scholarly journals PEMBERDAYAAN MASYARAKAT SEBAGAI UPAYA MENCIPTAKAN GENERASI MUDA BERDAYA LITERASI PADA KAMPUNG SINAU KOTA MALANG

Jurnal Akrab ◽  
2020 ◽  
Vol 11 (2) ◽  
pp. 30-41
Author(s):  
Nastiti Novitasari
Keyword(s):  
International Student ◽  
Student Assessment ◽  
Community Empowerment ◽  
Literacy Skills ◽  
Reading Literacy ◽  
International Student Assessment ◽  
Reading Activities ◽  
Literate Society ◽  
Education Process

Education is always related to reading activities. The ability to read is often referred to as literacy activities.  The reality in Indonesia so far is the low mastery of literacy, this is evidenced by the Program for International Student Assessment (PISA) survey. The survey in 2018 showed that for the reading / literacy competency score, Indonesia was ranked 72 out of 77 countries. To deal with this problem, many things can be applied in the education process, both from formal non-formal and informal channels.Kampung Sinau is a thematic village located in the Cemorokandang Malang City. Various learning activities are carried out in unique ways that can attract citizens, the younger generation in particular, to enrich literacy and make citizens literate, one of which is community empowerment activities. Researchers are interested in knowing how to optimize community empowerment in making generations young people with literacy skills in Kampung Sinau. The approach and type of research used by the researcher is a qualitative approach to the type of case study.  This research was conducted at the end of 2019 in Kampung Sinau, Malang City. The results of this study 1) Community participation is needed in the success of the empowerment program, 2) It takes stages to carry out community empowerment., 3) It takes collaboration and innovation to create a literate society. Suggestions from this study are that the results of this study can be used as a reference for evaluating and developing similar programs. AbstrakPendidikan selalu berkaitan erat dengan kegiatan membaca. Kegiatan ini selalu menjadi salah satu point utama yang mendukung lancarnya proses pendidikan. Kemampuan membaca sering disebut dengan kegiatan Literasi. Kenyataan yang dihadapi oleh Indonesia selama ini adalah rendahnya penguasaan literasi, dibuktikan melalui survei Programme for International Student Assessment (PISA). Survei pada tahun 2018 menunjukkan bahwa nilai kompetensi Membaca/literasi, Indonesia berada dalam peringkat 72 dari 77 negara. Kenyataan ini sangat bertentangan dengan keadaan Ideal yang seharusnya. Untuk menghadapi permasalahan, banyak hal yang dapat diterapkan dalam proses pendidikan, baik itu dari jalur formal nonformal maupun informal. Kampung sinau merupakan salah satu kampung tematik yang berada di  kawasan Cemorokandang Kota Malang. Kegiatan belajar dilaksanakan dengan unik yang dapat menarik generasi muda khususnya, agar memperkaya khasanah literasi dan menjadikannya berdaya literasi, dikemas dengan kegiatan pemberdayaan masyarakat. Oleh karena itu peneliti tertarik untuk mengetahui bagaimana pemberdayaan masyarakat dalam menjadikan generasi muda berdaya literasi di kampung sinau. Pendekatan dan jenis penelitian yang digunakan oleh penelliti yakni pendekatan kualitatif  jenis studi kasus. Peneliti melaksanakan proses penelitan secara mendalam melalui  penelitian deskriptif kualitatif dengan jenis studi kasus. Penelitian ini dilaksanakan pada akhir tahun 2019 di Kampung Sinau Kota Malang. Hasil dari penelitian ini 1) Partisipasi masyarakat sangat dibutuhkan dalam keberhasilan program pemberdayaan, 2) Diperlukan tahapan-tahapan untuk melaksanakan pemberdayaan Masyarakat., 3) Diperlukan kerjasama dan inovasi untuk menciptakan masyarakat yang berdaya literasi. Saran dari Penelitian ini yakni Sebaiknya hasil penelitian ini dapat dijadikan bahan acuan untuk melakukan evaluasi dan pengembangan terhadap program serupa.

scholarly journals The Influence of Family Wealth and Parent Education Level on Students� Reading Literacy

2019 ◽  
Vol 9 (1) ◽  
pp. 81-90
Author(s):  
Abu Nawas
Keyword(s):  
Regression Analysis ◽  
Parent Education ◽  
International Student ◽  
Family Background ◽  
Linear Regression Analysis ◽  
Student Assessment ◽  
Reading Literacy ◽  
International Student Assessment ◽  
Family Wealth ◽  
Education Levels

This study aims to examine the influence of family background factors in terms of family wealth and parent education levels on students reading performance in Indonesia. The study utilises secondary data from the OECDs Programme for International Student Assessment (PISA) 2015 for Indonesia, in which 6513 students participated. This also specifically highlights the analysis of family wealth and parent education levels in possibly predicting the students reading literacy in Indonesia. In analysing the data, a quantitative approach was used which utilised statistically different analysis such as t-test, one-way ANOVA, two-way ANOVA, correlation and multiple linear regression analysis using WesVar version 5.1 software.The result found there were significant different reading scores between students from different family wealth and parent education levels. The students from high family wealth performed better than they with middle and low wealthy. Likewise, the children with highly educated mother and father had high scores than students whose parents had low and did not complete primary school. Moreover, the result of correlation and regression analysis revealed that all predictor variables, WEALTH, MISCED and FISCED, significantly associate and predict better reading literacy performance of 15-year-old students in Indonesia for PISA 2015 survey. Therefore, the implications of the study highlight opportunities to reform educational policies through data and evidence.

scholarly journals An Investigation of Master Student Understanding on Mathematical Literacy Problems

2020 ◽  
Vol 5 (1) ◽  
pp. 1-7
Author(s):  
Al Jupri ◽  
Rizky Rosjanuardi
Keyword(s):  
Prospective Teachers ◽  
International Student ◽  
Online Survey ◽  
Student Assessment ◽  
Student Understanding ◽  
Literacy Skills ◽  
Mathematical Literacy ◽  
International Student Assessment ◽  
Problems And Solutions ◽  
Shape Uncertainty

Indonesian government has been promoting the National Literacy Movement since 2016 to response disappointing results of the Program for International Student Assessment on literacy and mathematical literacy skills of students. This movement involves many parties, including educational universities, to prepare mathematics education students of master level, as prospective teachers or lecturers, to understand mathematical literacy. To investigate this condition, this study aims to analyze master student understanding on mathematical literacy problems. To do so, we conducted an online survey via Google Form involving 32 master students from several universities in Bandung. In this survey, each master student was called for sending two mathematics problems and solutions that considered to be literacy problems. The results revealed that 17 (53%) involved master students understand mathematical literacy problems. The most frequent category of literacy problems to appear was Change and Relationship followed by categories of Space and Shape, Uncertainty and Data, and Quantity, respectively. Another result showed that word problems seemed to be regarded as the same as mathematical literacy problems by some students. We conclude that master student understanding of mathematical literacy needs to be improved for facing future educational careers.

Rethinking “(Under) Performance” for Black English Speakers: Beyond Achievement to Opportunity

2019 ◽  
Vol 50 (6) ◽  
pp. 528-554 ◽  
Author(s):  
Patriann Smith ◽  
Alex Kumi-Yeboah ◽  
Rong Chang ◽  
Jaehoon Lee ◽  
Paul Frazier
Keyword(s):  
International Student ◽  
Student Assessment ◽  
Immigrant Youth ◽  
Black American ◽  
Reading Literacy ◽  
Literacy Assessment ◽  
International Student Assessment ◽  
Black Immigrant ◽  
Assessment Measure ◽  
Social And Cultural Factors

We draw on the concept of the opportunity gap explanatory framework in this study to problematize the notion of “(under)performance” of Black American (i.e., African American) and Black immigrant youth. Examining reading literacy achievement results of Black American and Black immigrant youth using a corpus of data from the 2012 Program for International Student Assessment (PISA), we demonstrate the ways in which these youth self-identified as language speakers on the PISA reading literacy assessment measure, the influence of this self-identification on interpretations of their reading literacy, and the influence of other demographic factors on this achievement across subgroups. We suggest that the disaggregation of data for Black subpopulations can allow for a better understanding of the ways in which demographic, social, and cultural factors impact achievement within specific Black subgroups. We also highlight the need for reframing examinations of Black students’ literacies in ways that are humanizing. Implications for research, practice, and policy are provided.

scholarly journals Educational System Assessment: Italy And Finland, Comparative Case Study

2020 ◽  
Author(s):  
Eleonora Mattarelli ◽  
Cristiana De Santis
Keyword(s):  
Educational System ◽  
International Student ◽  
Student Assessment ◽  
Evaluation Process ◽  
Comparative Case Study ◽  
Educational Institutions ◽  
International Student Assessment ◽  
Efficiency And Effectiveness ◽  
System Assessment

Educational system assessment allows the evaluation of some learningoutcomes and permits the continuous monitoring of educational processes.The aim of this study is to explore the ways used to assess and evaluateschool systems and universities and students’ learning outcomes in Italy andFinland, two important educational realities as shown in PISA (Programmefor International Student Assessment) results (OECD, 2019). The attention isfocused on common and uncommon practices employed in each country andon perceptions that the educational system assessment creates in those whoevaluate and in those evaluated. Ten stakeholders from Italy and Finlandparticipated in focus groups or interviews one to one audio-taped,transcribed and analysed using qualitative methods. The results underlinethat the evaluation of school systems and universities helps build a largedatabase and that the evaluation process have to be made with trust betweenstakeholders involved, with innovation and awareness. The generalacceptance is increasing: stakeholders from two contexts consideredhighlight that, in order to improve efficiency and effectiveness, schoolsystems and universities need a formative assessment and evaluation inwhich everyone is involved from central educational institutions to teachersand students.

scholarly journals Analysis of Language Literacy Skills in Biological Learning Contexts

BIOEDUSCIENCE ◽  
2020 ◽  
Vol 4 (2) ◽  
pp. 157-165
Author(s):  
Jihan Azhaar Ramadhanty ◽  
Vita Meylani ◽  
Edi Hernawan
Keyword(s):  
Mixed Methods Research ◽  
International Student ◽  
Student Assessment ◽  
Thinking Skills ◽  
Literacy Skills ◽  
International Student Assessment ◽  
Learning Contexts ◽  
Average Grade ◽  
Language Literacy ◽  
Biological Learning

Background: The results of PISA showed that Indonesian students' literacy skills in the field of science are still low. Until now, the cause of the problem is still little information reported. This study was conducted to analyze the language literacy skills of students in biological learning contexts. Methods: the methods used in the research is mixed methods research. This research involved 72 science program students who were selected by purposive sampling. The data were gained by observations, interviews and giving the posttest consisting of 17 questions of multiple-choice based on the Programme for International Student Assessment (PISA) indicator for language literacy in biological learning. Results: That the analysis of language literacy in the context of Biological learning has an excellent literacy with a high category. The research showed that the highest average grade of language literacy was in the integrate and interpret aspects of 75,00. Meanwhile, the lowest average grade in the reflect and evaluate aspects was 57,00. The average overall grade in the language literacy on Biological learning was 70,22. Conclusion: Sustainable literacy activities stimulate higher-order thinking skills, especially in the field of science, because language literacy skills can indirectly affect students' outcomes on scientific skills.    

scholarly journals Translator Trainees’ Reading Literacy, Problem Solving, and Translation Skills A Comparative Study

2019 ◽  
Vol 11 (3) ◽  
pp. 141-157
Author(s):  
Gabriella Kovács ◽  
Katalin Harangus
Keyword(s):  
Problem Solving ◽  
Foreign Language ◽  
International Student ◽  
Native Language ◽  
Student Assessment ◽  
Interdisciplinary Approach ◽  
Reading Literacy ◽  
Problem Solving Skills ◽  
International Student Assessment ◽  
Level Scale

AbstractLinguistic and cultural mediators, such as translators, interpreters, and language teachers, need complex and well-developed language skills in all the languages they work with. In this study, we examine the connections and correlations among the following skills: reading literacy in native language, reading literacy in foreign language, problem solving and translation. Three of these skills (reading in native and foreign language and problem solving) are evaluated on a three-level scale based on the three cognitive processes used in Programme for International Student Assessment (PISA) assessments (location of information, understanding, evaluation and reflection) (Organisation for Economic Co-operation and Development – OECD 2018). The methodology of measuring reading comprehension in native language and problem-solving skills has already been developed and applied by our research group (Pletl 2019, Harangus 2018); therefore, after assessing the foreign language reading literacy and translation skills, we will be able to analyse the translator trainees’ results based on the aforementioned three-level scale and examine possible connections and correlations between the different but interrelated skills. With an interdisciplinary approach, this study concentrates on revealing the overlaps and meeting points, the spaces in between the use of these skills.

scholarly journals Various English Literacy Activities in Bilingual Primary School

2021 ◽  
Vol 5 (1) ◽  
pp. 48
Author(s):  
Putu Indah Puspitasari ◽  
N.N. Padmadewi ◽  
L.P.E.S. Dewi
Keyword(s):  
Primary School ◽  
International Student ◽  
Student Assessment ◽  
English Teachers ◽  
Study Data ◽  
Literacy Skills ◽  
Thinking Aloud ◽  
International Student Assessment ◽  
Literacy Activities ◽  
English Literacy

The results of Program of International Student Assessment show that the literacy skills of Indonesian students was in the low level. This study aims to investigate English literacy activities in elementary schools. This research is a qualitative research with a case study method. There were three English teachers who teach on the 1st, 2nd, and 3rd grade assigned as the subjects of this study.  Data were collected using a questionnaire, interview guide, and checklist. The data collection procedure was carried out by distributing questionnaires, conducting interviews, and conducting classroom observations. Data were analyzed using data analysis methods from Cresswell which consisted of data organization, coding, description and developing themes, reporting findings, interpreting, and validating data. The results of this study indicate that there are eight literacy activities, namely Directed Reading-Thinking Activity, guided reading, reading with multimedia assistance, thinking aloud, reading aloud, dictating, recognizing letters, and writing. This study provides a description about English literacy activities in Primary School conducted by teachers. Therefore, a suggestion is directed to English teachers to teach literacy to students since the early age as literacy is an important basis for students’ future learning.

scholarly journals PHILIPPINE K TO 12 CURRICULUM AND PROGRAMME FOR INTERNATIONAL STUDENT ASSESSMENT (PISA) 2018 READING LITERACY PARALLELISM AND TEACHING-LEARNING EXPERIENCES

2020 ◽  
Vol 6 (2) ◽  
pp. 275
Author(s):  
Aljon Galang
Keyword(s):  
Curriculum Design ◽  
International Student ◽  
Student Assessment ◽  
Instructional System ◽  
Literacy Skill ◽  
Reading Literacy ◽  
International Student Assessment ◽  
Learning Competencies ◽  
Teaching Learning ◽  
K 12

Philippine K-12 Curriculum and Programme for International Student Assessment 2018 Reading Literacy Parallelism and Teaching-Learning Experiences.. Objectives: This study is made to capture the instructional system and learning milieu of the PISA 2018 Reading Literacy-Related Senior High School  Subjects aiming to evaluate its curriculum design and implementation.Methods: The study used Illuminative Evaluation Model to evaluate the curriculum design and implementation by gauging the instructional system through heat mapping and the learning milieu of teacher participants and graduate respondents through survey, interview, and researcher’s past observation. Findings: In the study, it was found out that: (a) the K to 12 program through the learning competencies is 28.64% parallel with the PISA 2018 Reading Literacy Skill Framework; (b) teachers implement the curriculum in which the Reading Literacy Skills are reflected even under various teaching-learning constraints.; (c) the graduate respondents (GRs) are good in terms of locating information but need improvement in evaluating and reflecting on and/or among texts specifically the skill ‘detecting and handling conflict’. Moreover, GRs associate learning the PISA 2018 Reading Literacy Skills the most from the subjects Reading and Writing Skills and Practical Research and the least from 21st Century Literature.Conclusion: The K-12 program through learning competencies is 28.64% parallel with PISA 2018 Reading Literacy Skill Framework. This shows one of the characteristics of the written curriculum or the instructional system. 

A case of being the same? Australia and New Zealand’s reading in focus

2020 ◽  
Vol 64 (3) ◽  
pp. 243-263
Author(s):  
Megan C. Chamberlain ◽  
Emma J. Medina
Keyword(s):  
Sense Of Belonging ◽  
International Student ◽  
Contextual Information ◽  
Student Assessment ◽  
Reading Performance ◽  
Reading Literacy ◽  
Indigenous Students ◽  
Primary Schooling ◽  
International Student Assessment ◽  
Educational Challenges

Australia and New Zealand have participated in the Organisation for Economic Co-operation and Development’s Programme for International Student Assessment since 2000. Reading literacy was the main focus of the Programme for International Student Assessment in 2000, and at that time both countries’ students generally performed well above the Organisation for Economic Co-operation and Development average. Nearly 20 years later, in the latest cycle of the Programme for International Student Assessment in 2018, reading literacy was again the main focus. Students’ average reading performance has tracked down in both countries. Large inequities persist between socio-economically advantaged and disadvantaged students, indigenous and non-indigenous students, and genders. The Programme for International Student Assessment gathers a wealth of contextual information that highlights key educational challenges facing both countries, including poor disciplinary climates, declining attitudes towards reading and sense of belonging at school, and increasing bullying. While there are similarities among the two countries’ 15-year-olds, evidence shows practices are diverging at the middle primary schooling level, which may be impacting positively on younger Australian cohorts; these differences are also discussed with respect to early reading experiences.

scholarly journals THE ROLE OF ICT TO RAISE STUDENTS’ ACHIEVEMENT IN ITALIAN TECHNICAL AND PROFESSIONAL SCHOOLS

2012 ◽  
Vol 49 (1) ◽  
pp. 15-26
Author(s):  
Michela Freddano ◽  
Paolo Diana
Keyword(s):  
International Student ◽  
Student Assessment ◽  
Professional School ◽  
Reading Literacy ◽  
Professional Schools ◽  
Positive Effects ◽  
International Student Assessment ◽  
Digital Skills ◽  
The Relationship

The research examines the role of using ICT to raise students’ achievement in Italian technical and professional schools. The hypothesis developed in this research is that students who obtain better learning results are those students who use ICT more than those students who are low performers. Data from the Programme for International Student Assessment (PISA) 2009 by OECD (Organisation for Economic Co-operation and Development) have been analyzed. The relationship between using ICT at school and students’ digital skills and attitudes has been analyzed by comparing the lowest performers and strong performers in reading literacy in Italian technical and professional schools. Results show that in Italian technical and professional schools, strong performers in reading literacy in PISA 2009 are more capable to do tasks at computer than low performers; however reading online and using ICT have greater positive effects towards achievement among low performers. Key words: ICT, PISA, professional school, reading literacy, technical school.

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