Dataset Exploring the Impact of School Policies, Literacy Programs, and Instructional Literacy on School Literacy Climate: Utilizing Structural Equation Modeling Analysis
Description
This data is based on the measurements of the variables of school policy, literacy program, instructional literacy, and school literacy climate. Through this study, we try to prove that there is a strong simultaneous influence between school policy, literacy programs, and instructional literacy on realizing the school literacy climate. Padang City in West Sumatra Province is the research location because it is an area classified as a successful implementation of the School Literacy Movement. 149 school principals were involved in filling out questionnaires distributed offline
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In October 2016, the Ministry of Education and Culture of the Republic of Indonesia launched the School Literacy Movement (SLM) to answer the low literacy competence of elementary school students in Indonesia. SLM aims to make students lifelong learners who are literate in the development of information and technology and create a school literacy climate [1]. 8 years have passed, and SLM has not had a significant impact. The school literacy climate has not yet been seen. Students and teachers have not made reading a habit. The National Assessment for 2022 to 2024 also shows that only 50% of elementary school students in Indonesia have reached the minimum literacy competency set by the government. Padang City, one of Indonesia’s regions that has successfully implemented SLM, has its policy for creating a school literacy climate. The 2023 National Assessment shows that 75.63% of elementary school students in Padang City have achieved the minimum literacy competency, and reading culture is generally seen in every school. Elementary schools in Padang City also have various literacy programs to hone students’ literacy skills. In addition, teachers are also actively involved in guiding and directing students to be literate. Therefore, it is necessary to study how school policies, literacy programs, and instructional literacy affect the realization of a school literacy climate. The results of this study can be guided by other elementary schools in Indonesia and abroad to maximize the achievement of school literacy goals.