Indeks Aktivitas Literasi Membaca Peserta Didik Dan Prestasi Akademik: Studi Korelasi Pada 34 Propinsi Di Indonesia

The Indonesian government's efforts to eradicate illiteracy deserve appreciation, but this has not been accompanied by successful efforts in building a reading culture in the community. This is in accordance with various world surveys that note the low level of literacy in Indonesia. There are several studies through quantitative studies on interest and fondness for reading in various provinces in Indonesia, and this can be used as comparison material. One of the comprehensive studies conducted by the Center for Policy Research on Education and Culture, Research and Development Agency, Ministry of Education and Culture released the Reading Literacy Activity Index (Alibaca Index) in 34 provinces in Indonesia. Seeing this data, what becomes interesting to study later is whether the reading literacy level has a correlation with the student's academic achievement variable. This is important because in the end the school/madrasah literacy movement is aimed at achieving the highest level that goes beyond the level of habituation and development, namely the level of learning. This study aims to answer the questions, 1) Is there a significant positive correlation between students' reading literacy levels and academic achievement, in 34 provinces in Indonesia? and 2) What strategies should schools/madrasahs do to increase students' reading literacy levels and at the same time increase the achievement of academic achievement? This study uses a descriptive correlational approach by collecting data through the study of documentation and interviews. The results showed that the correlation between reading activity index and academic achievement (r) was 0.766. There are several innovation ideas also described qualitatively as a result of interviews.

KEGIATAN LITERASI MELALUI MENDONGENG SEBAGAI UPAYA PENANAMAN MINAT BACA SISWA KELAS III SD NEGERI 4 KUTOSARI TAHUN AJARAN 2019/2020

<p class="pos"><em>Indonesians have low reading interest.The study aimed to describe the implementation of literacy activity through storytelling and the impact on third grade students’ reading interest of SD N 4 Kutosari. It was case study. The subjects were students and teacher of third grade of SD N 4 Kutosari. The d</em><em>ata collection techniques</em><em> were </em><em>observation, interviews, </em><em>questionnaire</em><em>, </em><em>and document study</em><em>. The result showed that were three stage of implementation of literacy activities through storytelling: (a) preparation, (b) storytelling activity, (c) evaluation. The implementation of literacy activities through storytelling have good impact on students’ <a href="http://www.u-dictionary.com/home/word/Interest%20in%20reading/from/en/to/hi">reading</a> interest</em></p>

Literacy Activity to Explore Students’ Habit in the Classroom

This study discussed the application of the basic school literacy activity. The purpose of this was to contribute to improving the reading and writing skills of elementary school students. In addition, it aimed to solve the difficulties faced by the school in implementing the school literacy movement. This applied research was conducted for fifteen minutes each day for a period of one month. As participants, there were low-grade students, namely grade one and high-class students which was grade five. The first-grade students numbered about thirty as well as the fifth grade. The research instrument used observation, documentation study and interviews. The results showed that schools have not been able to implement the school literacy movement based on existing provisions. This can be seen from a number of inadequate facilities and the readiness of the teachers as well the students who were difficult to involved in the activity.

Interaction analysis on social-education of Indonesian school students: A literacy activity

Purpose: The purpose of this study is to analyze the socio-educational interactions between teachers and students. This article also looks at a literacy activity utilized by the teachers and students and their interaction patterns. Research methodology: This research applied a naturalistic approach and descriptive qualitative research design. The data were collected through observation, interviews, and documentation. The data then were analyzed descriptively using the Miles and Huberman analysis model, namely data condensation, data presentation, and concluding. Results: The research results show that to improve student literacy, there were two patterns of interaction: first, a one-way interaction pattern centered on the teacher as a facilitator, corrector, evaluator in literacy activities: second, a multi-directional interaction pattern occurred. Literacy activities aim to train the learners’ ability in reading, understanding and commenting. During the core activities, several aspects of the interactions occur between teachers and students, such as conveying information, explaining, motivating, and proposing to students. At the closing stage of literacy, several aspects of the interaction between teachers and students occur. Making summaries and reading about the literacy activities have provided directions for further literacy activities and conducting evaluations that have been carried out. Limitations: There are limitations to the researcher, so this research is limited to one school only with the object of research on all students and teachers assigned to literacy activities at SMA Negeri 1 Latambaga. Contribution: The study is expected to assist the schools in monitoring the literacy activities and developing student literacy, whereas, for students, this study is expected to improve their literacy and broaden their insights about technological and scientific developments.

“And then it’s my turn”: Negotiating participation in tablet activities in early childhood education and care

The article explores the sociomaterial organization of preschool children’s digital literacy activities, focusing on how participant positions are enacted and distributed. The data material consists of 70 hours of video-recorded observations in early childhood education and care in Norway. Drawing on Ethnomethodology/conversation analysis (EMCA) and Science and Technology Studies (STS), we approach digital literacy practices through the following analytical concepts: participation framework, positioning, script and mutual enactment. The analysis of a twenty-minute sequence shows how tablet activities are dynamic and shifting, where the participant framework, positions and scripts are mutually enacted. Through our analysis we show how the creation of activity frames with a joint focus of attention is important for establishing and sustaining digital literacy as a collaborative activity. It is suggested that applications with weaker scripts might also be important. Here, we show how the “owner” uses a range of interactional resources to establish and sustain control and mutual involvement in literacy activity. This also involves how the technology is enacted in multiple ways.

ENGLISH LITERACY MANAGEMENT AT SMPI AL ABIDIN SURAKARTA

This study aims to analyze the implementation of school management to improve students' English literacy at SMP Islam Al Abidin Surakarta. This study uses a qualitative approach with a phenomenological method. The process of seeking and finding information related to English literacy improvement management is carried out through the 5W + 1H process. The study results showed that the implemented school management consisted of steps that supported English literacy starting from planning, organizing, implementing and evaluating activities. 1) The planning steps is related to determining goals, objectives, designing literacy activity programs, 2) organizing the resource, 3) implementing related to English literacy is through the following programs: (a) English Development Program, such as: English Camp, English Festival, Saturday Performance, Every day is English day, and Five Minutes Presentation (b) Literacy Programs, such as: Reading, Listening, Speaking Time and 4) controlling of implementing English literacy.

Media Literacy for Herbalist in Medan City

The rise of hoax news circulating on social media at a certain point can cause confusion and anxiety in society. Therefore, this community service group took the initiative to carry out a media literacy activity for the herbs seller (herbalist) group of Yayasan Perempuan Perkotaan Medan (YP2M). This activity aims to facilitate the group so that they have the skills to respond to the hoax news. The materials provided include what the news is, the news values, the characteristics of hoax news, and the examples of hoax news that are widely spread in society through the social media. This program was held in Gedung Johor, Medan on August 2020 which was attended by around 20 participants. Keywords: media literacy, hoax news, YP2M

The Praxis of Literacy Movement in Indonesian Context

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

KERJA SAMA SEKOLAH DENGAN KOMUNITAS LITERASI DALAM PENINGKATAN LITERASI UNTUK ORANG TUA DI MASA PANDEMI COVID-19

During the Covid-19 Pandemic, children had a lot to learn from their parents because learning activities at school were carried out using a distance learning model. This situation creates many problems for parents, one of the problem is parents must have extensive knowledge and good writing literacy skill. This is where the cooperation program in writing literacy carried out by Wadas Kelir Literacy Community Purwokerto with MI Al- Falah UM East Jakarta be important solution in the field of community literacy. The writing literacy activity model for parents was developed in four interesting writing literacy activities. First, performative, carried out through conditioning reading and writing activities using language by parents through collaboration of Wadas Kelir Literacy Community and teachers of MI Al-Falah UM East Jakarta. Second, functional, conditioning parents to accustomed use written language to express their daily activity. Third, Informational, give skill for parents to access the knowledge from various sources with language and provide good reading technique in order to understand the scientific concept properly. Fourth, epistemic, provide skill in transforming knowledge in writing so that parents can write well. AbstrakDi masa Pandemi Covid-19 ini telah mengkondisikan anak-anak untuk banyak belajar dengan orang tua, karena kegiatan belajar di sekolah dilakukan dengan model pembelajaran jarak jauh. Keadaan ini menimbulkan banyak persoalan bagi orang tua dan sekolah, salah satunya adalah persoalan komunikasi. Literasi dipandang sebagai sarana yang dapat digunakan untuk memperoleh dan mengkomunikasikan informasi. Di sinilah, program kerja sama yang dilakukan Komunitas Literasi Wadas Kelir Purwokerto dengan MI Al Falah UM Jakarta Timur menjadi solusi penting dalam mengatasi persoalan yang dihadapi. Penelitian ini bertujuan untuk mengeksplorasi kegiatan literasi orang tua selama mendampingi belajar anak di rumah. Metode penelitian yang digunakan adalah deskripsi kualitatif sebagai cara mengeksplorasi model kegiatan literasi orang tua yang dikembangkan dalam empat kegiatan literasi menulis yang menarik, yaitu (1) Performative, pengkondisikan kegiatan membaca dan menulis menggunakan bahasa yang dilakukan oleh orang tua; (2) Functional, mengkondisikan orang tua untuk terbiasa menggunakan bahasa tulis untuk mengekspresikan kegiatan sehari-harinya; (3) Informational, memberikan keterampilan pada orang tua untuk bisa mengangkes pengetahuan dari berbagai sumber dengan bahasa dan memberikan teknik-teknik cara membaca yang baik agar memahami benar konsep ilmu pengetahuan yang disajikan; (4) Epistemic, memberikan keterampilan dalam mentransformasi pengetahuan dalam tulisan sehingga orang tua bisa menulis dengan baik. Teknik pengumpulan data yang digunakan adalah wawancara terprogram terhadap orang tua dan dokumentasi berupa tulisan, foto, dan video. Hasil penelitian menunjukkan literasi orang tua mengalami peningkatan setelah melalui pendampingan kegiatan literasi pihak sekolah dan Komunitas Literasi Wadas Kelir. Hal ini dibuktikan dengan orang tua mampu menuliskan pengalamannya selama mendampingi belajar anak dan hasilnya dibukukan.

The Development of Activity Literacy Teaching Material Based on Multimodal of Literacy for the grade 4th at SDS Amir Hamzah

This study aims to: (1) Describe the development of multimodal literacy-based literacy teaching materials at SDS Amir Hamzah. (2) Testing the feasibility of teaching materials for literacy activities based on multimodal literacy at SDS Amir Hamzah. (3) Testing the effectiveness of teaching materials for literacy activities based on multimodal literacy at SDS Amir Hamzah. This research is a development research using the ADDIE development model, namely: Analysis, Design, Development, Implementation, and Evaluation. The subjects of this study were the fourth grade students of SDS Amir Hamzah in the 2019/2020 academic year consisted of 21 students. The instruments used are questionnaires of expert validity, student and teacher responses, and student performance rubrics using literacy activity teaching materials. The results of this study indicate that (1) the process of developing teaching materials for literacy activities based on multimodal literacy includes five steps, namely: analysis, design, development, implementation, and evaluation. (2) The literacy activity teaching materials of multimodal literacy-based are feasible to use with an average percentage of 88.47% and very feasible criteria. (3) The effective multimodal literacy-based literacy activity teaching materials are used with a gaincore value of 0.575.