The Whole Community Development in Supporting Children's Literacy in Rural Areas: Community and Parents’ Participation to Foster Children’s Literacy in Rural Areas
Indonesia was ranked 72nd out of 77 countries in reading assessment based on Programme for International Students Assessment (PISA). Through the National Literacy Movement, the Indonesian government attempt to increase children's reading proficiency, which is also an indicator of SDG 4.1.1. This study explores the important roles of the parents and community in improving children's literacy competencies. This study used a qualitative approach and collected both primary and secondary data. The findings highlighted that parents supporting children's literacy could improve children's reading interest and early-phase of reading competencies through the availability of reading corners and home-based literacy activities. There were 300 parents supporting children's literacy activities and 73 community facilitators facilitating 20 village reading clubs. The village government also supported the sustainability of the reading club by providing incentives for the facilitators and developing the infrastructure through village fund allocation.
Banerji, R., & Chavan, M. (2016). Improving literacy and math instruction at scale in India’s primary schools: The case of Pratham’s Read India program. Journal of Educational Change, 17(4), 453-475.
Bano, J., Jabeen, Z., & Qutoshi, S. B. (2018). Perceptions of teachers about the role of parents in developing reading habits of children to improve their academic performance in schools. Journal of Education and Educational Development, 5(1).
Creswell, J. W., Hanson, W. E., Clark Plano, V. L., & Morales, A. (2007). Qualitative research designs: Selection and implementation. The counseling psychologist, 35(2), 236-264.
Dafit, F., & Ramadan, Z. H. (2020). Pelaksanaan Program Gerakan Literasi Sekolah (GLS) di Sekolah Dasar. Jurnal Basicedu, 4(4), 1429-1437.
Daniel, G. R., Wang, C., & Berthelsen, D. (2016). Early school-based parent involvement, children’s self-regulated learning and academic achievement: An Australian longitudinal study. Early Childhood Research Quarterly, 36, 168-177.
Chew, F. P. (2018). Evaluation of the Literacy and Numeracy Screening Program in three types of national primary schools in Malaysia. Journal of Contemporary Educational Research, 2(5).
Fadhli, R. (2021). Implementasi kompetensi pembelajaran sepanjang hayat melalui program literasi di perpustakaan sekolah. Jurnal Kajian Informasi & Perpustakaan, 9(1), 19-38.
Fox, R., Medwell, J., Poulson, L., & Wray, D. (2003). Teaching literacy effectively in the primary school. Routledge.
Gunning, T. G. (2000). Creating literacy instruction for all children. Allyn & Bacon, 160 Gould St., Needham Heights, MA 02494.
Hariwijaya, M. (2016). Metodologi dan Penulisan Skrispi, Tesis, dan Disertasi untuk Ilmu Sosial dan Humaniora. Parama Ilmu: Yogyakarta.
Kemdikbud. Gerakan Literasi Nasional. (https://gln.kemdikbud.go.id/glnsite/tentang-gln/
Kiranti, N., Syahruddin, D., & Aljamaliah, S. N. M. (2021). Pembinaan Program Literasi Terhadap Orang Tua untuk Peserta Didik Sekolah. Jurnal Heritage, 9(2), 212-222.
Kurnia, N. I. (2021). The Philosophical Foundation of The School Literacy Movement in Indonesia. Jurnal Pendidikan, 22(2), 91-101.
Kurtulmus, Z. (2016). Analyzing parental involvement dimensions in early childhood education. Educational Research and Reviews, 11(12), 1149-1153.
Morrell, E. (2017). Toward equity and diversity in literacy research, policy, and practice: A critical, global approach. Journal of Literacy Research, 49(3), 454-463.
Morrow, L., Dougherty, S. M., Kunz, K., & Hall, M. (2017). Rutgers Reading Club: An After School Program to Motivate and Enhance Literacy for Struggling Readers. Michigan Reading Journal, 49(3), 11.
Ng, E. C., & Madyaningrum, M. E. (2014). Initiating transformative process through community education program: Two cases from Asia. Journal of Community Psychology, 42(5), 609-620.
Ng, I. Y. H., & Neo, Y. W. (Eds.). (2020). Working with low‐income families through the life course: Challenges to social services. Singapore: National University of Singapore
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, 9(1), 227-233.
Park, H. (2008). Home literacy environments and children's reading performance: A comparative study of 25 countries. Educational Research and Evaluation, 14(6), 489-505.
Papen, U. (2015). Literacy and education: policy, practice and public opinion. Routledge.
Piper, B., Destefano, J., Kinyanjui, E. M., & Ong’ele, S. (2018). Scaling up successfully: Lessons from Kenya’s Tusome national literacy program. Journal of Educational Change, 19(3), 293-321.
Pusat Standar dan Kebijakan Pendidikan Badan Standar, Kurikulum dan Asesmen Pendidikan (Puslitjakdikbud). (2019). Indeks Aktivitas Literasi Membaca 34 Provinsi.
Stacy, J. (2019). Shared literacy sponsors: moments that sustained learning and challenged neo-deficit ideologies in programmatic family literacy. Ethnography and Education, 1-17.
Terlitsky, A. B., & Wilkins, J. (2015). Characteristics of family literacy programmes that improve child literacy, behaviour and parenting skills. International journal of pedagogies and learning, 10(2), 121-138.
Troseth, G. L., Strouse, G. A., Flores, I., Stuckelman, Z. D., & Johnson, C. R. (2020). An enhanced eBook facilitates parent–child talk during shared reading by families of low socioeconomic status. Early childhood research quarterly, 50, 45-58.
United Nations Educational, Scientific and Cultural Organization (UNESCO). (2008). Science Education Policy-Making Eleven Emerging Issues. Paris: United Nations Educational, Scientific and Cultural Organization (UNESCO).
Wah, F. (2020) Community‐Based Literacy Programmes: Impact of Different Service Delivery Approaches on Children’s Learning. with low‐income families through the life course: Challenges to social services. Singapore: National University of Singapore.
Watkins, C. S., & Howard, M. O. (2015). Educational success among elementary school children from low socioeconomic status families: A systematic review of research assessing parenting factors. Journal of Children and Poverty, 21(1), 17-46.
Vernon-Feagans, L., Mokrova, I. L., Carr, R. C., Garrett-Peters, P. T., Burchinal, M. R., & Family Life Project Key Investigators. (2019). Cumulative years of classroom quality from kindergarten to third grade: Prediction to children’s third grade literacy skills. Early Childhood Research Quarterly, 47, 531-540.
Wijaya, A. W. A., Indasari, S. R., Samosir, F., & Petrus, S. (2020). The Roles of Parents and Community in Supporting Children’s Literacy Development. In International Conference on Early Childhood Education and Parenting 2019 (ECEP 2019) (pp. 27-31). Atlantis Press.
Willms, J. D. (2018). Educational Prosperity: An assessment strategy for supporting student learning in low-income countries. Learning at the bottom of the pyramid: Science, measurement and policy in low-income countries. Paris, France: UNESCO-IIEP.
Wiratsiwi, W. (2020). Penerapan gerakan literasi sekolah di sekolah dasar. Refleksi Edukatika: Jurnal Ilmiah Kependidikan, 10(2), 230-238.
Wyse, D., Jones, R., Bradford, H., & Wolpert, M. A. (2018). Teaching English, language and literacy. Routledge.
Assessment of Knowledge, Attitude and Practice of University Students towards Sustainable Development Goals (SDGs)23
The Challenges of Physical Special Allocation Fund (SAF) Planning for Sustainable Economic Infrastructure Provision10
Impact Analysis of Strategic Policy of Natural Resources and Environment in the Indonesian Long-term Development Plan of 2005-20258