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All Journal SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL Jurnal Pendidikan Dasar dan Keguruan
Ifan Awanda
Universitas Negeri Yogyakarta
Education Social Sciences Other

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Obstacles to Implementing the Gerakan Literasi sekolah (GLS) in Elementary School Science Literacy Ifan Awanda; Wuri Waryandani; Supartinah
JPDK: Jurnal Pendidikan Dasar dan Keguruan Vol 11 No 02 (2026): Volume 11 Nomor 2 tahun 2026
Publisher : Universitas Islam Ahmad dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47435/jpdk.v11i02.4606

Abstract

Abstract " This study aims to identify obstacles to the implementation of the School Literacy Movement (GLS) on science literacy in 4th grade elementary school students. The study used a descriptive qualitative approach with a single case study design. Data were collected through interviews with 4th grade teachers, direct observation, and photo documentation of 32 students and the condition of school infrastructure. Data analysis used the Miles, Huberman, and Saldaña model. The results of the study revealed five main problems. First, 15 of the 32 students still read by spelling or halting without the application of read-aloud or guided reading methods. Second, the library collection of books is less than 30 titles, most of them are damaged, and there are no illustrated science books available. Third, there is no classroom reading corner. Fourth, there is no reward program for students who read diligently. Fifth, there have never been visits to the Regional Library or mobile library cars. As a result, students are unable to explain simple scientific phenomena such as the water cycle in their own words. The implementation of GLS in elementary school has not reached the nominal literacy level. Solutions offered include read-aloud and guided reading training, the provision of classroom reading corners, reading reward programs, and optimization of BOS funds for the provision of illustrated science books and work. equally active with regional libraries on an ongoing basis.
Professional Teachers’ Perceptions of Organizational Learning and Learning Culture as Professional Development Strategies in Elementary Schools Dewi Astuti; Haryanto; Ifan Awanda
JPDK: Jurnal Pendidikan Dasar dan Keguruan Vol 11 No 02 (2026): Volume 11 Nomor 2 tahun 2026
Publisher : Universitas Islam Ahmad dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47435/jpdk.v11i02.4608

Abstract

This study aims to describe professional teachers' perceptions of organizational learning and learning culture as strategies for developing professionalism in elementary schools. This study used a qualitative approach with a phenomenological design. The main participants consisted of two teachers who graduated from the In-Service Teacher Professional Program and worked at SD Negeri 1 Baledono, Purworejo. Participants were selected purposively because they had teacher certification, had at least five years of teaching experience, and were active in collaboration and self-development at school. Data were obtained through in-depth semi-structured interviews, with the principal and students as sources of triangulation. Data were analyzed using thematic analysis. The results showed that teacher professionalism is formed through three dimensions: knowledge, skills, and attitudes. Professional knowledge develops from teaching experience and interactions with students. Professional skills grow through collaboration, reflection, learning innovation, utilization of technology, and professional networks. Professional attitudes are evident in openness, adaptability, commitment to quality, a spirit of sharing, and trust among teachers. The implications of this study emphasize the need to strengthen spaces for collaboration, joint reflection, mentoring between teachers, learning communities, and support from school principals for more sustainable teacher professional development.
CHILDREN’S CHARACTER THROUGH THE NATURE SCHOOL CULTURE Dewi Astuti; Wuri Wuryandani; Ifan Awanda; Allsya Oktaviasary; Dewi Rahmawati; Inggit Dyaning Wijayanti
SOSIOEDUKASI Vol 15 No 4 (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.v15i4.9715

Abstract

Character education has become a central issue due to the moral crisis among the younger generation, making the integration of values ​​into school culture essential. This study aims to analyze the forms and characteristics of the culture at Sekolah Alam Baturraden (SA Baturraden) and the process of character formation fostered by that culture. The study population comprised the entire Sekolah Alam Baturraden community, with a sample consisting of the principal, facilitators/teachers, students, and parents selected through purposive sampling. Data were collected via participant observation, in-depth interviews, and document analysis. The analysis employed the interactive model developed by Miles, Huberman, and Saldaña involving data condensation, data display, and conclusion drawing/verification complemented by triangulation. The findings indicate that the nature-based school culture is shaped by four pillars: daily routines, teacher role-modeling, nature-based projects, and shared rules; these pillars synergistically foster character development through habituation, modeling, and social reinforcement. Consequently, the school needs to strengthen the consistency of habituation, role-modeling, self-control guidance, and parental partnerships.
Co-Authors Allsya Oktaviasary Dewi Astuti Dewi Rahmawati Haryanto Inggit Dyaning Wijayanti Supartinah Wuri Waryandani Wuri Wuryandani