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All Journal Journal of Current Studies in SDGs Journal of Current Studies in SDGs
Rusijono Rusijono
State University of Surabaya
Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Environmental Science Social Sciences Other

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Integrating School and Family Literacy to Foster Early Reading Habits: Evidence for SDG 4 from Indonesian Kindergartens Ida Farida; Rusijono Rusijono; Karwanto Karwanto
Journal of Current Studies in SDGs Vol. 2 No. 3 (2026): September
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jocsis.2.3.279

Abstract

Objective: This study aims to examine the implementation and outcomes of a School–Family Literacy Partnership model in fostering reading habits among children in early childhood education. It also investigates how the integration of school and family literacy practices supports sustainable reading habit formation. Method: A mixed-methods intervention design was employed involving two early childhood education institutions in Indonesia. Data were collected through observations, interviews, questionnaires, documentation, reading journals, and program evaluation records, and analyzed using descriptive statistics and thematic analysis. Results:  Integrating school literacy activities, home reading practices, parental involvement, monitoring, and reading recognition created a supportive literacy environment that strengthened children's reading engagement. Students achieved an average of 71 and 73 books per student, while program effectiveness reached 93.1% and 87.5%, indicating the important role of parental involvement in sustaining reading habits. Novelty: A School–Family Literacy Partnership Model is proposed to conceptualize reading habit formation as the outcome of coordinated interactions between school and family literacy environments. The model extends existing literacy interventions by emphasizing cross-context collaboration as a key mechanism for developing sustainable reading habits in early childhood education.
Advancing SDG 4 through Effective Governance: A POAC-Based Educational Management Model for Early Childhood Literacy Ida Farida; Rusijono Rusijono; Karwanto Karwanto
Journal of Current Studies in SDGs Vol. 2 No. 4 (2026): December
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jocsis.2.4.280

Abstract

Objective: The aim of the research was to develop and evaluate a POAC-Based Educational Management Model for literacy development in early childhood education and to assess its effectiveness and feasibility. Method: The study employed a Research and Development (R&D) approach using the ADDIE framework, integrating quantitative and qualitative methods. Data were collected through observations, interviews, questionnaires, documentation, reading journals, and expert validation, and analyzed using descriptive statistics and thematic analysis. Results:  The proposed model achieved a 91.9% validity score and demonstrated high implementation effectiveness, with 93.1% in RA Ma'arif and 87.5% in TK Melati. The findings show that systematic planning, effective stakeholder coordination, structured implementation, and continuous monitoring significantly enhanced literacy development and fostered a sustainable literacy culture. These outcomes indicate that management-driven literacy programs can improve educational quality by ensuring consistent and collaborative literacy practices, supporting the achievement of SDG 4, particularly in promoting inclusive and equitable quality learning opportunities. Novelty: This study introduces a POAC-Based Educational Management Model that conceptualizes literacy development as a management-driven process rather than solely an instructional activity. The model provides a practical and sustainable framework for strengthening literacy culture in early childhood education institutions.This management-oriented approach contributes to the literature by offering an innovative strategy for advancing SDG 4, particularly through improving the quality, effectiveness, and sustainability of literacy education in early childhood settings.
Integrating School and Family Literacy to Foster Early Reading Habits: Evidence for SDG 4 from Indonesian Kindergartens Ida Farida; Rusijono Rusijono; Karwanto Karwanto
Journal of Current Studies in SDGs Vol. 2 No. 3 (2026): September
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jocsis.2.3.279

Abstract

Objective: This study aims to examine the implementation and outcomes of a School–Family Literacy Partnership model in fostering reading habits among children in early childhood education. It also investigates how the integration of school and family literacy practices supports sustainable reading habit formation. Method: A mixed-methods intervention design was employed involving two early childhood education institutions in Indonesia. Data were collected through observations, interviews, questionnaires, documentation, reading journals, and program evaluation records, and analyzed using descriptive statistics and thematic analysis. Results:  Integrating school literacy activities, home reading practices, parental involvement, monitoring, and reading recognition created a supportive literacy environment that strengthened children's reading engagement. Students achieved an average of 71 and 73 books per student, while program effectiveness reached 93.1% and 87.5%, indicating the important role of parental involvement in sustaining reading habits. Novelty: A School–Family Literacy Partnership Model is proposed to conceptualize reading habit formation as the outcome of coordinated interactions between school and family literacy environments. The model extends existing literacy interventions by emphasizing cross-context collaboration as a key mechanism for developing sustainable reading habits in early childhood education.
Advancing SDG 4 through Effective Governance: A POAC-Based Educational Management Model for Early Childhood Literacy Ida Farida; Rusijono Rusijono; Karwanto Karwanto
Journal of Current Studies in SDGs Vol. 2 No. 4 (2026): December
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jocsis.2.4.280

Abstract

Objective: The aim of the research was to develop and evaluate a POAC-Based Educational Management Model for literacy development in early childhood education and to assess its effectiveness and feasibility. Method: The study employed a Research and Development (R&D) approach using the ADDIE framework, integrating quantitative and qualitative methods. Data were collected through observations, interviews, questionnaires, documentation, reading journals, and expert validation, and analyzed using descriptive statistics and thematic analysis. Results:  The proposed model achieved a 91.9% validity score and demonstrated high implementation effectiveness, with 93.1% in RA Ma'arif and 87.5% in TK Melati. The findings show that systematic planning, effective stakeholder coordination, structured implementation, and continuous monitoring significantly enhanced literacy development and fostered a sustainable literacy culture. These outcomes indicate that management-driven literacy programs can improve educational quality by ensuring consistent and collaborative literacy practices, supporting the achievement of SDG 4, particularly in promoting inclusive and equitable quality learning opportunities. Novelty: This study introduces a POAC-Based Educational Management Model that conceptualizes literacy development as a management-driven process rather than solely an instructional activity. The model provides a practical and sustainable framework for strengthening literacy culture in early childhood education institutions.This management-oriented approach contributes to the literature by offering an innovative strategy for advancing SDG 4, particularly through improving the quality, effectiveness, and sustainability of literacy education in early childhood settings.
Co-Authors Ida Farida Karwanto Karwanto