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All Journal SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL
Bunyamin
Universitas Persatuan Guru Republik Indonesia Semarang, Indonesia
Education Social Sciences Other

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INSTITUTIONALIZING SCIENTIFIC INQUIRY: PRINCIPAL’S STRATEGIES FOR STRENGTHENING SCHOOL LITERACY ECOSYSTEMS Sugiyanti Sugiyanti; Ngurah Ayu Nyoman Murniati; Bunyamin
SOSIOEDUKASI Vol 15 No 2 (2026): SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL
Publisher : Fakultas Keguruan Dan Ilmu Pendidikan Universaitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/sosioedukasi.v15i2.7990

Abstract

The challenges of the 21st century demand comprehensive literacy mastery as the main modality of national competitiveness. This study aims to analyze the Principal's Strategic Management in institutionalizing a research culture through a mandatory Youth Scientific Work (KIR) policy for all students. Research is generally only an optional extracurricular activity, but in SMA Negeri 1 Rembang, KIR has become a mandatory extracurricular activity and even writing a KIR report is one of the graduation requirements. The study was conducted using a qualitative approach with a case study design. Data were collected through in-depth interviews, participant observation, and documentation studies, and validated using triangulation of techniques and sources. Data analysis was conducted using the interactive model of Miles and Huberman. The research findings reveal that the successful implementation of the principal's strategy in implementing a literacy strengthening program through mandatory student KIR rests on four pillars of execution: (1) Creation of an effective organizational structure through the formation of a special KIR team; (2) Determination of procedures focused on the implementation of Standard Operating Procedures (SOP) for intensive clinical guidance; (3) Program development focused on implementing research methodology training and participating in research competitions; and (4) Accountable resource management to support a sustainable school literacy ecosystem. This study concludes that strengthening literacy is not enough to be built with a reading movement alone, but must be institutionalized through a mandatory and structured scientific inquiry curriculum so that a research culture is formed within the school literacy ecosystem.
Co-Authors Ngurah Ayu Nyoman Murniati Sugiyanti Sugiyanti