This research aims to analyze the reading literacy competence of students in class VIII junior high school in Pangkajene and Islands Regency to find, understand, and evaluate information from reading ...texts. The research used the descriptive quantitative method. The population in this study were all class VIII students spread throughout Pangkajene and Islands Regency were divided into urban, mountainous and island areas totaling 114 schools where the sample selection used purposive sampling and cluster sampling techniques. The technique for collecting data is the test technique. The research instrument was PISA’s questions in 2021. The test PISA’s results showed that 26.7- 60% of students in Class VIII from the three schools in Pangkajene and Islands Regencies had very low competence in finding information, with a score of <54. Then in understanding the reading text, they could only obtain an average score of 33.03. As for the ability to evaluate text, 96.6% of students were in the low category, and only 3.4% were in the high category. This research indicated that students at the junior high school level needed the PISA assessment system to improve the quality of educational competence in Indonesia towards international education standards in the 21st century, especially in reading literacy. The PISA assessment focuses on improving the quality of teaching by teachers and learning in individual students. So that regular PISA assessments can help all students to achieve high competence if the government, school principals and teachers work together to implement and evaluate the PISA assessment on the reading literacy method.
Merdeka Belajar curriculum is the brand-new curriculum implemented in Indonesia in response to the low reading literacy of students. Many discussed the features and the implementation of the Merdeka ...Belajar curriculum and claim that implementing the current curriculum is effective in improving students' reading literacy due to its features, such as simpler yet in-depth materials and flexible time for learning outcome accomplishment; however, there is not yet any empirical evidence provided to prove the claim. This descriptive research was undertaken to provide empirical evidence of that claim as the curriculum has just been implemented. Twelve teachers across senior high schools in West Sumatera were willingly involved in this study. The data were collected through a written interview, in which the teachers answered ten relevant questions. Their responses about the implementation of the Merdeka Belajar curriculum were analyzed qualitatively. The findings established new facts that answered the research question from the teachers' point of view. First, compared to the 2013 curriculum implementation, they did not only see the implementation of the Merdeka Belajar curriculum as advantageous but also disadvantageous. Even few of them found it run-of-the-mill. Second, when implementing the current curriculum, the teacher developed strategies to increase students' reading literacy and interest. They began by supplying multiple materials, designing fun but exhaustive learning instructional activities, varying the assessments, and building reading corners with captivating books to read. Third, after a year of implementation, the students' reading literacy tended to stay the same, even though it did improve a little for some students. These were because the teachers still experienced problems regarding curriculum, school, and time. In summary, implementing the Merdeka Belajar curriculum cannot improve students' reading literacy.
Based on expectancy-value theory, this research examined the link between student-perceived teacher-support and reading literacy via multiple mediation effect of reading self-concept and reading ...enjoyment with a Chinese sample of PISA 2018. Student-reported measures of teacher support, reading enjoyment and reading self-concept, and standardized tests of reading literacy were adopted. Multilevel mediation analysis showed that the direct effect of student-perceived teacher support on reading literacy is not significant at the school level, but significant at the student level, and the indirect effect of student-perceived teacher support on reading literacy through reading enjoyment, reading self-concept, first reading self-concept and then reading enjoyment is significant both at the student level and at the school level with SES and gender controlled. The present results indicate that perceived teacher support is beneficial to student learning by fostering academic self-concept and academic enjoyment. The current results have significant practical implications for teaching practices.
•The link between perceived teacher support and reading literacy is mediated by reading enjoyment.•The link between perceived teacher support and reading literacy is mediated by reading self-concept.•The link between perceived teacher support and reading literacy is serially mediated by self-concept and then enjoyment.
In this study, it was aimed to examine the relationships between the variables that related the reading skills of the students and the variables related to the opportunities that the student, family, ...and the school have. Variables related to students’ reading skills (reading skills scores/PV1READ, perception of competence in reading/SCREADCOMP and perception of difficulty in reading/SCREADDIFF) comprised the criterion variable set, and variables related to students’ socio-economic and cultural characteristics (cultural possessions/CULTPOS, home educational resources/HEDRES, index of economic, social, and cultural status/ESCS, joy/like reading/JOYREAD, teacher’s stimulation of reading engagement perceived by student/STIMREAD, subjective well-being: Sense of belonging to school/BELONG, student-teacher ratio/STRATIO, shortage of educational material/EDUSHORT, student behavior hindering learning/STUBEHA, teacher behavior hindering learning/TEACHBEHA) comprised the predictive variable set.
Between two sets of variables, used canonical correlation analysis to examine, simultaneously, the relationship between these two sets and the contribution of the variables to each set. Turkey data of the PISA 2018 organized by OECD was used as the sample. PISA 2018 Turkey data consisted of 6890 Turkish students from the 15-year-old age group. The variables PV1READ, SCREADCOMP, SCREADCOMP, SCREADDIFF, CULTPOS, HEDRES, ESCS, BELONG, STIMREAD and JOYREAD in the student survey and the variables STRATIO, STUBEHA, TEACHBEHA, EDUSHORT in the school survey in the PISA 2018 were used as data collection tools.
A summary of the results of the canonical correlation analysis revealed that the most important factor in the predictive variable set was liking/enjoying reading, followed by the student behaviours that hinder learning, economic and socio-cultural status, cultural position, sense of belonging to the school, and teacher behaviours that hinder learning, respectively. In the criterion variable set consisting of students’ reading skills, the most important factor was the perception of reading competence, followed by reading scores and perception of reading difficulty, respectively. In this context, it can be said that the variable that had the most relationship with the reading literacy skills of the students was the variable of like/enjoy reading.
It is important for teachers to include additional materials that students can enjoy in the teaching process. Positive school climate is one of the factors that help increase student achievement.
This study focused on variables related to students’ socio-economic and cultural characteristics and school-related variables as predictors of reading literacy. In addition to the variables, studies can examine the effect of the categorical variables such as gender and school type.
The results of the study showed that the variable that had the most relationship with the reading literacy skills of the students was the variable of like/enjoy reading. This variable was followed by student behaviours that hinder learning and the socio-economic cultural status of the students respectively. In line with the results of this study, positive school climate is one of the factors that help increase student achievement. In order for the school climate to be positive, student or teacher behaviors that prevent learning should be minimized. Thus, students can learn more easily in a school climate where there are no obstacles to learning. Finally, as the socio-economic and cultural status of the students increased, it was observed that the reading scores increased.
This community service activity aims to increase the reading interest of the Murni Orphanage children through the Literacy Diary method. The method of implementing this service used mentoring by ...implementing reading activities for 15 minutes every day and writing down the results of the reading in a Literacy Diary. Questionnaires were used to evaluate this activity, and the results were analyzed descriptively. The results of this community service activity could increase children's interest in reading, with a satisfaction level of 77.8% of the usefulness indicator for activity participants. The indicators of the success of this service also included the equipment used during the activity, the atmosphere and situation during the implementation of the activity, activity time, the media, reading materials/materials, guidance from a mentor, reading literacy practices, mentor's adaptability, and mastery of the material from the mentor respectively.
Strong claims have regularly been made in the popular media about the alleged negative effects of young people's language use in written exchanges via digital media (what is known as textese). This ...is especially believed to affect their reading and writing skills. However, the scientific research literature has hardly confirmed such effects. Its conclusions are generally based on cross-sectional comparisons between individuals who differ in how much they exchange written messages via digital media. In contrast, the present study examines to what extent per-country changes in the prevalence of online chatting coincide with changes in the reading literacy of consecutive student cohorts. This approach presents a novel perspective. The findings relate to data from the Programme for International Student Assessment (PISA) surveys conducted during 2000–2018. The data analysis showed a strong correlation between variations in per-country patterns regarding the spread of online chatting during 2000–2018 and changes in the reading literacy of 15-year-olds. Countries with low chatting prevalence in 2009 showed substantial improvement in reading literacy from 2000 to 2009. These trends typically reversed to declines when after 2009, online chatting prevalence sharply increased in those countries. A contrasting pattern applied to countries with high chatting prevalence in 2009 and decelerating growth in online chatting afterward.
•Per-country increases in online chatting correlate strongly with declining reading literacy during 2000–2018.•Trend accelerations per-country in online chatting after 2009 coincide with negative trend changes in reading literacy.•This correlation relates exclusively to data aggregated at the country level.•Changed environments coincide with national changes in reading literacy.•Prior research on textese effects does not tell the whole story.
