Penguatan Habitus Literasi: Sebuah Cara Pendampingan Tim Literasi Sekolah (TLS)

Setyawan, Dwi; Gusdian, Rosalin Ismayoeng

doi:10.26877/e-dimas.v11i3.4263

Cited by 9 publications

(11 citation statements)

References 3 publications

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“…They are the people who will be the pillar for the progress and the success of our nation. Therefore, every school have to give meaningful learning experience that can be used for students in junior high school to build a new knowledge in their life (Setyawan & Gusdian, 2020;Aswat & Nurmaya, 2017). This is in line with the idea from Khotimah et al (2018) said that as an educator we have to be able to make relationship between students experiment and their new knowledge.…”

Section: Introductionmentioning

confidence: 66%

The Evaluation of School Literacy Movement Program in Secondary School

Kristiyaningrum

Ismanto

2020

JPP

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School Literacy Movement is a program made by the government to improve the literacy skill in elementary and secondary school level. This program is the implementation of Regulation No 23 by 2015 about growing manners. This is a descriptive evaluation study that use Discrepancy evaluation model as a tool to evaluate the program. The aims of the study is to find the gaps between planning, process and result of School Literacy Movement at Secondary School that is adjusted with the vision and mission of the school and the master design of School Literacy Movement issued by Minister of Education and Culture. The stages those are observed are design, installation, process, product, and cost and benefit. The study uses interview, observe, and document study to get the data from the principal, teacher, and students. The result shows the gaps are 1) school haven’t design any training for the teacher about literacy, 2) school hasn’t prepared an instrument to evaluate the program, 3) learning stage of literacy is implemented only for Bahasa Indonesia (should be for all subjects), 4) school hasn’t prepare any cost for the literacy program. Thus, it can be concluded that there are still some gaps happened in doing the School Literacy Movement at Secondary School based on the Master Design of School Literacy Movement issued by Ministry of Education and Culture.

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Section: Introductionmentioning

confidence: 66%

The Evaluation of School Literacy Movement Program in Secondary School

Kristiyaningrum

Ismanto

2020

JPP

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“…But after using the Glitter model, TLS is well organized. This is according to what was explained in research conducted by (Tryanasari, et al, 2017) and the same as explained by James Stoner (Setyawan & Ismayoeng, 2020) in the management function, namely organizing is the process of compiling an organizational structure in accordance with organizational goals, sources resources -the resources at its disposal The implementation stage of the GLS activities at SMP Negeri 1 Bawen is currently not effective in motivating GLS in terms of the constraints or shortcomings and advantages of implementing GLS in this SMP. This has happened in several schools.…”

Section: Discussionmentioning

confidence: 72%

Glitter (Guided Literation Movement) Model Development In Junior High School

Sulistyono¹,

Dwikurnaningsih

2020

j. pendidik. indonesia.

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This research aims to describe and develop GLS SMP management at this time, its strengths and weaknesses, and the development of an effective GLS management model in SMP. This type of research is development research. Data collection methods use data triangulation (questionnaire, interview, documentation). Data were analyzed using qualitative descriptive techniques. The results of the research show: Model validation was carried out by experts with the results of the validation showing the Glitter SMP model was considered very feasible with an average score of 81.51. The model was tested on the GLS implementers of SMP Negeri 1 Bawen, Semarang Regency, Central Java with the average results of eligibility 84.09. The conclusion is that the Glitter SMP model can be applied effectively in the implementation of GLS in SMP.

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“…Selanjutnya adalah membuat team pelaksana kegiatan literasi dan numerasi untuk mendukung program. Penguatan literasi dan numerasi melalui pembentukan TPLD dan TLS (Setyawan & Gusdian, 2020). Dalam pelaksanaan penguatan literasi dan numerasi di sekolah saat ini dibutuhkan sinergi dan kolaborasi berbagai pemangku kepentingan di tingkat pusat maupun daerah.…”

Section: Hasil Dan Pembahasan Penelitianunclassified

“…Merealisasikannya maka perlu dibentuk Tim Pendamping Literasi Daerah (TPLD) sebagai wadah kolaboratif para pemangku kepentingan di daerah dan Tim Literasi Sekolah (TLS) di sekolah. TPLD dan TLS diharapkan memiliki strategi implementasi penguatan literasi dan numerasi yang taktis di ranah fisik, sosial-afektif, dan akademik yang menjadi pintu masuk bagi terciptanya budaya literasi di sekolah (Setyawan & Gusdian, 2020). Bersama sekolah, TPLD dan TLS menyokong aktivitas penguatan literasi dan numerasi yang akan menjadi simpul kolaborasi dan bertujuan membangun warga sekolah sebagai warga masyarakat sebagai pembelajar sepanjang hayat.…”

Section: Hasil Dan Pembahasan Penelitianunclassified

Strategi Menguatkan Literasi dan Numerasi untuk Mendukung Merdeka Belajar di Sekolah Dasar

Muliantara¹,

Suarni

2022

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Penelitian ini bertujuan untuk melakukan analisis strategi penguatan literasi dan numerasi yang dapat dilakukan untuk mendukung pemerintah dalam kebijakan merdeka belajar di Sekolah Dasar. Metode yang digunakan adalah metode studi pustaka, yaitu memperoleh data, bahan dan rujukan dari berbagai sumber seperti buku, artikel, hasil penelitian, dan peraturan pemerintah yang berhubungan dengan kebijakan merdeka belajar dan penguatan literasi numerasi di Sekolah Dasar. Mewujudkan merdeka belajar melalui kebijakan pemerintah selain memfokuskan pada karakter namun juga proses pembelajaran dalam evaluasi berupa asesmen (AKM) dalam upaya memperkuat literasi dan numerasi dapat dilakukan dengan menerapkan budaya literasi dan numerasi di sekolah, pembentukan team literasi sekolah (TLS), melibatkan pihak ketiga, menggerakkan komunitas praktisi dan juga menjalankan program-program sekolah yang melibatkan peserta didik secara langsung untuk penguatan literasi dan numerasi. Literasi dan numerisasi menjadi kompetensi minimum atau kompetensi dasar yang dibutuhkan peserta didik untuk bisa belajar. Pelaksanaan asesmen tersebut akan dilakukan oleh peserta didik yang berada di tengah jenjang sekolah, sehingga dapat mendorong guru dan sekolah untuk memperbaiki mutu pembelajaran

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Penguatan Habitus Literasi: Sebuah Cara Pendampingan Tim Literasi Sekolah (TLS)

Cited by 9 publications

References 3 publications

The Evaluation of School Literacy Movement Program in Secondary School

The Evaluation of School Literacy Movement Program in Secondary School

Glitter (Guided Literation Movement) Model Development In Junior High School

Strategi Menguatkan Literasi dan Numerasi untuk Mendukung Merdeka Belajar di Sekolah Dasar

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