Analisis Implementasi Kebijakan Gerakan Literasi Sekolah (GLS) Pada Jenjang Sekolah Dasar Di Kabupaten Malang

Abstract: PISA (Program for International Student Assessment) states that literacy is an important ability to be mastered. Based on the 2019 PISA report, Indonesia is ranked 72 out of 78 countries for student reading skills. On one side of the school literacy movement (GLS) has been going on since 2016. This study aims to 1) describe the implementation of the GLS Elementary School level at SDN 2 and 3 PandansariNgantang District Malang Regency. 2) analyze the implementation of GLS policies and describe the supporting-inhibiting factors and efforts in their implementation. This research uses a descriptive qualitative approach. Data collection techniques are done using observation, interviews, and documents. Data analysis of the results of the study was carried out by data reduction, data presentation, and concluding (data verification). The results showed that 1) in general the implementation of GLS by structuring, using and utilizing library building facilities to support implementation. Supported by school residents such as school principals and teachers who have achievements at the national level of literacy. 2) The implementation of GLS has fulfilled 2 of 4 aspects, namely aspects of communication and resources. While the aspect that becomes an obstacle is the aspect of disposition and bureaucratic structure. The main constraints experienced in the implementation of GLS are the unavailability of librarians and the involvement of parents in the implementation of activities that are still lacking, and the School Literacy Team (TLS) has not been formed. Efforts to overcome obstacles in the implementation of GLS include involving students in the addition of literature, the appointment of teachers as library staff.Keywords: Implementation Analysis, Policy, School Literacy Movement Abstrak: PISA (Programme for International Student Assessment) menyebutkan bahwa literasi menjadi kemampuan yang penting untuk dikuasi. Berdasarkan laporan PISA tahun 2019 Indonesia menempati peringkat 72 dari 78 negara untuk kemampuan membaca siswa. Disatu sisi gerakan leterasi sekolah (GLS) telah berlangsung sejak tahun 2016. Penelitian ini bertujuan untuk 1) mendeskripsikan pelaksanaan GLS jenjang Sekolah Dasar di SDN 2 dan 3 Pandansari Kecamatan Ngantang Kabupaten Malang.2) menganalisis implementasi kebijakan GLS dan mendeskripsikan faktor pendukung-penghambat serta upaya dalam implementasinya. Penelitian ini menggunakan pendekatan deskriptif kualitatif. Teknik pengumpulan data dilakukan dengan menggunakan observasi, wawancara serta dokumen. Analisis data hasil penelitian dilakukan dengan reduksi data, penyajian data, dan penarikan kesimpulan (verifikasi data). Hasil penelitian menunjukkan bahwa 1) secara umum pelaksanaan GLS dengan penataan, penggunaan, dan pemanfaatan fasilitas gedung perpustakaan untuk menunjang implementasi. Didukung warga sekolah seperti kepala sekolah dan guru yang memiliki prestasi dibidanglieterasi tingkat nasional. 2) Pelaksanaan GLS telah memenuhi 2 dari 4 aspek, yaitu aspek komunikasi dan sumberdaya. Sedangkan aspek yang menjadi kendala adalah aspek disposisi dan struktur birokrasi. Kendala yang dialami dalam pelaksanaan GLS yang utama adalah belum tersedianya tenaga pustakawan serta keterlibatan orang tua dalam pelaksanaan kegiatan yang masih kurang, serta belum dibentuknya Tim Literasi Sekolah (TLS). Upaya mengatasi kendala dalam pelaksanaan GLS diantaranya melibatkan siswa dalam penambahan literatur, penunjukan guru sebagai tenaga perpustakaan.Kata kunci: Analisis Implementasi, Kebijakan, Gerakan Literasi Sekolah

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Three Paradoxical Effects on Academic Self-Concept Across Countries, Schools, and Students

European Psychologist ◽

10.1027/1016-9040/a000332 ◽

2019 ◽

Vol 24 (3) ◽

pp. 231-242 ◽

Cited By ~ 5

Author(s):

Herbert W. Marsh ◽

Philip D. Parker ◽

Reinhard Pekrun

Keyword(s):

International Student ◽

Student Assessment ◽

Cross Cultural ◽

Frame Of Reference ◽

School Level ◽

Self Concept ◽

Positive Effects ◽

International Student Assessment ◽

Country Level ◽

Starting School

Abstract. We simultaneously resolve three paradoxes in academic self-concept research with a single unifying meta-theoretical model based on frame-of-reference effects across 68 countries, 18,292 schools, and 485,490 15-year-old students. Paradoxically, but consistent with predictions, effects on math self-concepts were negative for: • being from countries where country-average achievement was high; explaining the paradoxical cross-cultural self-concept effect; • attending schools where school-average achievement was high; demonstrating big-fish-little-pond-effects (BFLPE) that generalized over 68 countries, Organisation for Economic Co-operation and Development (OECD)/non-OECD countries, high/low achieving schools, and high/low achieving students; • year-in-school relative to age; unifying different research literatures for associated negative effects for starting school at a younger age and acceleration/skipping grades, and positive effects for starting school at an older age (“academic red shirting”) and, paradoxically, even for repeating a grade. Contextual effects matter, resulting in significant and meaningful effects on self-beliefs, not only at the student (year in school) and local school level (BFLPE), but remarkably even at the macro-contextual country-level. Finally, we juxtapose cross-cultural generalizability based on Programme for International Student Assessment (PISA) data used here with generalizability based on meta-analyses, arguing that although the two approaches are similar in many ways, the generalizability shown here is stronger in terms of support for the universality of the frame-of-reference effects.

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A Comparison of Rural Educational Disadvantage in Australia, Canada, and New Zealand Using OECD’s PISA

SAGE Open ◽

10.1177/2158244018805791 ◽

2018 ◽

Vol 8 (4) ◽

pp. 215824401880579 ◽

Cited By ~ 4

Author(s):

Kevin Sullivan ◽

Andrew McConney ◽

Laura B. Perry

Keyword(s):

New Zealand ◽

Rural Communities ◽

Educational Outcomes ◽

International Student ◽

Strong Predictor ◽

Student Assessment ◽

Future Research ◽

International Student Assessment ◽

Educational Disadvantage ◽

Student Reading

This study compares rural educational disadvantage across Australia, Canada, and New Zealand using data from the Organisation for Economic Co-operation and Development’s Programme for International Student Assessment (PISA). Across the three countries, student reading literacy and school learning environments are less positive in rural communities than in urban. Furthermore, rural disadvantage in educational outcomes (reading) and opportunities is greater in Australia than Canada or New Zealand. This could be seen as surprising as student socioeconomic status (SES), typically a strong predictor of educational outcomes, is similar for rural communities in Australia and Canada, but lower in New Zealand. Rural school principals in Australia are most likely among the three countries to report that shortages of teaching personnel hinder learning. This could suggest that policies and structures can play a role in ameliorating or exacerbating rural educational disadvantage. We conclude with questions and recommendations for future research.

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Communities of practice and PISA for Schools: Comparative learning or a mode of educational governance?

Education Policy Analysis Archives ◽

10.14507/epaa.25.2901 ◽

2017 ◽

Vol 25 ◽

pp. 92 ◽

Cited By ~ 2

Author(s):

Steven Lewis

Keyword(s):

Learning Community ◽

Professional Learning ◽

International Student ◽

Student Assessment ◽

School Level ◽

Topological Spaces ◽

Global Learning ◽

Policy Cycle ◽

International Student Assessment ◽

New Variant

This paper examines the Organization for Economic Cooperation and Development’s (OECD) PISA for Schools, a new variant of the Programme for International Student Assessment (PISA) that compares school-level performance on reading, math and science with international schooling systems (e.g., Shanghai-China, Finland). Specifically, I focus here on a professional learning community – the Global Learning Network (GLN) – of U.S. schools and districts that have voluntarily participated in PISA for Schools, and how this, arguably, helps to normatively determine ‘what works’ in education. Drawing suggestively across diverse thinking around contemporary modes of governance, and emerging topological spaces and relations associated with globalization, and informed by interviews with 33 policy actors across the PISA for Schools policy cycle, my analyses suggest that GLN allows the OECD to discursively and normatively constrain how ‘world-class’ schools and systems, and their policies and practices, are defined. However, and in light of the productive capacities of power relations, I also argue that GLN provides opportunities for local educators and leaders to undertake meaningful collaboration and sharing, and to find policy spaces outside of those defined by more performative discursive framings of school accountability. To this end, I explore how GLN may help to foster alternative policy spaces from which educators can ‘talk back’ to national and state authorities, and potentially promote more ‘authentic’ understandings of, and possibilities for, schooling accountability.

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The digital divide at school and at home: A comparison between schools by socioeconomic level across 47 countries

International Journal of Comparative Sociology ◽

10.1177/00207152211023540 ◽

2021 ◽

Vol 62 (2) ◽

pp. 115-140

Author(s):

Josef Kuo-Hsun Ma

Keyword(s):

Digital Divide ◽

International Student ◽

Student Assessment ◽

School Level ◽

Digital Competence ◽

International Student Assessment ◽

Institutional Settings ◽

Educational Expenditures ◽

E Learning ◽

At Home

Despite efforts to improve digital access in schools, a persistent digital divide is identified worldwide. Drawing on data from the 2018 Organisation for Economic Co-operation and Development (OECD) Programme for International Student Assessment (PISA) for 15-year-olds, I examine how students’ digital use for educational purposes (at school and at home) and their perceived digital competence differ between schools by socioeconomic status (SES) and vary across 47 countries. Using multilevel modeling, I find that the second-level digital divide between schools exists even among more developed societies. Students attending high-SES schools are more likely to use computers for schoolwork within and outside of schools, and have more digital competence than those attending low-SES schools. These differences remain substantial and statistically significant even when controlling for school-level resources. Moreover, the between-school digital divide in students’ digital competence is negatively associated with economic development and educational expenditures, and positively associated with income inequality. In conclusion, I discuss implications of the findings and highlight the importance of examining how schools with varying socioeconomic profiles provide different e-learning experiences for individual students, explained by the different institutional settings and cultural features of schools.

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Principals and Student Achievement

Maximizing Social Science Research Through Publicly Accessible Data Sets - Advances in Knowledge Acquisition, Transfer, and Management ◽

10.4018/978-1-5225-3616-1.ch005 ◽

2018 ◽

pp. 84-117 ◽

Cited By ~ 1

Author(s):

S. Marshall Perry ◽

Karen M. Sealy ◽

Héctor X. Ramírez-Pérez ◽

Thomas C. DeNicola ◽

Yair Cohen

Keyword(s):

Academic Achievement ◽

Student Achievement ◽

Instructional Leadership ◽

Teaching And Learning ◽

International Student ◽

Student Assessment ◽

School Context ◽

School Level ◽

International Student Assessment ◽

Context Specific

Connections between principal leadership activities, school context, and student achievement are examined within this paper. Data for this quantitative study are from the 2013 Teaching and Learning International Survey (TALIS) and the 2012 Programme for International Student Assessment (PISA). The eight countries of examination participated in both the TALIS and PISA and the researchers merged datasets, yielding a study sample of 1,301 schools. This paper supports a context-specific view of instructional leadership. When looking across countries, the researchers found different practices were more strongly associated with the academic achievement of students, and suggest that school leaders have a meaningful overall relationship with academic achievement, both directly and indirectly. This study therefore supports prior research about the direct and indirect effects of instructional leadership. Further study, which accounts for differences in family academic resources and school-level opportunities to learn, will better illuminate the connection between instructional leadership practices and academic achievement.

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Who is More Likely to Participate in Private Tutoring and Does it Work?: Evidence from PISA (2015)

ECNU Review of Education ◽

10.30926/ecnuroe2018010304 ◽

2018 ◽

Vol 1 (3) ◽

pp. 69-95 ◽

Cited By ~ 5

Author(s):

Xiangyi Liao ◽

Xiaoting Huang

Keyword(s):

Scientific Literacy ◽

International Student ◽

Student Assessment ◽

Hierarchical Linear Model ◽

Educational Expectations ◽

Private Tutoring ◽

School Level ◽

After School ◽

Exact Matching ◽

International Student Assessment

Purpose In recent years, private tutoring has become increasingly prevalent in China and has become both a dominant way for students to learn after school and a major component of family educational expenditure. This paper aims to analyze the factors that affect Chinese students’ participation in private tutoring and the effectiveness of private tutoring. Design/Approach/Methods We use data from the Programme for International Student Assessment (PISA) 2015 of Mainland China area and focus specifically on science-related private tutoring. Multilevel logistic model and hierarchical linear model based on coarsened exact matching (CEM) are used to conduct the investigations. Findings Empirical results show that individual level factors including student's interest in science, educational expectations, and school-level factors such as school autonomy, science-related learning resources and school size pose a significant influence on the likelihood of participation in private tutoring. Moreover, science-related private tutoring has not significantly improved the overall scientific literacy scores of students. In addition, private tutoring has widened the performance gap among students from different socioeconomic backgrounds, with students from socioeconomically advantaged family experiencing more significant gains from tutoring. Originality/Value These findings suggest that providing free high-quality tutoring to students from disadvantaged families might be an effective way of promoting educational equity.

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Principals and Student Achievement

Research Anthology on Preparing School Administrators to Lead Quality Education Programs ◽

10.4018/978-1-7998-3438-0.ch061 ◽

2021 ◽

pp. 1378-1404

Author(s):

S. Marshall Perry ◽

Karen M. Sealy ◽

Héctor X. Ramírez-Pérez ◽

Thomas C. DeNicola ◽

Yair Cohen

Keyword(s):

Academic Achievement ◽

Student Achievement ◽

Instructional Leadership ◽

Teaching And Learning ◽

International Student ◽

Student Assessment ◽

School Context ◽

School Level ◽

International Student Assessment ◽

Context Specific

Connections between principal leadership activities, school context, and student achievement are examined within this paper. Data for this quantitative study are from the 2013 Teaching and Learning International Survey (TALIS) and the 2012 Programme for International Student Assessment (PISA). The eight countries of examination participated in both the TALIS and PISA and the researchers merged datasets, yielding a study sample of 1,301 schools. This paper supports a context-specific view of instructional leadership. When looking across countries, the researchers found different practices were more strongly associated with the academic achievement of students, and suggest that school leaders have a meaningful overall relationship with academic achievement, both directly and indirectly. This study therefore supports prior research about the direct and indirect effects of instructional leadership. Further study, which accounts for differences in family academic resources and school-level opportunities to learn, will better illuminate the connection between instructional leadership practices and academic achievement.

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Principals’ Perceptions for Finnish- and Swedish-Language Schools in Finland: An Analysis of School-Level Indices From Programme for International Student Assessment 2009

Leadership and Policy in Schools ◽

10.1080/15700763.2014.922996 ◽

2014 ◽

Vol 13 (3) ◽

pp. 334-351

Author(s):

Heidi Harju-Luukkainen ◽

Jouni Vettenranta ◽

Pekka Kanervio ◽

Seppo Pulkkinen

Keyword(s):

International Student ◽

Student Assessment ◽

School Level ◽

International Student Assessment ◽

Language Schools ◽

Principals Perceptions

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Melhores práticas e performance de escolas municipais do ensino fundamental no Ceará: Análise da eficiência na gestão escolar

Education Policy Analysis Archives ◽

10.14507/epaa.29.3993 ◽

2021 ◽

Vol 29 ◽

pp. 47

Author(s):

Felipe Furlan Soriano ◽

Alexandre Pereira Salgado Junior ◽

Juliana Chiaretti Novi ◽

Diogo Furlan Soriano ◽

Perla Calil Pongeluppe Wadhy Rebehy

Keyword(s):

Best Practices ◽

Large Scale ◽

International Student ◽

Basic Education ◽

Student Assessment ◽

National Level ◽

Quality Of Education ◽

Financial Investment ◽

International Student Assessment

In Brazil, there is a concern with the quality of education, especially when analyzing the results of large-scale evaluations both at the national level, by the Basic Education Development Index (Ideb), and at the international level, by the Program for International Student Assessment (PISA). Thus, as a way of contributing to this issue, this study aimed to identify the best practices that can help improve the performance of Brazilian municipal elementary schools, considered of low socioeconomic level (NSE) in Ideb. The method used was quali-quantitative, where mathematical models were used, such as Data Envelopment Analysis (DEA), Quintile Analysis, Logistic Regression and case studies. As a result, 14 best practices were identified that may have contributed to the performance of schools considered efficient. It is hoped that the study can contribute to the enrichment of research in the area, in addition to the financial investment decision process, allocation of public resources and educational policies, through an efficient school management that aims to improve the quality of education in Brazil.

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