Analysis of the Implementation of the School Literacy Movement Program for Grade III Elementary School Students

Abstract

The purpose of this study was to analyze the implementation of the School Literacy Movement (GLS) program at the habituation, development, and learning stages of grade III students at UPT SDN 023 Pandau Jaya. The method used in this study is a descriptive qualitative method. The subjects in this study were teachers and grade III students at UPT SDN 023 Pandau Jaya using research instruments in the form of observation sheets, interview sheets, and documentation reviews. The data analysis technique used in this study is the Miles and Huberman model with several stages, namely data reduction, data presentation, and drawing conclusions. Based on the results of the study, it can be concluded that the School Literacy Movement (GLS) Program at UPT SDN 023 Pandau Jaya has been implemented through 3 stages, namely the habituation, development, and learning stages. At the habituation stage, teachers carry out reading activities for 15 minutes, prepare facilities that are rich in literacy environments, and involve the community. At the development stage, teachers carry out reading activities together, reading together, and developing a literacy-rich environment. Finally, at the learning stage, teachers organize literacy-based classes, create schedules, and form school literacy teams. The impact of implementing the School Literacy Movement (GLS) at UPT SDN 023 Pandau Jaya can be seen from the increasing reading habits and the development of students' literacy skills.