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Implementation of School Literacy Movement at Elementary School

Lembaran Ilmu Kependidikan · Vol. 54 No. 1 (2025) · hlm. 198–205

DOI
10.15294/lik.v54i1.23622
ISSN
2987-3320
Terbit
2025-04-13
Penerbit
Universitas Negeri Semarang
Bahasa
eng

Abstrak

This study aims to: (1) Describe and understand the physical environment of the school literacy movement (GLS), (2) the role of the principal as an educator in the character development program To describe and understand the social environment of the school literacy movement (GLS) (3) Describe and understand the academic environment of the school literacy movement (GLS) at SD Negeri 1 Tanggel, Randublatung District, Blora Regency. The method used is qualitative research with a case study type. This study is located at SD Negeri 1 Tanggel Randublatung Blora. Data collection techniques use observation, interviews and documentation. Validation of data validity uses triangulation techniques with data sources. Data analysis techniques use data collection, data reduction, data display and conclusions. The results of the study show that: (1) the physical environment of the school literacy movement (GLS) includes a) the classroom environment has a reading corner used for independent reading. b) the office environment has media and posters. c) the school yard environment has a gazebo and reading garden, (2) the social environment of the school literacy movement (GLS) includes a) Appreciation. b) social support, c) budget support, (3) the academic environment of the school literacy movement (GLS) includes a) classroom learning b) reading movement 15 minutes before the lesson starts, c) Library visit movement during free time or on a certain schedule.Based on these findings, it is recommended that the principal improve the quality of the School Literacy Movement by adding several types of programs to support the literacy activities carried out and increasing the commitment of all school residents in carrying out school literacy activities, including teachers who teach to further develop various reading strategies carried out by all educators.

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Artadhewi Adhi WijayaAfiliasi tidak diketahui2
Padmi Dhyah YuliantiAfiliasi tidak diketahui1
Gregorius Roehastono AjieAfiliasi tidak diketahui1
Wiwik KusdaryaniAfiliasi tidak diketahui1
Agung Muhammad SyaikhuAfiliasi tidak diketahui1
Lutfie Juliarizka MustofaAfiliasi tidak diketahui1
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Sumber metadata: OAI-PMH (metadata jurnal) https://journal.unnes.ac.id/journals/LIK/oai, pertama di-harvest 5 Nov 2026, terakhir terlihat 5 Nov 2026.
Metadata asli (oai_dc) 
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	<dc:title xml:lang="en">Implementation of School Literacy Movement at Elementary School</dc:title>
	<dc:creator xml:lang="en">Supriyanto, Supriyanto</dc:creator>
	<dc:creator xml:lang="en">Yuliejantiningsih, Yovitha</dc:creator>
	<dc:creator xml:lang="en">Haryati, Titik</dc:creator>
	<dc:subject xml:lang="en">Implementation, Literacy Movement, Elementary School.</dc:subject>
	<dc:description xml:lang="en">This study aims to: (1) Describe and understand the physical environment of the school literacy movement (GLS), (2) the role of the principal as an educator in the character development program To describe and understand the social environment of the school literacy movement (GLS) (3) Describe and understand the academic environment of the school literacy movement (GLS) at SD Negeri 1 Tanggel, Randublatung District, Blora Regency. The method used is qualitative research with a case study type. This study is located at SD Negeri 1 Tanggel Randublatung Blora. Data collection techniques use observation, interviews and documentation. Validation of data validity uses triangulation techniques with data sources. Data analysis techniques use data collection, data reduction, data display and conclusions.             The results of the study show that: (1) the physical environment of the school literacy movement (GLS) includes a) the classroom environment has a reading corner used for independent reading. b) the office environment has media and posters. c) the school yard environment has a gazebo and reading garden, (2) the social environment of the school literacy movement (GLS) includes a) Appreciation. b) social support, c) budget support, (3) the academic environment of the school literacy movement (GLS) includes a) classroom learning b) reading movement 15 minutes before the lesson starts, c) Library visit movement during free time or on a certain schedule.Based on these findings, it is recommended that the principal improve the quality of the School Literacy Movement by adding several types of programs to support the literacy activities carried out and increasing the commitment of all school residents in carrying out school literacy activities, including teachers who teach to further develop various reading strategies carried out by all educators. </dc:description>
	<dc:publisher xml:lang="en">Universitas Negeri Semarang</dc:publisher>
	<dc:date>2025-04-13</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:type xml:lang="en">Peer-reviewed Article</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://journal.unnes.ac.id/journals/LIK/article/view/23622</dc:identifier>
	<dc:identifier>10.15294/lik.v54i1.23622</dc:identifier>
	<dc:source xml:lang="en">Lembaran Ilmu Kependidikan; Vol. 54 No. 1 (2025): Curriculum and Learning, Technology and Innovation in Education; 198-205</dc:source>
	<dc:source>2987-3320</dc:source>
	<dc:source>10.15294/lik.v54i1</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://journal.unnes.ac.id/journals/LIK/article/view/23622/5028</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2025 Lembaran Ilmu Kependidikan</dc:rights>
</oai_dc:dc>