Map of the implementation of the School Literacy Movement on Hinduism at Primary School in Badung Regency

Abstract

<p>This study was conducted against of an alarming social phenomenon intolerant of differences, includes: the actions and words that, information on social media and various counter-productive behaviors. Almost in all aspects of life, the attitude of intolerance from one another appears, on the highway - the road user grabs the bow, in the place of the crowd in social action, up to the meeting room is shown to be unprepared to be different from one others. In short, it is not tolerant of pluralism. This concern, triggered the need to be redefined about the implementation of the teachings of goodness (characters building), especially for students. Various efforts have been made to define good behavior through education, including a national seminar on moral literacy in human development through education and movement on literacy formation.</p><p>Research on elementary school teachers, school principals, and school supervisors in four sub-districts in Badung regency, the method for obtaining data is through questionnaires, focus group discussions, and observations to elementary schools. The tendency to decrease the intensity of School Literacy Movement (SLM) implementation Hinduism for the habituation, development, and learning stages, both information from the Teacher (T), School Principle (SP) and School Supervisor (SS). Implementing SLM Hinduism include: reading 15 minutes at the beginning of learning, discussing books and reading together, and reading the lesson enrichment part. Programs that still need to be improved include: reading Hinduism books are relatively lacking due to difficulties in obtaining books on Hinduism and making info-graphic from reading as an effort to facilitate the building of the meaning of Hinduism reading.</p><p>As a conclusion, SLM Hinduism by Elementary Schools in Badung Regency, well implemented tends to be very good, reaching 3.6 for scale 4. The decrease occurred from the habituation stage (3.7), development (3.6), to the learning stage (3.5). This shows that SLM Hinduism implementation has not been optimally, especially at the learning stage. Implementation of habituation stage, “the movement of reading 15 minutes of non-lesson books before the lesson”. The implementation of the learning stage that has not been achieved is about “choosing enrichment books and Hinduism material and using Hinduism facilities as well as enrichment books to creatively write opinions based on reading material synthesized with other relevant disciplines as one facet literate in the Hinduism”.</p>

Literacy culture management of elementary school in Indonesia

“…Reading before learning helped both teachers and students improve their skills and interest in reading since it has become a habit ( Lastiningsih et al., 2017 ). Unfortunately, some previous researchers failed in the habituation stage ( Mariana and Anggreni, 2019 ). This was due to the assumption that the learning process is the most important thing among other activities at school.…”

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

“…The books read are non-lesson books that have been provided by the teacher or those under the students. From school literacy activities it can affect students' reading skills, and increase students' reading interest, from literacy activities at school students get new information, and can broaden students' horizons and knowledge [12], [13]. This reading corner is managed directly by students in each class, students can make the reading corner as interesting as possible…”