IMPLEMENTATION AND STRENGTHENING OF THE LITERACY MOVEMENT IN ELEMENTARY SCHOOLS PASCA THE COVID-19 PANDEMIC
Keywords:literacy, elementary school, Covid-19, education
The government has launched the School Literacy Movement. One of the scheduled programs is that students are required to read non-lesson books 15 minutes before teaching and learning activities; thus, it is hoped that students enjoy reading so that a literacy culture is realized. However, instilling a culture of literacy in students is not easy for children. Besides, Schools also need the role of parents to form a child's literacy culture. This research aims to implement and strengthen the literacy movement in elementary schools after the COVID-19 pandemic. This research is descriptive qualitative research with a survey method. This study takes a sample from a population and uses a questionnaire as a data collection tool. This study collected data and information from respondents using a questionnaire by selecting several elementary schools in several big cities in Indonesia, namely Bandung, Medan, Surabaya, Jakarta, and Bali. Each city is assigned a 20% sample. Based on the research results, it turns out that to strengthen and develop literacy in elementary schools after the Covid-19 pandemic, 4 (four) essential elements must be determined, namely parents, teachers, schools, and the government. This research contributes to strengthening literacy development in schools in all countries in the world, especially Indonesia.
Abdirad, H., & Dossick, C. S. (2020). Rebaselining asset data for existing facilities and infrastructure. Journal of Computing in Civil Engineering, 34(1), 05019004.
Arthur, J., Powell, S., & Lin, H. C. (n.d.). Foundations of character: developing character and values in the early years. Universitas of Birmingham and Canterbury Christ Church University.
Azher, M., Anwar, M. N., & Naz, A. (2010). An investigation of foreign language classroom anxiety and its relationship with students' achievement. Journal of College Teaching & Learning (TLC), 7(11).
Barton, D., & Hamilton, M. (2000). Literacy practices. Situated literacies: Reading and writing in context, 7, 15.
Biswas, A., Bhattacharjee, U., Chakrabarti, A. K., Tewari, D. N., Banu, H., & Dutta, S. (2020). The emergence of Novel Coronavirus and COVID-19: whether to stay or die out?. Critical reviews in microbiology, 46(2), 182-193.
Bogdan, R (1990). Freak show: presenting human oddities for amusement and profit. Chicago and Londong: The University of Chicago Press.
Brown, K., & Burns, A. (1999). Developing critical literacy. National Centre for English Language Teaching and Research.
Burmark, L. (2002). Visual Literacy: Learn To See, See To Learn. Association for Supervision and Curriculum Development, 1703 N. Beauregard St., Alexandria, VA 22311-1714 (ASCD stock no. 101226: member price $18.95, nonmember price $22.95).
Caswell, L. J., & Duke, N. K. (1998). Non-narrative as a catalyst for literacy development. Language Arts, 75(2), 108-117.
Chen, C. Y., Pedersen, S., & Murphy, K. L. (2012). Perceived information overload influences student participation and knowledge construction in computer-mediated communication. Instructional Science, 40(2), 325-349.
Cleaveland, S., Haydon, D. T., & Taylor, L. (2007). Overviews of pathogen emergence: which pathogens emerge, when, and why?. Wildlife and emerging zoonotic diseases: the biology, circumstances, and consequences of cross-species transmission, 85-111.
Edward Steinmueller, W. (2000). Will new information and communication technologies improve the codification of knowledge?. Industrial and corporate change, 9(2), 361-376.
Eckleberry-Hunt, J., & Tucciarone, J. (2011). The challenges and opportunities of teaching “Generation Y”. Journal of graduate medical education, 3(4), 458-461.
Elliott, R., & Timulak, L. (2021). Essentials of descriptive-interpretive qualitative research: A generic approach. American Psychological Association.
Elkins, J. (Ed.). (2009). Visual literacy. Routledge.
Favale, T., Soro, F., Trevisan, M., Drago, I., & Mellia, M. (2020). Campus traffic and e-Learning during COVID-19 pandemic. Computer networks, 176, 107290.
Fritz, K. O. (2000). A case study of effective teaching techniques for diverse college populations: Generation Xers and Baby Boomers. East Tennessee State University.
Goody, J., Goody, J. R. G., & of Learned Societies, A. C. (1986). The Logic of Writing and the Organization of Society. Cambridge University Press.
Graff, H. J. (2017). Literacy Myths, Legacies, and Lessons: New Studies on Literacy. Taylor & Francis.
Gutierrez, K. D. (1992). A Comparison of Instructional Contexts in Writing Process Classrooms with La Tino Children. Education and Urban Society, 24(2), 244-262.
Higgins, M. (2016). Totally Invisible: Asian American Representation in the Dewey Decimal Classification, 1876-1996. KO Knowledge Organization, 43(8), 609-621.
Husain, S. (2018). Madrassas: The Evolution (or Devolution?) of the Islamic Schools in South Asia (1857-Present).
Huzaefah, O., & Lubis, T. (2021). Reading interest level in primary school teachers based on implementing the school literacy movement in depok city. jhss (journal of humanities and social studies), 5(2), 95-98.
Irwin, A. (2002). Citizen science: A study of people, expertise and sustainable development. Routledge.
Jones, P. W. (2018). International policies for Third World education: UNESCO, literacy, and development. Routledge.
Keim, D., Kohlhammer, J., Ellis, G., & Mansmann, F. (2010). Mastering the information age: solving problems with visual analytics.
Karanasios, S. T. A. N. (2011). New & emergent ICTs and climate change in developing countries. Center for Development Informatics. Institute for Development Policy and Managment, SED. University of Manchester.
Keitumetse, S. (2006). UNESCO 2003 convention on intangible heritage: Practical implications for heritage management approaches in Africa. South African Archaeological Bulletin, 61(184), 166-171.
Maghfuri, A. (2019). Countering Conservative-Radical Understanding by Mainstreaming Moderat Islam and the Role of Educational Institution in Indonesia. Sunan Kalijaga International Journal on Islamic Educational Research, 3(1), 1-14.
Meadows, D., & Randers, J. (2012). The limits to growth: the 30-year update. Routledge.
Neumann, M. M., Finger, G., & Neumann, D. L. (2017). A conceptual framework for emergent digital literacy. Early Childhood Education Journal, 45(4), 471-479.
Okebukola, P. A., Owolabi, O., & Okebukola, F. O. (2013). Mother tongue as default language of instruction in lower primary science classes: Tension between policy prescription and practice in Nigeria. Journal of Research in Science Teaching, 50(1), 62-81.
Pahl, K., & Rowsell, J. (2012). Literacy and education. SAGE Publications Ltd.
Papen, U. (2006). Literacy and globalization: reading and writing in times of social and cultural change. Routledge.
Park, J. T. R. (2012). Teacher change in Bangladesh: A study of teachers adapting and implementing active learning into their practice. University of Toronto (Canada).
Robins, K., & Webster, F. (2003). Times of the technoculture: From the information society to the virtual life. Routledge.
Septiani, S., Kristiawan, M., & Fitriani, Y. (2020). School Literacy Movement, Providing Solution. Education Journal, 3(2), 43-52.
Sinatra, R. (1986). Visual Literacy Connections to Thinking, Reading and Writing. Charles C. Thomas, Publisher, 2600 South First St., PO Box 4709, Springfield, IL 62708-4709.
Solorzano, D., Ceja, M., & Yosso, T. (2000). Critical race theory, racial microaggressions, and campus racial climate: The experiences of African American college students. Journal of Negro education, 60-73.
Spradley, J. P. (2016). Participant observation. Waveland Press.
Suharso, P., & Sarbini, S. (2018). Coastal Community Response to the Movement of Literacy: a study on literacy culture in Demak pesantren's. In E3S Web of Conferences (Vol. 47, p. 07004). EDP Sciences.
Tabroni, I. (2019). Model pendidikan islam: teknik mendidik anak dengan treatment di era 4.0. CV Cendekia Press.
Tabroni, I., Nasihah, F., & Bahijah, I. (2021). The implementation of school culture-based character education in salem state elementary school, pondoksalam subdistrict, Indonesia. Erudio Journal of Educational Innovation; Vol 8, No 2 (2021): Erudio Journal of Educational Innovation. https://erudio.ub.ac.id/index.php/erudio/article/view/544
Tabroni, I., & Purnamasari, R. (2022). Kajian yasinan mingguan dalam membina karakter masyarakat pada masa covid-19 di perumahan lebak kinasih purwakarta. Sivitas : Jurnal Pengabdian Dan Pemberdayaan Masyarakat, 2(1), 9–18. https://doi.org/10.52593/svs.02.1.02.
Traore, A. (2020). The Madrasa in Mali: examining its impacts, role, and curriculum through the experiences of five former students (Doctoral dissertation).
Teale, W. H., Sulzby, E., & Farr, M. (1986). Emergent Literacy: Writing and Reading. Ablex Publishing Corporation.
Thomas Lickona. (1991). Educating for character: how our schools can teach respect and responsibility. Bantam Books.
Van Deursen, A. J., & Van Dijk, J. A. (2014). Digital skills: Unlocking the information society. Springer.
Waddock, S. (2011). We are all stakeholders of Gaia: A normative perspective on stakeholder thinking. Organization & Environment, 24(2), 192-212.
Wandasari, Y., Kristiawan, M., & Arafat, Y. (2019). Policy evaluation of school’s literacy movement on improving discipline of state high school students. International Journal of Scientific & Technology Research, 8(4), 190-198.
Warnick, B. (2001). Critical literacy in a digital era: Technology, rhetoric, and the public interest. Routledge.
Wilson, M. E. (2004). Teaching, learning, and millennial students. New directions for student services, 2004(106), 59-71.
Wood, M. (2002). Ecotourism: Principles, practices and policies for sustainability. UNEP.
Yezli, S., & Khan, A. (2020). COVID-19 social distancing in the Kingdom of Saudi Arabia: Bold measures in the face of political, economic, social and religious challenges. Travel medicine and infectious disease, 37, 101692.
Yusoff M, A. F., Hashim, A., Muhamad, N., & Wan Hamat, W. N. (2021). Application of fuzzy delphi technique to identify the elements for designing and developing the e-PBM PI-Poli module. Asian Journal of University Education (AJUE), 7(1), 292-304.
Zhang, L., Zhang, H., & Wang, K. (2020). Media literacy education and curriculum integration: A literature review. International Journal of Contemporary Education, 3(1), 55-64.
How to Cite
Copyright (c) 2022 Imam Tabroni, Ayit Irpani, Didih Ahmadiah, Akhmad Riandy Agusta, Sulaiman Girivirya, Ichsan
This work is licensed under a Creative Commons Attribution 4.0 International License.