Students ’ Social Literacy in their Daily Journal

This study was aimed to determine the students’ social literacy in their daily journals at grade four of Al-Fauzien Islamic elementary school in Indonesia. The ability of social literacy is the capacity of a person to be able to live and contribute to his or her community, which involved intellectual skills, social skills, cooperative skills, and attitudes and values. The student's daily journal is a collection of student writings whose contents expose students' skills in reflecting experiences, findings, critical thinking, connecting ideas, exploring and expressing their knowledge. The method used in this study is a qualitative method with qualitative content analysis techniques. The data of this study are the sentences taken from students 'daily journals, which were then reduced, coded based on students' social literacy aspects that appeared and analyzed, then triangulated. The results of the study revealed the ability of students’ social literacy as follows: intellectual skills 34.1%, social skills 12.6%, cooperation skills 14.7%, and social attitudes and values 38.5%.

INTRODUCTION ~ The competency of education to be attained always develops and dynamic along with the current times.
As in the 21 st century now, one issue that must be achieved through education is literacy skill.This lability is important to instill in education and is one of the competencies that must be achieved, because entering the 20 th century literacy has become a product as well as a goal set by the school that automatically makes the quality of individuals and groups determined by their literacy level (Cook-Gumperz, 2006).The old definition of literacy has been expanded.
Literacy is not only interpreted as reading and writing literacy, but also involves one's skills in the context where literacy existed.
As stated by Bearne (2003, p. 98), "Literacy includes a set of cultural developments and contextually practiced in its culture".
In short, literacy acquisition depends on the socio-cultural context where literacy is examined.Literacy is seen as a process of instilled to know about something, more than that students are taught to implement their knowledge in their lives, have values and behaviour originated in their values, so they can adjust themselves with life and create a harmony.
Good literacy skills can improve individual life quality, social groups, and even wider community (Cook-Gumperz, 2006).This denotes that the better the level of literacy, the higher the life quality will be.
As literacy skill is important possed by individuals, then, it began to be learned from various discipline's perspectives so that the study of media literacy, scientific literacy, mathematical literacy, critical literacy was born, and one of them was social literacy.
Social literacy ability is a person's capability to integrate in implementing all knowledge, skills, including attitudes and values that he believes in social life.Social literacy involves the process of learning about a range of social skills as well as the development of social knowledge to understand and interpret various social problems that must be faced in life (Arthur & Davison, 2000).Social literacy ability is a person's capacity to connect with people around, include social, intellectual, even emotional intelligence (Lgleysteen, 2018).thinking and connecting ideas, and making students to be able to explore and express their knowledge (Reinertsen & DaCruz, 1996).
For these reasons, the students' social

RESULTS AND DISCUSSION
The four aspects of social literacy skills of the students appeared in the journal are with real problems that continue to appear together with the previous experiences (Jacobsen et al., 1999).
The ability to draw conclusions was seen when students concluded the results of their observations and interviews on the  (Agustyaningrum, 2015).In other words, the ability of synthesis analysis involves the process of interpretation by linking or uniting various elements so that a more comprehensive pattern is formed (Sanderayanti, 2015).In this case, the students can describe the bad effects that occur when someone consumes junk food and uses the gadget excessively so that students can create new patterns that in addition have a positive impact, it turns out that junk food, and gadgets also have a negative impact on society.
The ability to distinguish facts and opinions is actually aided by understanding and students' previous learning experiences positive or negative in nature (Sapriya, 2015).If in their learning processes students are accustomed to expressing ideas or opinion, students will be trained to dare to speak and think critically.As Sapriya stated that the purpose of critical thinking is to test an opinion or idea, including making judgments based on the opinions proposed (Sapriya, 2015).
Students ability to make value judgments in making decisions appeared in students' processes understanding, institutions and authorization that practiced in society (Sapriya, 2015).In this case, the substantive value that is taken into consideration is the values underlying the status, role and inclination of a person in their family institution.

Daily Journal
Elliot & Gresham (Rao, Beidel, & Murray, 2008) explain, social skills as specific behaviors that are produced in positive social interactions, and are needed for effective interpersonal communication.
The impact of social skills that include certain attitudes found in a person can be used for a success in the social domain or social relations (Gresham, Sugai, & Horner, 2001).The discussion on students' social skills is explained as follows.
Social sensitivity of students was identified when learning about natural disasters, i.e.
when students felt sad to see the video of the victims of the Mount Sinabung natural disaster.When students showed their social sensitivity, they were actually showing their emotional intelligence.Emotional intelligence includes the ability to empathize and be sensitive to the feelings of others (Goleman, 2000).This social sensitivity is important to be fostered and trained as it is the basic point of student success.The learning activity that showed videos about natural disasters which were currently happening is not only contextual learning but also fostering students' social sensitivity as this video can stimulate the amygdala of the brain that controls emotions (Rose & Nicholl, 1998).If the amygdala does not function, the creative, imagination and emotional nuances that move feelings of art, humor, imagination, affection, music, and a sense of humanity will diminish (Jensen, 1995).Thus, learning that motivate performance is virtuous to develop students' social sensitivity.
Students' ability to control self is naturally seen in elementary school students.
Around the age of eleven years, children have been able to describe conflicting feelings towards the same target even at the age of eight years children begin to be able to integrate a series of positive and negative emotions that are mutually opposed at one time (Papalia et al., 2007).
However, all this goes back to the emotional intelligence possessed by the students.Students who are able to manage self-emotions have an awareness of the emotions they feel.Emotion awareness can fortify them from negative behaviors when expressing emotions that they feel (Goleman, 2000).Then in this case the role of the teacher is also very helpful in teaching students about self control.From interviews with teacher and the writing in the students' daily journals it is known that the teacher sometimes invites students to discuss and solve problems existed.This can reduce the chance of fights that arise because students were indirectly taught to express anger verbally rather than physically through communication and deliberation (Jacobsen et al., 1999).Thus, group learning will always allow conflict, but the emotional intelligence of students in controlling their negative emotions and the role of the teacher as a mediator of conflict will help to solve problems without fighting.
From group learning, students have developed skills in exchanging ideas and experiences with others.In the lesson, this is important to do considering that by doing so students will be helped to see ideas in different ways and allow students to construct knowledge by empowering other people's ideas (Jacobsen et al., 1999).

Students in their Daily Journal
Cooperation according to Arifin (2015, p. 58) is "a skill in which there are certain activities to achieve common goals by helping each other and understanding each other's activities".Division of roles in groups is one of the most important parts of collaboration process.In detail discussion of student cooperation skills is as follows.
Based on content analysis in students' daily journals, it appears that students each has their role in the group for a goal to be achieved together i.e. to be the winner of the "Labirint Goals" game.Group learning carried out through games can indeed improve cooperation skills (Indrastoeti & Mahfud, 2015).So that clearly in daily journals, students express one of the forms of cooperation that they do with friends is to share roles in the game and try to carry out their roles skillfully for a victory.
Cooperation will arise if a person has knowledge and self-control to fulfill the goal through cooperation (Arifin, 2015).
Knowledge that students have was shown when students hold discussions in the process of group collaboration.Thus, students were seen participating in group discussions by exchanging their knowledge.
In addition, student participation in making group decisions also appeared when they were given quizzes about globalization.
The quiz has been able to involve cognitive aspects (problem solving) and psychomotor aspects (cooperation skills) because the teacher actually asks ordinary questions, but rather than calling one student, the teacher asks all students to think about the answer (thinking aspect) then discuss it with them (sharing aspect) (Jacobsen et al., 1999).Thus, learning becomes more effective because all students were actively involved in making group decisions to answer the quiz.

Attitudes and Values of Grade Six Students in their Daily Journal
The These values become a reference in behaving and acting done by students in the community (Jacobsen et al., 1999).
Students are able to take decisions involving two choices based on value considerations.Decision making is part of cognitive skills that involve the development and application of procedures to organize, select, and interpret information in a decision context (Ross, 1981).However, it is not enough just to use cognitive abilities.The more comprehensive decision making is the ability to think about available alternative choices, considering existing facts and evidence, considering personal and community values (Sapriya, 2015).Looking ).From the above facts, it is recognized that literacy has become an ample viewpoint in education.A person who is literate does not only carry out his cognitive functions, but also affective and psychomotor.Hence, in literacy education, students are not only Hafni Reza Az-Zahra, Sarkadi, Ishak G. Bachtiar, Students' Social Literacy… [163]

From
the above understanding, it can be concluded that social literacy is a capability that can be used by a person to live in the community and contribute to society, which involves various skills such as intellectual skills, social skills, cooperative skills, and attitudes and values.Regarding the aspects of social literacy skills which include intellectual skills, social skills, cooperative skills and attitudes and social values, Jerolimek (1971) presents separate indicators for these four aspects.Intellectual skills include the ability to: a) identify and define issues, b) make hypotheses, write conclusions based on information, c) analyze and synthesize data, d) distinguish facts and opinions, e) formulate causal factors, f) submit opinions from different perspectives, g) make value judgment in making decisions.Social skills include the ability to: a) social sensitivity, b) control self, c) exchange ideas and experiences with others.Cooperation competences include the ability to: a) take roles in groups, b) participate in group discussions, c) participate in making group decisions.The attitudes and social values include: a) knowing common values that employed in the society, b) making decisions involving two choices based on value consideration, c) knowing guaranteed human rights for all citizens, d) literacy skills are interesting and important to be analyzed further through their daily journal.The reason is because students' social literacy abilities show the ability of students in implementing the skills and knowledge they have as a follow-up to their social cognition.By knowing the existence of social literacy skills in students, it will also be known how students perceive themselves as an integral part of society and have to contribute to society.Therefore, based on the description of the above paragraph, there is a need for a deeper study of the ability of students' Hafni Reza Az-Zahra, Sarkadi, Ishak G. Bachtiar, Students' Social Literacy… [165] social literacy, especially at Al-Fauzien Islamic elementary school.Therefore, the researcher intends to conduct a research on social literacy skills in students' daily journals.The research is a qualitative content analysis study.The researcher hopes that this research, as the feed back, will give some benefits to the school.Meanwhile, the focus of the problem in this study is "How is the ability of social literacy skills in their daily journals of the sixth-grade students of Al-Fauzien Islamic Elementary School?"In the detail, the focus is synthesized into the following sub-focus.1.How are students' intellectual skills in their to analyze and synthesize data was seen when students described positive and negative effects of junk food and gadgets on health based on the articles, they read during their learning.As stated by Agustyaningrum, the ability of synthesis analysis is the ability to examine and interpret information and compile or merge the amount of information given to construct new information students to form causal relationships began to when they were seven years old.At that age, they begin to be able to assess causal relationships, with a scientific approach that centered on students in grade four when discussing examples and the impact of globalization in society has involved many mental operations of students in solving problems and developing students' ability to analyze.The effect of analytical Mimbar Sekolah Dasar, Volume 5 Number 3 December 2018 [168] skills made them be able to examine and analyze information by sorting out causes and effects(Agustyaningrum, 2015).Thus, it is reasonable if the students 'ability in formulating causal relationships appeared in students' daily journals because when the previous learning about globalization in which student-centered approach used, they also have obtained the ability to carry out the analyzes.The ability of students to submit opinions from different perspectives also arose when students learned from the examples of globalization in society.At that time, the students were given the task to interview the people around them on the example of globalization issue.The interview results were then discussed with other friends who also chose the same issue.Some students did not agree with the answers of at the students' exposure in the journal, it seems that learning by watching videos of thing that should not be overlooked from social participation activities is that activities involving students must have reciprocal effect for both students and the community.The activities carried out supported by other parties as long as their activities are positive, and the activities must develop intellectually, student ethics and morals.Based on the results of the observations, what the student described in the journal is true because besides expressing their intentions to help, the students also immediately raised funds for the victims, and the school participated in supporting the activity.CONCLUSION Social literacy ability is someone's capacity that involves intellectual skills, social skills, cooperative skills and attitudes and values to socialize and contribute to their social environment.Social literacy skills can be developed through social studies learning and citizenship education.Students' social literacy skills that involving intellectual skills will emerge during teaching and learning processes rooted in a constructivism approach in which students act as active learner.Social skills and cooperative skills will emerge when learning is organized with group learning methods, while social attitudes and values emerge as the impact of students' social knowledge and skills that hold firmly and implemented in their daily social life.

Table 1 .
Frequency of Appearance of Students' Social Literacy Ability in Daily Journals

Intellectual Skills of Four Grade Students in Daily Journal
activity, since they always interact directly with the world as well as keep in contact Hafni Reza Az-Zahra, Sarkadi, Ishak G. Bachtiar,Students' Social Literacy…   [167]