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Ine Kusuma Aryani
Universitas Muhammadiyah Purwokerto, Banyumas, Central Java

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School Literacy Movement Implementation Strategy in Forming Effective Schools in State Elementary School 02 Kalikuda, Adipala District, Cilacap Regency Ine Kusuma Aryani; Siwi Jatmiko
Proceedings of the 1st International Conference on Social Science (ICSS) Vol. 3 No. 1 (2024): Proceedings of the 4rd International Conference on Social Science (ICSS)
Publisher : Green Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59188/icss.v3i1.177

Abstract

This study aims to determine the extent of the implementation strategy of the school literacy movement in forming effective schools at SD Negeri 02 Kalikuda, Adipala District, Cilacap Regency. The research method used is a descriptive qualitative method, which examines the natural condition of objects with the researcher acting as the key instrument. The goal of this qualitative research is to provide an in-depth, detailed, and comprehensive depiction of the empirical reality behind the phenomenon. Data were collected through observation and interviews with informants or participants. The research results indicate that the implementation strategy of the School Literacy Movement (GLS) comprises three main stages: the Habituation Stage, which includes activities such as reading for 15 minutes before lessons start, Literacy Thursdays, and building a literacy-rich physical school environment; the Development Stage, involving the creation of reading corners in classrooms, development of other facilities (UKS, canteen, school garden), and creating text-rich materials, as well as fostering a literacy-rich school environment; and the Learning Stage, which includes reading activities for 15 minutes before class with both lesson and non-lesson content, integrating literacy activities into the curriculum, and implementing various comprehension strategies in thematic lessons. The results of this research will be published and presented in international journals or proceedings.
Analysis of the Principal's Leadership Strategy with the Trilogy Ki Hajar Dewantara Concept in Improving the Quality of Education at Bajing Kulon 04 Elementary School Kroya District, Cilacap Regency Surata Surata; Ine Kusuma Aryani
Proceedings of the 1st International Conference on Social Science (ICSS) Vol. 3 No. 1 (2024): Proceedings of the 4rd International Conference on Social Science (ICSS)
Publisher : Green Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59188/icss.v3i1.180

Abstract

The Principal has an important role in leading, planning, developing, supervising and evaluating school activities, with the concept of the Ki Hajar Dewantara trilogy can improve the quality of education at SD Negeri Bajing Kulon 04, Kroya District, Cilacap Regency. The purpose of the study was to determine the principal's strategy in implementing the concept of the leadership trilogy of Ki Hajar Dewantara, to improve the quality of education at SD Negeri Bajingkulon 04, Kroya District, Cilacap Regency. This research uses a qualitative approach with a descriptive method. Data collection is obtained through interviews, observation, and documentation. The subjects of the study were principals, teachers, and supervisors. The results of the study were found, namely the principal's strategy was prepared by the principal with the approval of educators and education staff who conveyed during the meeting, The obstacles faced by the principal were in the form of teachers who still arrived late and did not implement the rules in an orderly manner, lack of teacher concern when facing the acceptance of new students, The principal's solution applied provided an example,  with the concept of the Ki Hajar Dewantara trilogy, with the character and behavior of Ki Hajar Dewantara setting an example for teachers, providing direction/coaching both personally and through work meetings, fulfilling the required school infrastructure, collaborating with school supervisors in coaching programs, involving teachers in participating in KKG.
Co-Authors Siwi Jatmiko Surata Surata