Literacy Culture to Grow Learning Persons

Minister of Education and Culture (Permendikbud) Regulation Number 23 of 2015

concerning Cultivation of Characterists strengthens efforts to establish a culture of literacy. One
of the things stipulated in the Minister of Education and Culture is that the 15-minute activity
reads non-learning books before the study time begins. The habit of reading this book is
considered to be able to foster reading interest and improve reading skills so that knowledge can
be mastered better. In addition to the Ministry of Education and Culture, government efforts to
foster a reading-loving community are implemented in the form of the School Literacy
Movement (GLS), the Community Literacy Movement (GLM) and the National Literacy
Movement (GLB). GLS and GLB are carried out in schools for students and other school
residents, from elementary to secondary level. While GLM is intended for non-school age
people.

GLS emphasizes literacy activities which include thinking skills using sources of
knowledge in print, visual, digital, and auditory forms. While GLM still prioritizes reading,
writing and numeracy activities, given the GLM target for illiterate out-of-school communities.
To support this literacy culture, the Language Development and Protection Agency, the Ministry
of Education and Culture, through its GLB provides materials to read folktales. In 2016, there
were 263 books written, consisting of 93 reprints of folklore and 170 new folklore writing books.
This edition of Jendela Magazine peels GLS and GLM in full. GLS presented starts from
elementary, junior high, high school and vocational levels. GLS at Extraordinary Schools (SLB)
is also not missed discussed. In the GLM section, Jendela discusses independent business
literacy programs which in addition to helping people know about reading, writing, arithmetic
(calistung), also provide life skills in the form of skills that empower the community.

Indonesia has indeed succeeded in reducing the rate of illiteracy. But the next challenge is
to foster a reading culture among the people of Indonesia. The growth of reading culture is
important considering the ability and reading skills are the basis for a person gain knowledge,
skills, and attitude formation. Being literate generation means going to a critical and caring
society. This means that it is critical of all information received, so it does not react emotionally
and cares about the environment. A literate school ecosystem has the following characteristics.

1. Fun and friendly to children, thus fostering the spirit of citizens in learning.

2. All citizens show emotion, care, and respect others

3. Grow the spirit of curiosity and love of knowledge

4. Enabling citizens to be able to communicate and can contribute to their social environment.

5. Accommodate the participation of all citizens and the school's external environment.
Basic Literacy

Six Components of Basic Literacy

The stages of education about money (financial literacy) according to the age of the child

- Ages 5-6 years

Children are expected to get to know the concept of money. Money is a tool for buying and
selling. Money functions to buy or pay for services.

Parent's task:
Introduce various types of money (coins, paper), play counting money, sort money, and get
involved with games in gadgets with money. Involve children in shopping activities and carry
out transactions related to themselves (buying bread, ice cream, etc.).

- Ages 7-9 years

Children are expected to get to know the culture of saving. Children begin to understand how to
use wise money, even if it's their own money. Determine short-term targets.

Parent's task:
• Buy / make piggy banks to save children's money. Teach children to collect money they earn
from gifts, Angpau, and others.
• Start giving weekly allowances.
• Give guidance & corridors on how to use the money. Teach children to delay snacks and save
money so he can buy a valuable thing that the child wants.
• Teach children to be disciplined and accept the consequences. If the allowance is spent
prematurely, don't add money so the child learns about the consequences of his actions
- Age 10-12 years
Children are expected to start being able to conduct financial transactions, such as shopping at a
store. Children are expected to understand the meaning of money (that money does not come just
like that, is valuable so it needs to be used wisely, people work / invest to get money). Children
start learning to make medium-term plans, for example: children learn to save to buy shoes.
Parent's Duty:
• Create a bank account account in the name of the child so that the child can save.
• Ask the child to buy the items with his own savings.

- Ages 13-15 years old

Children are expected to start learning simple money planning (budgeting). Children begin to
know about banking products such as ATM, debit cards and credit cards, what their functions
and differences are.

Parent's task:
• Teach children to calculate their savings & income and make their expenditure plans. Teach
children about atm. credit and debit cards.
• Teach children to use banking products in your guidance, such as debit cards, e-money - BCA
Flazz, e-money Mandiri, Jakarta Smart Cards, Indonesia PIntar Cards etc.).
 • Teach children not to share financial information (ATM pins, etc.) with others or on the
Internet.
- Ages 16-18 years
Children are expected to start learning about investing, understanding loans, taxes and
insurance. Children begin to learn to understand household financial management.

Parent's task:
• Teach children about investment choices. If you don't understand, find a way through books
or training for children regarding investment, taxes, and insurance.
• Involve children in discussions about family finances and consider the inputs they provide.

Literacy read-write-count (calistung) is basic literacy (basic literacy) relating to the ability
to listen, speak, read, write, and count (counting) relating to the ability to analyze (calculating),
perceive (perceiving), communicate, and describe information (drawings) based on
understanding and personal conclusions.

Science literacy is the main domain of the Program for International Student Assessment
(PISA). Science literacy is the ability to use science knowledge to identify problems and draw
conclusions based on evidence in order to understand and make decisions about nature and
changes made to nature through human activities.

Literacy of Information and Communication Technology (ICT) is the ability to understand

completeness that follows technologies such as hardware, software, and ethics and etiquette in
utilizing technology.

Financial Literacy is knowledge or ability to manage finances. According to the Financial

Services Authority (OJK), financial literacy is a series of processes or activities to increase the
knowledge, beliefs and skills of consumers and the wider community so that they are able to
manage finances well.

Cultural Literacy is the ability to know the culture of the nation, both local wisdom and
national culture, and the ability and desire to preserve and develop the culture. Cultural literacy
aims to prevent the fading of local culture due to the impact of the entry of a very strong global
culture. To reduce the influences of strong global culture, literacy and public awareness of the
importance of preserving local culture are needed. Current conditions, many young people are
starting to not know their own culture. The young generation must be able to develop their
abilities in facing the global era, but do not get carried away by the flow of global culture that is
not in accordance with their own culture.

Citizenship Literacy is the ability or awareness of a person regarding policies and decisions
in the administration of the state, as well as their actions and actions for the administration of the
state in the life of the community, nation and state.
 These six literacy skills are in line with Nawa Cita which is the priority agenda of the
Indonesian government in relation to improving community life skills. Literacy is also a global
issue because 2015 was the end of the decade of "Development for Sustainability" from
UNESCO, or the UNESCO Decade of Education for Sustainable Development. This decade is
also the end of the Millennium Development Goals (MDGs) to become Sustainable
Development Goals (SDGs) until 2030.

School Literacy Movement

Cultivate a Literat School Ecosystem

The results of the international survey, namely the Progress in the International Reading
Literacy Study (PIRLS) in 2011, and the Program for International Student Assessment (PISA)
in 2009 and 2012, showed that reading skills of Indonesian students were still ranked below.
This fact opens our eyes to the fact that Indonesian students' literacy skills are still low. Even
though literacy skills in the era of information technology are currently important so students
understand the text analytically, critically, and reflectively. With good literacy skills, students
have the ability to access, understand, and use information intelligently and safely (media
safely).

For this reason the School Literacy Movement (GLS) was developed by targeting school
ecosystems at the level of basic education and secondary education. GLS is carried out in three
stages, ranging from the growth of reading interest through 15 minutes of reading non-learning
books, improving literacy skills through activities to respond to enrichment books. , to improve
literacy skills in all subjects.

The fact that the results of the international survey (PIRLS 2011, PISA 2009 & 2012)
measure students' reading skills, Indonesia ranks below the demands of reading skills in the 21st
century is the ability to understand information analytically, critically, and refective Learning in
schools has not been able to teach century competency 21 Reading activities in schools need to
be strengthened by reading habits in the family and community.

GLS goal

General purpose

To develop students' character through civilizing the school literacy ecosystem manifested
in the School Literacy Movement so that they become lifelong learners.

SPECIAL PURPOSE

• Develop a literacy culture for reading and writing students at school

• Increase the capacity of citizens and the school environment so that they are literate
• Making the school a fun and child-friendly learning park so that school people are able to
manage knowledge

• Maintaining the sustainability of learning by presenting various reading books and

accommodating various reading strategies

SCHOOL LITERATION PRINCIPLES

• In accordance with the stages of development of students based on their characteristics

• Implemented in a balanced manner; use a variety of texts and pay attention to the needs of
students

• Take place in an integrated and holistic manner in all curriculum areas

• Literacy activities are carried out continuously

• Involving oral communication skills

• Consider diversity

GLS in Elementary School

Works with Text

The elementary school level is the starting point for developing literacy skills in formal
education. At this level, students are introduced to basic literacy skills, namely the skills of
listening, speaking, reading and writing This literacy skill will develop through habituation.
Diverse activities can motivate students to enjoy literacy.

With this method, students will be motivated to read by looking at the figure of the teacher
who demonstrated the contents of the reading. A pleasant reading experience for these students
will build communication between teachers and students. In addition to reading aloud, the
teacher can create a calm, comfortable and uninterrupted atmosphere so that students can
concentrate on reading inwardly. The process of reading in the heart will grow the habit of
reading to students. Books that are read are books that suit the interests of students without
overruling the reading content in the book.

GLS in middle school

Concept Map Develop

Children's response to books

In order for reading to continue to have educational value, book content should contain
messages of ethical values, spread the spirit of optimism, and develop the ability to think
critically, creatively and innovatively in accordance with student growth and development in the
early teens (12-15 years). The type of book that is suitable for the level of cognitive and
psychological development of junior high school students includes works of fiction and
nonfiction.

The recommended genre for the selection of reading books for fiction (short stories,
novels, comics) includes: 1) adventure; 2) fantasy; 3) mystery / detective; 4) classic stories; and
5) humor. For nonfiction genres, the selected books can be: 1) stories of daily life; 2) historical
stories; 3) popular science; 4) magazines / newspapers; 5) science; 6) sports; 7) art; 8) biography
/ autobiography; and 9) motivation.

Middle school students can also make a journal of responses to books. The response
journal contains a record of students' thoughts and feelings about the book being read and the
reading process. This activity allows students to explore their ideas more deeply than to give
responses or retell the contents of the book orally. In writing responses, students can reflect, look
for links between the text and themselves, or write their reactions to the text. In the response
journal they can also write down and remember new words that they find in the book, and record
ideas about books or authors who want to read more. Journal of response of junior high school
students can be a notebook or worksheet.

GLS in high school

This is the Unique Way for Schools to Create High School Students in Literat

Understanding of reading middle school level students is tested by the Organization for
Economic Cooperation and Development (OECD) in the Program for International Student
Assessment. In 2013, Indonesian students ranked 64th with a score of 396 from an OECD
average score of 496. The low level of skills proved that the learning process in schools had not
been able to form literate students.

This movement involving stakeholders in the education sector encourages schools as

learning organizations whose citizens are lifelong literates. The central government, regional
government, schools, and all components of the community work hand in hand to make the
school a pleasant learning park by presenting various reading books and accommodating various
reading strategies.

One of the efforts to foster students' interest in reading is by encouraging them to buy one
of their favorite non-learning books. In realizing literate high school students, schools assisted by
stakeholders need to implement three stages of GLS. The three stages are the habituation stage,
the development stage, and the learning stage. Activity 15 minutes reading non-learning books
before the first lesson begins, one of the basic stages of habituation forms literate students.

GLS IN VOCATIONAL SCHOOL

Literacy Information with Digital Literacy

The implementation of literacy programs in Vocational High Schools (SMK) is driven

towards digital literacy, or electronic / computer based literacy. Students at this level are
expected to be able to read, write, and relate to information using the technology and formats that
exist in their time. Digital literacy is a set of attitudes, understandings, skills to handle and
communicate information and knowledge effectively in various media, as well as a format for
understanding web and search engines.

There are six aspects

can be done so that the reading program can succeed:

1. Access to books

Students need to open themselves to access to books / reading, either through libraries,
newspapers, magazines, comics, or readings obtained from the internet. From the school side, to
foster awareness of students in reading, facilities and facilities need to be provided such as
reading corners in each class that are used to display and store reading material.

2. Book appeal

Basically, students are free to determine what books they want to read. Many interesting books
consist of types of themes, topics, and genres that are in accordance with the interests of
students. Teachers can also participate in the selection of genre books provided in the reading
room.

3. A conducive environment

Silent reading requires a pleasant, relaxed classroom environment

stiff, and calm. A conducive environment can be built by installing posters about the importance
of reading, seating arrangements or reading corners.

4. Encouragement to read

Students will be more eager to read if the teacher and staff at school can be good examples.
Learners can also ask for help from librarians and support staff to get advice on choosing the
right book.

5. Certain time to read

There must be a certain time set as reading time, for example 15 minutes every day,
in accordance with Permendikbud Number 23 of 2015. Reading activities in a short period of
time, but often and periodically prove to be more effective than a long but rare time (for example
1 hour / week on certain days).

6. There is no duty bill

Independent reading should be a fun activity. Students need not worry about the task of making
reviews. However, the enjoyment of reading can be felt if the reader can retell what has been
read.

The Role of Educational Ecosystems Grows Student Literacy in Special Schools

21st century competencies need to be owned by students, not least by Extraordinary School
Students (SLB). Schools as joint learning organizations of stakeholders must become individual
lifelong learners and collaborate in practicing knowledge management activities. One of them is
through the School Literacy Movement (GLS) in SLB which develops language skills including
listening, speaking, and reading and writing. However, the implementation of these activities
needs to be adjusted to the obstacles that SLB students have and the level of their education units
(SD-LB / SMP-LB / SMA-LB).

The implementation of GLS in SLB will run well if it is supported by facilities and infrastructure
to support important components of literacy in schools. One of them is library space for school
residents and stakeholders. For students with visual impairments or deafness, of course, it
requires braille books, auditory readings, original or miniature objects as visual aids, and others.
Development of Wall Magazine (mading) is also a form of GLS support in SLB. Students are
given an appreciation room to produce their best work in the field of literacy such as short
stories, poetry, and so on.