<![CDATA[Educational autonomy provides space for schools to develop character-strengthening and literacy programs tailored to local needs. This article analyzes the implementation of extracurricular singing and storytelling activities as strategies for character and literacy development at SDN 16 Batang Gasan. The study employs a qualitative descriptive approach with a policy case study design. Data were analyzed using a standards-based policy evaluation framework (utility, feasibility, accuracy, propriety) as well as the concepts of educational decentralization and School-Based Management. The findings show that school autonomy enables the development of arts programs that are relevant to students’ characteristics and the needs of the school. The extracurricular activities were found to enhance students’ self-confidence, oral communication skills, and narrative literacy; however, challenges remain regarding the competence of guiding teachers and the availability of supporting facilities. This article affirms that the implementation of educational autonomy at the primary school level can serve as a strategic instrument for strengthening character and literacy, provided it is supported by structured planning, community collaboration, and continuous evaluation. Keywords: educational autonomy, literacy, character, school policy, arts extracurricular activities.]]>
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