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All Journal Journal of Innovation and Research in Primary Education International Proceedings of Nusantara Raya
Yuliani, Kusfatun
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Religion Arts Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Implementation of School Literacy Movement Program as An Effort to Improve Students' Reading Interest Class V SD Negeri 3 Karangkemiri Yuliani, Kusfatun
International Proceedings of Nusantara Raya Vol. 3 No. 1 (2024): Locality of Language, Literary, and Culture in Global Development
Publisher : Lembaga Kajian Nusantara Raya UIN Prof. K.H. Saifuddin Zuhri Purwokerto

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Abstract

The School Literacy Movement (GLS) is a social movement supported by the collaborative efforts of various elements. One of the approaches to realizing schools as learning organizations whose members are literate throughout their lives is through the habit of reading among students. This study aims to analyze the implementation of the School Literacy Movement (GLS) program as an effort to increase the reading interest of fifth-grade students at SD Negeri 3 Karangkemiri. The research location is SD Negeri 3 Karangkemiri, Pekuncen Sub-district, Banyumas Regency. The subjects of this study were fifth-grade students of SD Negeri 3 Karangkemiri. The research method used is descriptive research with a qualitative approach. Data collection techniques in this study include observation, interviews, and documentation. The results showed that the implementation of the School Literacy Movement (GLS) program at SD Negeri 3 Karangkemiri is at the habituation stage. The study also revealed that the implementation of the School Literacy Movement (GLS) program, which includes reading storybooks or enrichment books for 15 minutes before lessons start and managing a text-rich learning environment, has a positive influence on increasing the reading interest of fifth -grade students at SD Negeri 3 Karangkemiri. Therefore, the implementation of the School Literacy Movement (GLS) program at SD Negeri 3 Karangkemiri needs to be enhanced to the development stage by involving various stakeholders.
Principal Leadership in Building Positive Culture in Elementary Schools: A Systematic Literature Review Paryati, Paryati; Faradisa, Meliya; Yuliani, Kusfatun; Siswadi, Siswadi
Journal of Innovation and Research in Primary Education Vol. 5 No. 1 (2026)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v5i1.2889

Abstract

Positive culture in elementary schools constitutes a critical foundation for character development in the digital era, yet comprehensive understanding of principal leadership's specific role remains limited. This systematic literature review analyzed 47 peer-reviewed publications from 2015-2025 using PRISMA guidelines, employing thematic synthesis to identify leadership dimensions contributing to positive culture development. Analysis revealed six interconnected leadership dimensions: visionary direction setting (89% of studies), teacher empowerment through professional development (83%), effective communication (79%), exemplary modeling behavior (74%), digital leadership competence (60%), and collaborative culture development (emergent theme). Findings demonstrated that elementary contexts require distinct leadership approaches emphasizing concrete behavioral modeling and developmentally appropriate strategies. Digital leadership emerged as a contemporary imperative, though 73% of reviewed studies reported principals lacked adequate digital competencies. Unexpected findings included reciprocal empowerment dynamics between principals and teachers, and technology's paradoxical effects on school culture. Results extend transformational leadership theory by documenting elementary-specific patterns and implementation gaps between empowerment rhetoric and practice. Findings underscore urgent needs for comprehensive principal preparation programs addressing culture-building competencies, ongoing professional development supporting digital leadership capacity, and educational policies recognizing leadership stability as prerequisite for cultural transformation. Future research should employ longitudinal designs examining temporal dynamics and cross-cultural comparisons clarifying universal versus context-specific practices.
Co-Authors Faradisa, Meliya Paryati Paryati