Analysis of the Implementation of the School Literacy Movement (GLS): A Case Study at SDN Sumur Batu 12 Morning School in Central Jakarta
Keywords:
Collaborative Literacy, Elementary Education, Qualitative Case Study, School Literacy Movement, Sustainability.Abstract
This study examines the implementation of the School Literacy Movement (Gerakan Literasi Sekolah—GLS) at SDN Sumur Batu 12 Morning School, Central Jakarta, with particular emphasis on its implementation stages, supporting factors, operational challenges, and sustainability strategies. A qualitative case study design was employed to explore the phenomenon in its authentic educational context. Data were collected through semi-structured interviews with seven purposively selected participants, including the school principal, the literacy coordinator, two classroom teachers, and three students, complemented by non-participant observations and document analysis. The findings indicate that GLS has been systematically implemented through three interconnected stages: habituation, development, and curriculum integration. The program is strengthened by daily 15-minute reading activities, the innovative Saturasi (Tuesday Literacy) program, educational visits to the Jakarta Public Library, and the integration of scientific, financial, and cultural literacy into classroom instruction. Strong instructional leadership, collaborative teacher involvement, active parental support, and student participation were identified as key enabling factors, whereas limited library resources, the absence of a professional librarian, and the lack of standardized literacy assessment instruments remain significant challenges. The study concludes that context-responsive and collaborative GLS implementation effectively strengthens school literacy culture and offers practical insights for enhancing sustainable literacy programs in Indonesian elementary schools.
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