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The pedagogical competence of Catholic religious education teachers in implementing the School Literacy Movement (SLM) is crucial for enhancing students' literacy skills, which contribute to character development. This study aims to describe the implementation of the pedagogical competence of Catholic religious education teachers in the school literacy movement at SD Negeri 004 Datah Bilang Ulu. This qualitative study employed interviews, observations, and documentation to collect data from 10 informants, consisting of Catholic religious education teachers, homeroom teachers, the principal, and students. The collected data were analyzed using interactive analysis, starting from data collection, reduction, presentation, and conclusion drawing. The findings indicate that the implementation of the pedagogical competence of Catholic STRATEGI PEMASARAN YANG DILAKUKAN DI PLAZA TUNJUNGAN III SURABAYA DALAM MEMASARKAN SEMUA PRODUKNYA 2 Lumen - VOLUME 1, NO. 1, JUNI 2022 religious education teachers in SLM includes: (1) literacy guidance outside of school, (2) extending literacy learning to the home, (3) introducing basic literacy, and (4) using creative teaching methods. This shows that Catholic religious education teachers are capable of understanding students' learning characteristics, using diverse and adaptive teaching methods, and communicating effectively to facilitate efficient learning in supporting students' literacy skills. However, based on the evaluation results, the SLM program at this school is still in its initial implementation phase or habituation phase. This indicates that the school is not yet fully prepared to implement SLM comprehensively, primarily due to a lack of resources, the roles of teachers, the principal, and community participation that have not been maximized, as well as the need for increased government support. This means that while the school is committed, it has not yet implemented it according to the established guidelines and has not reached the stage of providing innovations and becoming a driver for advancing SLM.

The pedagogical competence of Catholic religious education teachers in implementing the School Literacy Movement (SLM) is crucial for enhancing students' literacy skills, which contribute to character development. This study aims to describe the implementation of the pedagogical competence of Catholic religious education teachers in the school literacy movement at SD Negeri 004 Datah Bilang Ulu. This qualitative study employed interviews, observations, and documentation to collect data from 10 informants, consisting of Catholic religious education teachers, homeroom teachers, the principal, and students. The collected data were analyzed using interactive analysis, starting from data collection, reduction, presentation, and conclusion drawing. The findings indicate that the implementation of the pedagogical competence of Catholic STRATEGI PEMASARAN YANG DILAKUKAN DI PLAZA TUNJUNGAN III SURABAYA DALAM MEMASARKAN SEMUA PRODUKNYA 2 Lumen - VOLUME 1, NO. 1, JUNI 2022 religious education teachers in SLM includes: (1) literacy guidance outside of school, (2) extending literacy learning to the home, (3) introducing basic literacy, and (4) using creative teaching methods. This shows that Catholic religious education teachers are capable of understanding students' learning characteristics, using diverse and adaptive teaching methods, and communicating effectively to facilitate efficient learning in supporting students' literacy skills. However, based on the evaluation results, the SLM program at this school is still in its initial implementation phase or habituation phase. This indicates that the school is not yet fully prepared to implement SLM comprehensively, primarily due to a lack of resources, the roles of teachers, the principal, and community participation that have not been maximized, as well as the need for increased government support. This means that while the school is committed, it has not yet implemented it according to the established guidelines and has not reached the stage of providing innovations and becoming a driver for advancing SLM.

This research aims to describe the implementation of literacy culture programs in elementary schools. This research uses a qualitative phenomenological approach. The subjects were school principals, teachers, students selected using purposive sampling techniques. Test the validity of the data using triangulation techniques by comparing the results of observations, interviews and documentation. The research results show that: 1) The policy of implementing a literacy culture in elementary schools using the government's School Literacy Movement program. This is based on Minister of Education and Culture Regulation no. 23 of 2015 which focuses on character development. (2) Implementation of literacy culture in elementary schools. This is based on the habituation stage which involves 10 minutes of reading the Koran and story books before learning. The activity development stage carried out was responding to the contents of reading books by reading independently, giving appreciation to students' literacy achievements, and having a school literacy team. The learning stage involves getting used to reading textbooks and using various strategies that support learning.  

This research departs from the phenomenon that occurred in Islamic boarding schools that are still not strong in developing a literacy culture in creating a generation that is waiting through educational leadership. The purpose of this research is to find out the literacy culture for students in the digital era, literacy facilitation for students and the impact of literacy culture for students at the Sirojut Tholibin Plosokandang Islamic boarding school.  The methods used in this service activity are the lecture method, question and answer method, and discussion method. The cottage-based literacy movement is carried out in three stages, namely the habituation stage, the development stage, and the learning stage.  The results of the implementation of service at Sirojut Tholibin Plosokandang related to literacy culture in this all-digital era can be held properly and smoothly in accordance with the work program that has been prepared. The purpose of this work program is so that Indonesian youth, especially students in Sirojut Tholibin Plosokandang, do not abandon the reading culture even though the times are increasingly sophisticated, especially in social media. Utilizing the technology they have for positive things for future provisions. Continue to develop a literate culture so that it can create a work that can be enjoyed by the general public. And the hope is that in the future when they become alumni students, they will be able to compete with the outside world. That is the hope of the community service implementation team and the caregivers of Sirojut Tholibin Plosokandang.

Embedding cultural literacy in students requires effective learning with learning media where in learning, teachers can connect learning materials with culture, both national culture and local wisdom in students. Cultural literacy is the ability to understand and behave towards Indonesian culture as a national identity. Cultural literacy refers to a person's ability to understand, analyse and participate in culture effectively. This includes understanding the symbols, norms, values and cultural practices that exist in society. Dance as an art that shows the cultural heritage of a society and is a cultural expression that combines body movement and expression (Puspita Sari, 2022). Traditional dance is a representation of local culture. Learners can gain an understanding of the cultural principles contained in traditional dance movements and expressions by learning them they can feel and appreciate cultural diversity in a broader context. So the right approach is needed to improve cultural literacy in learners, to improve cultural literacy, one of which is by presenting traditional dance in schools.

The Teaching Campus Program through the Independent Learning Campus (MBKM) policy is a strategic step for the Ministry of Education and Culture in improving the literacy and numeracy competencies of students in Indonesia. Involving students directly makes a significant contribution in strengthening learning at the elementary school level, according to the needs and conditions the school is facing. With this activity, it is hoped that teachers can be motivated to create a more enjoyable learning atmosphere, especially students who are motivated to continue learning and develop their potential. The School Literacy Movement (GLS) is one of the names of the activities we provide to study literacy in children to increase interest in reading. Increasing students' literacy competency is a positive result of the implementation of the Class 6 Teaching Campus Program at SDN 027977 West Binjai. Hopefully this program will continue to provide positive benefits for education at the school, especially in grades II, IV, V and VI.

The Teaching Campus Program is a Ministry of Education and Culture program that offers Indonesian students to hone their skills according to their talents and interests. The Teaching Campus Program is to introduce students as part of improving reading learning, especially in implementing the School Literacy Movement (GLS).  The School Literacy Movement (GLS) is an activity that must be carried out to support the realization of effective learning and aims to understand one's abilities through reading, listening, speaking, and writing. This study aims to determine the implementation of the School Literacy Movement (GLS) through the Teaching Campus program at Jojogan State Elementary School and to find out the supporting and inhibiting factors for Teaching Campus students in implementing the School Literacy Movement (GLS) at Jojogan State Elementary School. Using a qualitative research approach where the type of research is descriptive. Data collection techniques use observation, interviews, and documentation. In collecting field data, researchers used participant observation and interviews, followed by data analysis. The data analysis technique uses data reduction, data presentation, and conclusion drawing. The results showed that the implementation of the School Literacy Movement through the Teaching Campus Program succeeded in running the literacy program in the school with various literacy programs. By using several stages, namely the planning stage, the implementation stage, and the evaluation stage. The supporting and inhibiting factors of this program include the existence of a teaching campus program, facilities and infrastructure, and collaboration between teachers and students. Meanwhile, the inhibiting factors of this program include the learning culture of students who are not conducive, or are not accustomed to a culture of literacy, and there is no school librarian to manage the library as a means of the Literacy Movement program at school.

This research aims to determine various school literacy movement programs in fostering students' interest in reading. This type of research is qualitative (descriptive) research. Data collection techniques use listening and understanding techniques. The data validation technique uses data source triangulation. Data analysis uses data reduction, data display and drawing conclusions. The results of this research show the implementation of the school literacy movement in fostering students' interest in reading with models of implementing the school literacy movement such as adding interesting books, reading activities 15 minutes before learning, utilizing the school environment for literacy movements or reading that is rich in expanding students' knowledge and conducting questions and answers. and convey the material that is understood

The formulation of the problem in this research is what is the influence of the school literacy movement in the form of a reading corner on students’ reading interest in grade IV elemetary school UPT SDN 12 Arungkeke Kabupaten Jeneponto? The aim of this research is to identify the influence of the school literacy movement in the form of a reading corner on students’ interest in reading in grade Ivelementary schools at UPT SDN 12 Arungekeke Jeneponto. Regency the type of research method used is quantitative research. The data collection process uses questionnaires,interview and documentation. The results of this research illustrate that the reading corner value data and reading interest show a positive influence from the reading corner variable. So that there is an increase in the value of reading corners which ha a positive effect on increasing students’ interest in reading. With the existence of the school literacy moment programs, efforts to improve the service and quality of reading corners in classes organized by schools will certainly influence students’ interest in reading.

This article discusses best practices in guiding students to write and publish works through the school literacy movement at SD Negeri 02 Tanjungsari. The purpose of this paper is to provide insight into effective approaches and strategies in developing students' writing skills as well as encouraging them to publish work. This paper describes some best practices that can be applied in the context of the school literacy movement. First, it is important for schools to create an environment that supports and encourages students to write. This can be done through the establishment of reading corners in the classroom, literacy groups, creative spaces, and support from school residents. Giving special time to writing, providing relevant resources, providing appropriate guidance and guidance to students in the writing process are also important factors in increasing students' interest and motivation in writing. Teachers can use an inclusive and differentiated approach to ensure that every student gets support that suits their needs. The provision of constructive feedback and the opportunity to revise writing are also important aspects of guiding students in writing. The importance of publishing students' works as an effort to motivate them and provide a sense of achievement. Guiding students to write and publish work through the school literacy movement requires a holistic and structured approach. By creating a supportive environment, providing appropriate guidance, schools can motivate and help students develop writing skills as well as appreciate the value of their works.

This article discusses best practices in guiding students to write and publish works through the school literacy movement at SD Negeri 02 Tanjungsari. The purpose of this paper is to provide insight into effective approaches and strategies in developing students' writing skills as well as encouraging them to publish work. This paper describes some best practices that can be applied in the context of the school literacy movement. First, it is important for schools to create an environment that supports and encourages students to write. This can be done through the establishment of reading corners in the classroom, literacy groups, creative spaces, and support from school residents. Giving special time to writing, providing relevant resources, providing appropriate guidance and guidance to students in the writing process are also important factors in increasing students' interest and motivation in writing. Teachers can use an inclusive and differentiated approach to ensure that every student gets support that suits their needs. The provision of constructive feedback and the opportunity to revise writing are also important aspects of guiding students in writing. The importance of publishing students' works as an effort to motivate them and provide a sense of achievement. Guiding students to write and publish work through the school literacy movement requires a holistic and structured approach. By creating a supportive environment, providing appropriate guidance, schools can motivate and help students develop writing skills as well as appreciate the value of their works.

As the times evolve and consumption rates increase, waste management has become one of the primary challenges faced by communities, particularly in the Rw 02 Gunungsari Surabaya area. In an effort to address the negative impacts of production and waste disposal, the city government, especially the Dinas Lingkungan Hidup Surabaya, has initiated the MBKM KZW ( Zero Waste Village ) as an innovative and sustainable solution. Zero Waste is not just a slogan, it is a lifestyle that teaches us to change consumption paradigms and appreciate natural resource. One of the main pillars of the Zero Waste movement is waste reduction. This involves awareness of the sources of waste around us and concrete steps to minimize it. From reducing the use of single-use plastics to choosing products with eco-friendly packaging, every small action has positive impact on the environment. The key to the success of the KZW program is collaboration and active involvement of various stakeholders. This is includes the Dinas Lingkungan Hidup Surabaya, the community of Rw 02 Gunungsari Surabaya, and students from the Universitas 17 Agustus 1945 Surabaya, working together to reduce waste. Innovation in waste management needs to be encouraged. Adopting a Zero Waste lifestyle is not an easy task, but with awareness, education, and sustainable actions, we can collectively create positive change towards a more sustainable and environmentally friendly future. Zero Waste is not just about minimizing waste, it is also about maximizing our potential to live in harmony with nature.

The aim of this research is to determine and describe the effectiveness of implementing reading corners in increasing student literacy at SMP Negeri 7 Serang City. The implementation of this reading corner is one way to increase the literacy movement, in this case the literacy movement aims to motivate and familiarize students with reading and writing. This research uses a descriptive qualitative method with the research object of the reading corner at SMP Negeri 7 Serang City and the research subject. are teachers and also students at SMP Negeri 7 Serang City, and the data collection techniques used in this research are observation, interviews and documentation. The data obtained qualitatively shows that the reading corner at SMP Negeri 7 Serang City is able to increase literacy. The results of this research show that the reading corner has benefits: the school literacy report card has increased by 2% from 78% to 80%. , students become more confident, there is pleasure in students, students become familiar with various books, students are enthusiastic about the reading corner program, enthusiastic, find it easier to get the books they want to read, and are motivated.

This study aims to determine and examine the implementation of the School Literacy Movement program at SMPK St. Mikhael Brai-Watugong. The research method used in this study is descriptive qualitative method. Data collection techniques used observation, interview and documentation techniques. The results showed that the implementation of the School Literacy Movement program at SMPK St Mikhael Brai-Watugong has been running in accordance with the guidelines for the School Literacy Movement set by the Ministry of Education and Culture (Kemendikbud) which consists of three stages, namely the habituation stage where students start reading habits for 15 minutes before the learning process begins, the development stage where students keep a daily literacy journal to prove that students have carried out literacy activities, and the learning stage where students read not only with books from the library but also from other media such as magazines, newspapers, and the internet. The supporting factors for the implementation of the School Literacy Movement program at SMPK St Mikhael Brai-Watugong are cooperation between school members, supervision of literacy activities, and facilities and infrastructure. Meanwhile, the inhibiting factors for the implementation of the School Literacy Movement program are the lack of students' interest in reading and the lack of reading books available at school.    

The aim of this research is to find out: (1) The literacy skills of class III children at SD Negeri 0117 Sibuhuan. (2) Internal and external factors cause the low literacy skills of class III students, especially in reading and writing at SD Negeri 0117 Sibuhuan. Based on the results of the research and discussion in this study, it can be concluded that: (1) The habituation of literacy skills in class III of SD Negeri 0117 Sibuhuan is reading books every day before learning and the teacher also guides students to read books related to the school literacy movement so that students do not feel stressed and bored in reading. Apart from that, teachers also encourage students to participate in making posters, information boards (mading), and literacy trees. It is hoped that this will help foster the school literacy movement, which in turn can shape students' character for the future. (2) Internal and external factors causing the low literacy skills of class III students, especially in reading and writing at SD Negeri 0117 Sibuhuan, namely: (a) In the aspect of students, including students, there are problems in articulating the pronunciation of words, often pronouncing words -words that are not clear enough, and still often mispronounce words in one sentence. Apart from that, students face difficulties in understanding the meaning contained in the reading. (b) The lack of reading habits among students is caused by a lack of awareness of the importance of reading books. Students prefer to spend their time on other activities rather than reading, both in class and in the librar

Low literacy skills lead to low interest in reading among students, especially elementary school children. One of the government's steps in an effort to increase students' interest in reading is the School Literacy Movement (GLS) program. The effort made is by reading for 15 minutes, the books read start from story books and comic books according to what elementary school children like. The purpose of this research is to foster students' interest in reading which has been lost due to the influence of globalization in this modern era. Where elementary school children nowadays play gadgets more often than reading books, especially their school books. This study used a qualitative approach with the library research method. The object of study and data analysis is carried out by reviewing several relevant journals and various reports related to the problem to be solved. The results of the study show that the literacy movement can foster interest in reading in elementary school students. Because in general children like to read stories, such as comic stories or fables that have interesting pictures.

This study use a qualitative approach with the type of case study in Sekolah Penggerak SMP Bilingual Terpadu Junwangi Krian Sidoarjo. As for the data collection tehniques, used observation,interview and documentation tehniques. The stages in the data analysis use the stage of condensing data analysis,data presentation, and drawing conclusions. Meanwhile, checking the validity the data is through. Participation extensions source triangulation and technical triangulation. The result of this study are 1) The teaching materials LKPD (Lembar Kerja Peserta Didik) name’s ‘Alima arranged by crew MGMPS,The books have ISBN  from self publish of institution “Bendera Al Amanah Pers”, review, poetry, anthology, class mading and outdoor mading; 2) The education report, design budget of school, build the literacy organizational structure ,meeting literacy team and MGMPS Indonesia teacher and the literacy cost; 3) Organizing with literacy organization structure,The coordinator has responsibility wih headmaster’ SK,The communication with students of OSIS; 4) The implicationts are giving facility in the library or out library, the student must visit library and give a present to active student,the school have library car,ISBN’s book Publish’Bendera Al Amanah Pers’and overseas book,the class mading,MGMPS mading,race in the school and outside,assessment team,daily literacy,monthly literacy,yearly literacy,start a bookfair,education repot of teacher and rew 5) ard; The evaluations with education instrument of national assessment and evaluation with intern meeting and big meeting.    

One of the most basic and most important things in dealing with the circulation of false information is to strengthen digital literacy and ethics in students, the purpose of this study is to provide education and socialization about the urgency and strengthening of digital literacy and ethics as a preventive in preventing Hoax and Hate Speech information circulating on social media, this study uses descriptive qualitative methods with the results: First, strengthening digital literacy is an effective solution in dealing with fake news circulating, because the higher a person's cognitive abilities, the more selective he is in sorting out the information presented, Second, the implementation stage in strengthening and learning literacy and learning ethics is with various learning methods, especially digital-based learning media, school literacy movements, e-learning and utilization of online learning platforms and applications in honing students' cognitive skills and skills in digital literacy, as well as the effectiveness of socialization about the impact and dangers of hoaxes and hate speech. Third, the obstacles in strengthening digital literacy and digital ethics are student skills, weak parental control and supervision, social and economic status, and the skills and abilities of teachers who are required to continue to innovate.

The purpose of this observation activity is to see the development and application of basic literacy in elementary schools. In compiling this article, a pedescriptive type of research was carried out using a qualitative approach, to obtain an overview of the implementation of basic literacy in elementary schools. Based on the results of interviews conducted by group 6 with school principals, teachers and students at SDN 138 and SDN 190 Pekanbaru, regarding how the implementation of basic literacy is implemented in elementary schools and how programs are implemented to improve basic literacy in two schools, namely Public Elementary School 138 and Public Elementary School 193 Pekanbaru, found similarities and differences in the implementation of basic literacy in these two schools. As for the explanation of the stages of the school literacy movement, the first is the habituation stage. At this stage it can be done by getting used to reading for approximately 15 minutes before learning. To support this activity, of course, schools are expected to be able to provide books other than textbooks and other reading materials so that students are interested in reading. Second, is the development stage, which is the next stage after reading habits begin to form, the development of students' literacy skills can be carried out through various literacy activities.

Referring to the Big Indonesian Dictionary (KBBI), Literacy is the ability to write and read. And based on the Regulation of the Minister of Education and Culture number 23 of 2015, the School Literacy Movement (GLS) strengthens the moral development movement. The School Literacy Movement (GLS), which has been launched by the government, aims to increase interest in reading and familiarize students with reading routines. This research was conducted by the author in order to find out how the process and implementation of literacy programs in several elementary schools in Pekanbaru City and Kampar Regency. Regarding the elementary schools that were used as research objects, namely SDN 024 Tarai Bangun, SDN 037 Karya Indah, SDN 017 Pandau Jaya, and SDIT Az-zuhra. Which of the literacy implementation programs that we observed included Reading-Writing Literacy, Numeracy. Science Literacy, Cultural and Citizenship Literacy, Financial Literacy, and Digital Literacy. By conducting interviews and observations as the method used. The results of this study are intended to add insight regarding the successful implementation of literacy programs, challenges and suggestions.