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Bernadeta Elsa Gita Saputri
Graduate School, Yogyakarta State University, Yogyakarta, 55281, Indonesia
Religion Humanities Education Library & Information Science Other

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Evaluation of the School Literacy Movement Program at Sridadi Public Elementary School 1 in Central Lampung Regency Bernadeta Elsa Gita Saputri; Aman Aman; Era Mutiara; Arif Dwi Suryanto; Albertus Febza Kusuma; Zamzami Zamzami
Journal of Educational Sciences Vol. 10 No. 4 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.4.p.244-265

Abstract

This study was conducted to provide empirical evidence regarding the effectiveness of the School Literacy Movement (SLM) program in increasing elementary students’ reading interest. The study aimed to evaluate the implementation of the SLM program at SD Negeri 1 Sridadi to develop students’ reading habits and increase their reading interest. This evaluative research employed the CIPP (Context, Input, Process, Product) evaluation model using a mixed-methods approach. Data were collected through document analysis, in-depth interviews with the principal, teachers, and library managers, and questionnaires measuring students’ reading interest. The results indicate positive achievements across all evaluation components. The Context component was categorized as “Very Good,” indicating alignment between program planning and school needs. The Input component was adequate in terms of infrastructure, human resources, funding, and library management, although the availability of non-curricular reading materials remained limited. The Process component was rated “Good,” particularly for implementing a 15-minute reading habit before lessons, though stronger monitoring and evaluation are needed. The Product component showed a “Very Good” level of reading interest and improved reading habits. Overall, the SLM program has been implemented effectively, although improvements in input aspects are still needed.
Evaluation of Inclusive and Multicultural Education Policies to Support the Achievement of the Sustainable Development Goals (SDGs) at Tumbuh Elementary School in Yogyakarta Era Mutiara; Suranto Aw; Mawaddah Fatin Nuradiah; Isti Faniyah; Nur Khafifah Luthfiyah B; Bernadeta Elsa Gita Saputri
Journal of Educational Sciences Vol. 10 No. 1 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.1.p.1913-1936

Abstract

This study was motivated by the need for empirical evidence on the effectiveness of inclusive and multicultural education policies at the elementary school level to ensure fairness and the quality of learning. The purpose of this study was to evaluate the inclusive and multicultural education policies at SD Tumbuh Yogyakarta in support of the Sustainable Development Goals (SDGs). This evaluative study employs the CIPP (Context, Input, Process, Product) model within a mixed-methods, concurrent embedded design. Data were collected through document studies, in-depth interviews, and questionnaires that adapted the Index for Inclusion and multicultural education indicators. The evaluation results show positive achievements in all components. The Context component for inclusive education achieved a rating of “Very Good” (81%), while the multicultural component achieved a rating of “Good” (61%). In the Input component, the availability of infrastructure for inclusive and multicultural education was also adequate. The Process component of learning achieved a “Very Good” rating (87.50%), and the Product component showed positive social and academic development in students, supported by a flexible assessment system. Overall, the inclusive and multicultural education policies at SD Tumbuh have been well implemented and have contributed to creating a fair, high-quality learning environment that supports the SDGs, although there is still a need to strengthen aspects of multiculturalism and parent involvement.
Co-Authors Albertus Febza Kusuma Aman Aman Arif Dwi Suryanto Era Mutiara Isti Faniyah Mawaddah Fatin Nuradiah Nur Khafifah Luthfiyah B Suranto Aw Zamzami Zamzami