The Praxis of Literacy Movement in Indonesian Context

Abstract

Indonesia faces challenges in improving its literacy rank. In 2011, the literacy level of Indonesian fourth graders were in the 45th rank (with score 428 under 500) from 48 countries in PIRLS. In 2015 PISA’s report the fifteen-year-old Indonesian Junior High School students, occupied the 64th rank of 72 countries with score 396 under 496. To overcome this problem, the Indonesian Ministry of Education and Culture issued its Ministerial Regulation no. 23/2015 pertaining the students’ character building. This constitutes the basis of school-based literacy movement (Gerakan Literasi Sekolah). This study explores the praxis of literacy movement at one school (has implemented GLS since 2016) located in the condensed slum area of North Jakarta. Stratified purposeful sampling was deployed to select the research participants, i.e. 290 students and 20 teachers. The data were obtained from questionnaires and interviews. The result showed that not all teachers read the literacy guidelines determined by the government and their reading habit had not met the ideal number. Both teachers and students have different perception regarding to the time and frequency of schoolbased literacy activity. The fifteen minutes reading activity and reading strategies taught by the teachers were not varied. The teachers merely supervised the students while conducting the literacy activity. The students read the books they brought from home. The school-based literacy program gained the students’ literacy competence in understanding level (understand the content of the book they read) and built students’ character such as tolerance, teamwork skills, perseverance, responsibility, confidence, independence, politeness, and composure.
 Keywords: literacy movement, reading literacy, literacy competence, 15-minutereading activity

Teknik Pembacaan Media Puzzle Huruf di Sekolah Dasar Kalimantan Tengah

“…Penggunaan media puzzle dapat meningkatkan aktivitas belajar murid, karena mereka secara aktif terlibat dalam merangkai kata dan menuliskannya secara langsung, baik secara kognitif maupun fisik, ada elemen permainan dan menyenangkan. Penggunaan model dan alat ini membantu murid untuk lebih memahami materi pembelajaran dan dapat meningkatkan motivasi murid untuk belajar, karena membuat proses pembelajaran menjadi menyenangkan dan menjadi bagian yang begitu berkesan karena murid terlibat langsung dalam proses pembelajaran (Kose, 2020;le Roux et al, 2021;Lombardi et al, 2021;Mayuni et al, 2020;Teräs et al, 2020). Penggunaan alat dan model ini juga dapat meningkatkan efektivitas dengan membangun keberanian murid untuk melakukan presentasi dan secara efektif mengembangkan kedisiplinan murid untuk menepati waktu belajar dan ketelitian murid dalam mencocokkan kata per kata pada puzzle yang tersedia, sedangkan pengenalan huruf dan angka menjadi dasar bagi anak untuk belajar mandiri melalui kegiatan calistung (membaca-menulis-berhitung).…”

Partisipasi Guru Musik Berbasis Potensi Siswa Pendidikan Musik: Kajian Studi di Sekolah Musik

“…Ragam hal, ragam situasi, musik mampu mengilhami dan hanyut dalam berbagai peristiwa, entah peristiwa ketimpangan sosial, gender, agama hingga pada persoalan ekonomi dan budaya (Chiristina et al, 2023;Hasan et al, 2022;Ligan, 2022;Mayuni et al, 2020;Munte, 2017Munte, , 2018aMunte, , 2018bMunte, , 2021Munte, , 2022aMunte & Korsina, 2022;Natalia, 2020Natalia, , 2023Natalia et al, 2020;Sana Sintani, 2018;Triadi, Pongoh, et al, 2022;. Keragaman dentuman musik selain mampu menghasrati jiwa, ia juga mampu menggeser ketimpangan tanpa perlu kekerasan sebagai perlawanan atas kekerasan.…”

Digital Literacy as a Social Mobilization and Learning Platform

“…Education is a set of skills to fulfill a person's curiosity to learn, be creative, and become a student with character. Education is therefore an effort to develop human character, which is accomplished with designs, methods and strategies adapted to the environment (Ferary, 2021;Mayuni et al, 2020;Wirawan, 2021). The character that belongs to the nation is developed in the character of each individual citizen, thus, character can be developed starting in the family environment and the school environment (Apandie & Rahmelia, 2020Catarci, 2021;Pattadath, 2020).…”

“…The character that belongs to the nation is developed in the character of each individual citizen, thus, character can be developed starting in the family environment and the school environment (Apandie & Rahmelia, 2020Catarci, 2021;Pattadath, 2020). We get derived "character" from the Greek word 'charassein', which means to engrave (draw, paint), just as one draws on paper, engraves on stone, or engraves on metal (Mayuni et al, 2020). With this intention, it can be interpreted that the special characteristics of each person are different from the character they have (Pahan et al, 2014;Simanjuntak, 2019;Wainarisi et al, 2022).…”