth to a new social and cultural order in the lives of people in the world including Indonesia. The existence of the Social Distancing paradigm gave birth to a new understanding for the community including junior high school students who are closely related to social studies subjects. The policy of implementing Social Distancing has been responded to by various elements of the community. This then encourages the writer to examine the understanding of junior high school students who have been learning about social studies education, how their understanding is related to the application of social distancing, how they react to it and its implementation in their learning activities and how the relationship between the application of social distancing is with strengthening social literacy. This study uses a quantitative approach in which the sample is junior high school students in the southern area of Garut regency as many as 97 students drawn from grades eight and nine. The results showed that students' understanding varied with the most understanding of social distancing that studied at home (56.4%). Most attitudes and implementations state that they follow the direction of the school to study at home and follow distance learning (62.5%). There is a positive significance (45.7%) between the application of social distancing in schools with strengthening social literacy, especially in the discipline of maintaining social distance and social solidarity. This research has implications for the provision of knowledge and understanding of social distancing policy needs to be done on a massive scale so that it has implications for healthy behavior and social attitudes among students and the community.

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“…Literasi adalah kemampuan berbahasa seseorang dalam menyimak, berbicara, membaca, dan menulis untuk dapat melakukan komunikasi dengan berbagai cara sesuai dengan tujuan yang yang hendak dicapai (Sari & Pujiono, 2017). Literasi saat ini merupakan kemampuan yang sangat penting sebagai upaya peningkatan kualitas manusia, tuntutan literasi yang mampu dipenuhi akan meningkatkan kompetensi dan berpengaruh positif pada produktivitas.…”

Section: Pendahuluanunclassified

Gerakan Literasi Finansial di SMA Kabupaten Kubu Raya Kalimantan Barat

Kuswanti

Ulfah

2021

Ekuitas

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The purpose of this study was to determine how the financial literacy movement with indicators of class basis, school cultural basis and community basis in Senior High School Kubu Raya Regency, West Kalimantan. The method used was a descriptive method with a survey form. The research subject was an economic teacher, data collection was done by interview and a questionnaire using google form. The data analysis step used the Interactive Analysis Model from Miles and Huberman. The technique of checking the validity of the data used source triangulation, technique triangulation, and participant extension. The results showed that there was no financial literacy movement in Senior High School Kubu Raya, West Kalimantan. In the school-based indicator there has never been any financial literacy training and there has been no application of the value of financial literacy in learning. On the school cultural basis indicator, there were no variations in books and financial literacy props, the frequency of borrowing financial literacy reading materials is limited to borrowing economic textbooks in the library, there were no financial literacy activities and policies, the presentation of financial literacy information was only on economic subjects, there were no sites related to financial literacy, there were no school bank while only a small number of school cooperations are active. In the community-based indicator, there were no supporting tools and media for financial literacy and there was no involvement of parents and the community in developing financial literacy.

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Budaya Literasi Di Kalangan Mahasiswa FBS Uny

Cited by 34 publications

References 0 publications

Indonesian Students’ Reading Literacy

Indonesian Students’ Reading Literacy

Strengthening Social Studies Literacy in the Social Distancing Policy Paradigm in the Covid-19 Pandemic Era (Study of Basic Understanding of Junior High School Students in the South Region of Garut Regency)

Gerakan Literasi Finansial di SMA Kabupaten Kubu Raya Kalimantan Barat

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