Family Readiness Profiles in Implementing School Literacy Movement To Form Literate Generation: A Qualitative Study on Parents of Elementary School Students

Abstract

Learning during a pandemic requires good cooperation between teachers and parents because at this time the role of parents becomes greater in assisting the learning process at home. This study aims to determine the readiness of Muslim families, especially parents in implementing the school literacy movement policy as an effort to form a literate generation with Islamic characteristics, and to analyze readiness in a complex manner both of facilities and family culture. This research was conducted on 70 parents or guardians of elementary school students. This study used the qualitative research method. Data were collected through observation and interviews. Data analysis used the Miles and Huberman models. The results of the study were discussed from two aspects of the student literacy environment, namely the physical and non-physical environments. From these two environments, it can be concluded that there are four principles of the literate family: 1) The abundance of reading material. 2) Various texts based on the children's needs. 3) Literacy interaction. 4) Integrated and sustainable activity. From these principles, on average, the literacy interaction in the family is high enough only, and this is only related to the purpose of formal education, not been built in an integrated and sustainable way.