Literation Movement for Leading Schools: Best Practice and Leadership Power

Introduce By: Patipon Sub-ananchai

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1. Background of the Study

    Low reading interest and literacy achievement among Indonesian students, as evidenced by international assessments such as PIRLS and PISA, have become a serious educational concern. Literacy is no longer limited to reading and writing skills but extends to numeracy, scientific, digital, financial, cultural, and civic competencies that are essential for students to face the challenges of the 21st century. In response to these challenges, the Indonesian Ministry of Education and Culture introduced the School Literacy Movement (SLM) to foster a sustainable literacy culture in schools. This study focuses on the implementation of the School Literacy Movement at Al Mujahidin Muhammadiyah Middle School, a leading Islamic school in Yogyakarta, to examine how structured leadership and best practices contribute to literacy development across the school community.

2. Research Objectives

    The main objective of this study is to analyze the implementation of the School Literacy Movement (SLM) at Al Mujahidin Muhammadiyah Middle School as a model of best practice in leading schools. Specifically, the study aims to:

1. To examine how the School Literacy Movement program is planned, implemented, evaluated, and monitored in a leading Islamic secondary school context.
2. To identify the forms of literacy developed through the program, including reading–writing literacy, numeracy, scientific, digital, financial, cultural, and citizenship literacy.
3. To analyze the role of school leadership and teacher involvement in supporting and strengthening the literacy movement.
4. To explore the impacts of the School Literacy Movement on students, teachers, and the overall school literacy culture.

    These objectives guide the study in presenting the School Literacy Movement as a structured, systematic, and replicable model for other schools in Indonesia and beyond 

3. Research Methodology

    The study employed a qualitative case study approach with a descriptive-analytical design. It was conducted at Al Mujahidin Muhammadiyah Middle School during the 2017–2018 academic year. Data were collected through observations, in-depth interviews, and documentation. Purposive sampling was used to select key informants, namely the principal and teachers involved in the literacy program. Data analysis followed discovery strategies, including reflective observation, literature exploration, and thematic interpretation, while credibility was ensured through peer discussions and member checking.

4. Research Findings

    The findings reveal that the School Literacy Movement was implemented systematically through planning, implementation, evaluation, and monitoring stages. The program positively impacted students’ reading interest, increased library visits, and improved literacy achievements among students, teachers, and staff. Literacy activities expanded beyond reading and writing to include numeracy, scientific, digital, financial, and cultural-civic literacy. Strong leadership, teacher involvement, supportive school culture, and community participation were identified as key success factors. Overall, the study demonstrates that a well-managed and structured literacy program can significantly enhance school quality and serve as a model for other schools at both national and international levels.

5. Reference

Nuryana, Z., Suroyo, A., Nurcahyati, I., Setiawan, F., & Rahman, A. (2020). Literation movement for leading schools: Best practice and leadership power. International Journal of Evaluation and Research in Education (IJERE), 9(1), 227–233.

Link to the full text: https://ijere.iaescore.com/index.php/IJERE/article/view/20279