Evaluation of the School Literacy Movement Program in Gunung Tabur District, Berau Regency, East Kalimantan

Siti Sabariah; Suroyo Suroyo; Amalia  Sapriati

Authors

Siti Sabariah Master of Elementary Education Postgraduate Program Universitas Terbuka Samarinda
Suroyo Suroyo Master of Elementary Education Postgraduate Program Universitas Terbuka Samarinda
Amalia Sapriati Master of Elementary Education Postgraduate Program Universitas Terbuka Samarinda

Keywords:

Students' Reading Interest, School Literacy Movement, CIPP

Abstract

The purpose of this study is to foster a love of reading and make schools a place for learning (reading and writing) so that students can be literate throughout their lives. It is hoped that this school literacy program can foster a desire to read and write from an early age. At Gunung Tabur 001 Public Elementary School, Gunung Tabur 002 Public Elementary School, Maluang 001 Public Elementary School, and Samburakat 001 Public Elementary School in Gunung Tabur District, Berau Regency, the school literacy movement was carried out using the CIPP evaluation model. The results of the study showed that in the four schools implementing the School Literacy Movement Program, Context Evaluation had low interest in reading. In addition, students did not make a habit of reading every day. This program supports the vision, mission, and educational goals of the school and instills a culture of reading from an early age. However, its implementation will be adjusted to the circumstances and limitations of the school. According to the Input Evaluation, human resources, facilities, and supporting infrastructure still do not meet the ideal criteria for implementing the School Literacy Movement. Library management is carried out by teachers without special library competencies, literacy training for teachers is not evenly distributed. The Process Evaluation shows that the implementation of the School Literacy Movement still faces various obstacles, including inconsistent reading activities, limited learning time, low student interest in reading, and suboptimal monitoring and involvement of external parties. The Product Evaluation shows that the School Literacy Movement Program has produced positive initial results in the form of increased interest in reading in some students, increased vocabulary, and ease in understanding lessons. However, these achievements are not evenly distributed and are still in the initial stages, so strengthening and sustainability of the program are needed so that the expected goals can be optimally achieved.

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