Implementasi Kebijakan Gerakan Literasi Sekolah terhadap Peningkatan Tingkat Literasi Siswa Sekolah Dasar di Indonesia: Systematic Literature Review
DOI:
https://doi.org/10.65634/j-ppe.v1i3.49Keywords:
School Literacy Movement, elementary school, literacy policy, reading interest, systematic literature reviewAbstract
The School Literacy Movement (Gerakan Literasi Sekolah/GLS) is a national policy aimed at fostering a literacy culture in primary education as a response to Indonesia’s low student literacy levels. This article aims to systematically review the implementation of the School Literacy Movement and its impact on improving literacy among elementary school students in Indonesia. This study employed a systematic literature review using a descriptive-analytical approach by analyzing national and international peer-reviewed articles published between 2019 and 2022. Five selected articles were thematically analyzed to identify patterns of implementation, supporting and inhibiting factors, and the impact of GLS on students’ reading interest and literacy skills. The findings indicate that GLS implementation generally contributes positively to reading habits, increased reading interest, and the development of students’ literacy-related character. However, the effectiveness of GLS varies across schools and has not yet resulted in significant improvements in students’ critical literacy skills. Key factors influencing successful implementation include school leadership commitment, teacher support, availability of literacy facilities, and parental and community involvement. This review concludes that strengthening policy implementation, enhancing teacher capacity, and developing a sustainable literacy ecosystem are essential to optimize the impact of the School Literacy Movement on elementary students’ literacy development in Indonesia
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