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Readiness Assessment for Literacy Program Implementation: A Case Study of Elementary Schools.

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Title: Readiness Assessment for Literacy Program Implementation: A Case Study of Elementary Schools.
Authors: Nurhasanah1 nurhasanah_2205020010@iainpalopo.ac.id, Rustan, Edhy1, Mahmud, Hilal1
Source: International Journal of Asian Education. Mar2025, Vol. 6 Issue 1, p47-60. 14p.
Subject Terms: *Education policy, *Career development, *Literacy programs, *Readiness for school, Sustainability
Geographic Terms: Indonesia
Abstract: This study examines the readiness of elementary schools in Palopo City, Indonesia, for implementing literacy programs under the Merdeka Curriculum framework. Using a mixedmethods approach and the Countenance Stake evaluation model, the study assesses key antecedents, including school policies, infrastructure, and instructional strategies. Data were collected from nine selected schools through observations, interviews, surveys, and document analysis. Findings reveal that while school policies align with national regulations, such as Ministry of Education Regulation No. 56/M/2022, inconsistencies in implementation persist due to resource constraints and uneven Standard Operating Procedures (SOPs). Infrastructure limitations, including inadequate library facilities, poorly maintained reading corners, and insufficient multimedia resources, hinder literacy-rich environments. Schools employ strategies, such as teacher training, reading programs, and stakeholder collaborations, to address these gaps. However, disparities in access to professional development and unequal resource distribution highlight ongoing challenges. This study underscores the importance of policy standardization, infrastructure enhancement, and targeted capacity-building programs to foster sustainable literacy practices. Strengthening school-community partnerships and increasing government support are crucial for addressing systemic gaps. The findings contribute to the discourse on literacy education in Indonesia, offering practical recommendations for policymakers and educators. Literacy programs can be more effectively implemented by improving school readiness, supporting national educational goals and enhancing student learning outcomes. [ABSTRACT FROM AUTHOR]
Copyright of International Journal of Asian Education is the property of International Journal of Asian Education and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: <searchLink fieldCode="JN" term="%22International+Journal+of+Asian+Education%22">International Journal of Asian Education</searchLink>. Mar2025, Vol. 6 Issue 1, p47-60. 14p.
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  Data: *<searchLink fieldCode="DE" term="%22Education+policy%22">Education policy</searchLink><br />*<searchLink fieldCode="DE" term="%22Career+development%22">Career development</searchLink><br />*<searchLink fieldCode="DE" term="%22Literacy+programs%22">Literacy programs</searchLink><br />*<searchLink fieldCode="DE" term="%22Readiness+for+school%22">Readiness for school</searchLink><br /><searchLink fieldCode="DE" term="%22Sustainability%22">Sustainability</searchLink>
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  Data: This study examines the readiness of elementary schools in Palopo City, Indonesia, for implementing literacy programs under the Merdeka Curriculum framework. Using a mixedmethods approach and the Countenance Stake evaluation model, the study assesses key antecedents, including school policies, infrastructure, and instructional strategies. Data were collected from nine selected schools through observations, interviews, surveys, and document analysis. Findings reveal that while school policies align with national regulations, such as Ministry of Education Regulation No. 56/M/2022, inconsistencies in implementation persist due to resource constraints and uneven Standard Operating Procedures (SOPs). Infrastructure limitations, including inadequate library facilities, poorly maintained reading corners, and insufficient multimedia resources, hinder literacy-rich environments. Schools employ strategies, such as teacher training, reading programs, and stakeholder collaborations, to address these gaps. However, disparities in access to professional development and unequal resource distribution highlight ongoing challenges. This study underscores the importance of policy standardization, infrastructure enhancement, and targeted capacity-building programs to foster sustainable literacy practices. Strengthening school-community partnerships and increasing government support are crucial for addressing systemic gaps. The findings contribute to the discourse on literacy education in Indonesia, offering practical recommendations for policymakers and educators. Literacy programs can be more effectively implemented by improving school readiness, supporting national educational goals and enhancing student learning outcomes. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of International Journal of Asian Education is the property of International Journal of Asian Education and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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RecordInfo BibRecord:
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    Identifiers:
      – Type: doi
        Value: 10.46966/ijae.v6i1.463
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      – Code: eng
        Text: English
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        PageCount: 14
        StartPage: 47
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      – SubjectFull: Education policy
        Type: general
      – SubjectFull: Career development
        Type: general
      – SubjectFull: Literacy programs
        Type: general
      – SubjectFull: Readiness for school
        Type: general
      – SubjectFull: Sustainability
        Type: general
      – SubjectFull: Indonesia
        Type: general
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      – TitleFull: Readiness Assessment for Literacy Program Implementation: A Case Study of Elementary Schools.
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            NameFull: Nurhasanah
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            NameFull: Rustan, Edhy
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            NameFull: Mahmud, Hilal
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            – D: 01
              M: 03
              Text: Mar2025
              Type: published
              Y: 2025
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