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All Journal Jurnal Pembangunan Pendidikan: Fondasi dan Aplikasi Jurnal Akuntabilitas Manajemen Pendidikan
Fajrin, Hilma Oktaviana
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Education

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A School Literacy Program and Parental Role in Enhancing Students' Literacy Pambudi, Haryo Aji; Fajrin, Hilma Oktaviana
Jurnal Akuntabilitas Manajemen Pendidikan Vol. 12 No. 1 (2024): April
Publisher : Faculty of Educational Sciences, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jamp.v12i1.72864

Abstract

Low reading literacy levels in Indonesian schools are one of the major issues, and the government has urged all schools to start the School Literacy Movement or SLM. As a reference school that successfully implemented this program, State Junior High School 4 Pakem in Yogyakarta, Indonesia, was used in this study to learn how SLM was being implemented there. Additionally, it reveals how parents supported the program. This study is descriptive by using documentation, a questionnaire, and interviews to gather data. This study has revealed the implementation of the School Literacy Program in State Junior High School 4 Pakem, which consists of ten main items. Moreover, the parental role is also crucial for the success of this program. Mostly, the parents hold positive beliefs regarding implementing the school-based literacy program. The parents become role models, communicators, and facilitators during the running program, creating a literacy atmosphere in their family surroundings. 
Curriculum reform and language pedagogy: Rethinking policy and practice in Indonesia Pambudi, Haryo Aji; Fajrin, Hilma Oktaviana
Jurnal Pembangunan Pendidikan: Fondasi dan Aplikasi Vol. 13 No. 2 (2025): December
Publisher : Graduate School, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jppfa.v13i2.91132

Abstract

This study aims to investigate how Indonesia’s Merdeka Curriculum reform influences English language pedagogy, focusing on the alignment between policy expectations and classroom practices. Grounded in the framework of curriculum and instructional development, the research employs a qualitative descriptive design involving document analysis, teacher interviews, and classroom observations in selected junior and senior high schools. Data were analyzed thematically to identify recurring patterns in pedagogical adaptation and implementation challenges. Validation of the instruments and data interpretation were ensured through expert judgment, triangulation, and member checking to maintain credibility and dependability. The findings reveal that while the Merdeka Curriculum encourages a significant pedagogical shift toward learner-centered, contextual, and genre-based English teaching, teachers still struggle with interpreting curriculum guidelines, designing authentic learning activities, and assessing students’ communicative competence. The analysis indicates that limited professional training and institutional support have constrained the effectiveness of the reform at the classroom level. This study concludes that successful curriculum transformation requires stronger teacher capacity-building programs, clearer instructional frameworks, and sustained policy communication between stakeholders. The research contributes to the broader discourse on curriculum reform and educational development by highlighting the interaction between national education policy and pedagogical practice in the context of a developing country.
Co-Authors Haryo Aji Pambudi