Araştırma Makalesi
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The Implementation of School Literacy Movement at the Senior High School

Yıl 2019, Cilt: 4 Sayı: 1, 88 - 96, 01.01.2019
https://doi.org/10.24331/ijere.486907

Öz

Literacy skill is an individual’s ability to access, understand, and organize information that he or she has to be used in various activities in his or her life. By having good literacy skill, a student is expected to maximize the development of critical, creative, and social-empathy skills as well as knowledge affection. Therefore, the School Literacy Movement (GLS) program appears to help expedite the development of the students’ literacy skill. However, in its implementation, the GLS program still needs to be refined so that it can be in accordance with the condition in the field. This research uses qualitative research methodology. The purpose of this research is to help schools solve problems in implementing GLS program in the field. By means of this research, it is expected that the implementation of GLS program can run optimally and bring about students with good literacy skill.

Kaynakça

  • Beers, C. S., Beers, J. W., and Smith, J. O. (2009). A principal’s guide to literacy ınstruction. New York: Guilford Press. Government of Indonesia (2015). Peraturan Menteri Pendidikan dan Kebudayaan Republik Indonesia Nomor 23 Tahun 2015 Tentang Budi Pekerti. Jakarta: Indonesian government secretariat. Kemendikbud. (2016a). Desain Induk Gerakan Literasi Sekolah. Jakarta: Direktorat Jenderal Pendidikan Dasar dan Menengah Kementerian Pendidikan dan Kebudayaan. Kemendikbud. (2016b). Panduan Gerakan Literasi Sekolah di Sekolah Menengah Atas. Jakarta: Direktorat Jenderal Pendidikan Dasar dan Menengah Kementerian Pendidikan dan Kebudayaan. Mullis, I. V. S., Martin, M. O., Foy, P., and Drucker, K.T. (2012). PIRLS 2011 international results in reading. Boston: TIMSS & PIRLS International Study Center and International Association for the Evaluation of Educational Achievement (IEA). OECD (2014). PISA 2012 results in focus. Programme for ınternational student assessment, 1-44. Retrieved September 15, 2018, from https://www.oecd.org/pisa/keyfindings/pisa-2012-results-overview.pdf Ökten, P. (2016). Parental academic support in education. International Journal of Educational Research Review, 1 (2), 19-24. Pilgreen, J. L. (2000). The SSR handbook: How to organize and manage a sustained silent reading program. Portsmouth, NH: Heinemann Boynton/Cook Publishers. Santoso, T. N. B., Siswandari, &Sawiji, H. (2018). The effetiveness of ebook versus printed books in the rural schools in Indonesia at the modern learning era. International Journal of Educational Research Review, 3 (4), 77-84. Sugiyono. (2017). Metode Penelitian Kebijakan: Pendekatan Kuantitatif, Kualitatif, Kombinasi, R&D dan Penelitian Evaluasi. Bandung: Alfabeta. Trilling, Bernie, & Fadel, C. (2009). 21st century skills, learning for life in our times. San Fancisco: Jossey-Bass, A Wiley Imprint. Widodo, Slamet et al. (2015). Membangun Kelas Literat Berbasis Pendidikan Lingkungan Hidup Untuk Melatihkan Kemampuan Literasi Siswa di Sekolah Dasar. Prosiding Seminar Nasional Pendidikan. Sidoarjo: Universitas Muhammadiyah Sidoarjo. 60-73. World Economic Forum. (2015). New Vision for Education: Unlocking the Potential of Technology. Retrieved September 17, 2018, from http://www3.weforum.org/docs/WEFUSA_NewVisionforEducation_Report2015.pdf
Yıl 2019, Cilt: 4 Sayı: 1, 88 - 96, 01.01.2019
https://doi.org/10.24331/ijere.486907

Öz

Kaynakça

  • Beers, C. S., Beers, J. W., and Smith, J. O. (2009). A principal’s guide to literacy ınstruction. New York: Guilford Press. Government of Indonesia (2015). Peraturan Menteri Pendidikan dan Kebudayaan Republik Indonesia Nomor 23 Tahun 2015 Tentang Budi Pekerti. Jakarta: Indonesian government secretariat. Kemendikbud. (2016a). Desain Induk Gerakan Literasi Sekolah. Jakarta: Direktorat Jenderal Pendidikan Dasar dan Menengah Kementerian Pendidikan dan Kebudayaan. Kemendikbud. (2016b). Panduan Gerakan Literasi Sekolah di Sekolah Menengah Atas. Jakarta: Direktorat Jenderal Pendidikan Dasar dan Menengah Kementerian Pendidikan dan Kebudayaan. Mullis, I. V. S., Martin, M. O., Foy, P., and Drucker, K.T. (2012). PIRLS 2011 international results in reading. Boston: TIMSS & PIRLS International Study Center and International Association for the Evaluation of Educational Achievement (IEA). OECD (2014). PISA 2012 results in focus. Programme for ınternational student assessment, 1-44. Retrieved September 15, 2018, from https://www.oecd.org/pisa/keyfindings/pisa-2012-results-overview.pdf Ökten, P. (2016). Parental academic support in education. International Journal of Educational Research Review, 1 (2), 19-24. Pilgreen, J. L. (2000). The SSR handbook: How to organize and manage a sustained silent reading program. Portsmouth, NH: Heinemann Boynton/Cook Publishers. Santoso, T. N. B., Siswandari, &Sawiji, H. (2018). The effetiveness of ebook versus printed books in the rural schools in Indonesia at the modern learning era. International Journal of Educational Research Review, 3 (4), 77-84. Sugiyono. (2017). Metode Penelitian Kebijakan: Pendekatan Kuantitatif, Kualitatif, Kombinasi, R&D dan Penelitian Evaluasi. Bandung: Alfabeta. Trilling, Bernie, & Fadel, C. (2009). 21st century skills, learning for life in our times. San Fancisco: Jossey-Bass, A Wiley Imprint. Widodo, Slamet et al. (2015). Membangun Kelas Literat Berbasis Pendidikan Lingkungan Hidup Untuk Melatihkan Kemampuan Literasi Siswa di Sekolah Dasar. Prosiding Seminar Nasional Pendidikan. Sidoarjo: Universitas Muhammadiyah Sidoarjo. 60-73. World Economic Forum. (2015). New Vision for Education: Unlocking the Potential of Technology. Retrieved September 17, 2018, from http://www3.weforum.org/docs/WEFUSA_NewVisionforEducation_Report2015.pdf
Toplam 1 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Makaleler
Yazarlar

Fahmi Ashari S. Sihaloho Bu kişi benim

Trisno Martono Bu kişi benim

Akhmad Daerobi Bu kişi benim

Yayımlanma Tarihi 1 Ocak 2019
Yayımlandığı Sayı Yıl 2019 Cilt: 4 Sayı: 1

Kaynak Göster

APA S. Sihaloho, F. A., Martono, T., & Daerobi, A. (2019). The Implementation of School Literacy Movement at the Senior High School. International Journal of Educational Research Review, 4(1), 88-96. https://doi.org/10.24331/ijere.486907
AMA S. Sihaloho FA, Martono T, Daerobi A. The Implementation of School Literacy Movement at the Senior High School. IJERE. Ocak 2019;4(1):88-96. doi:10.24331/ijere.486907
Chicago S. Sihaloho, Fahmi Ashari, Trisno Martono, ve Akhmad Daerobi. “The Implementation of School Literacy Movement at the Senior High School”. International Journal of Educational Research Review 4, sy. 1 (Ocak 2019): 88-96. https://doi.org/10.24331/ijere.486907.
EndNote S. Sihaloho FA, Martono T, Daerobi A (01 Ocak 2019) The Implementation of School Literacy Movement at the Senior High School. International Journal of Educational Research Review 4 1 88–96.
IEEE F. A. S. Sihaloho, T. Martono, ve A. Daerobi, “The Implementation of School Literacy Movement at the Senior High School”, IJERE, c. 4, sy. 1, ss. 88–96, 2019, doi: 10.24331/ijere.486907.
ISNAD S. Sihaloho, Fahmi Ashari vd. “The Implementation of School Literacy Movement at the Senior High School”. International Journal of Educational Research Review 4/1 (Ocak 2019), 88-96. https://doi.org/10.24331/ijere.486907.
JAMA S. Sihaloho FA, Martono T, Daerobi A. The Implementation of School Literacy Movement at the Senior High School. IJERE. 2019;4:88–96.
MLA S. Sihaloho, Fahmi Ashari vd. “The Implementation of School Literacy Movement at the Senior High School”. International Journal of Educational Research Review, c. 4, sy. 1, 2019, ss. 88-96, doi:10.24331/ijere.486907.
Vancouver S. Sihaloho FA, Martono T, Daerobi A. The Implementation of School Literacy Movement at the Senior High School. IJERE. 2019;4(1):88-96.

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