Illiteracy Eradication Strategies in Indonesian Rural Schools Using the I Love Reading (SSM) Curriculum

Abstract

This study examines the implementation of the SSM curriculum in eradicating illiteracy in rural Indonesian schools and identifies contributing factors to illiteracy in these areas. Using a qualitative case study approach, data were collected through in-depth interviews with teachers, school principals, parents, and students, alongside direct observations and document analysis. The findings highlight challenges such as children dropping out to assist with family livelihoods, inadequate teacher training, and the lack of a specialized curriculum. Implementation of the SSM curriculum has shown promising results in enhancing both student and teacher engagement by employing phonics, local wisdom-based media, and adaptable teaching resources. This study underscores the significance of contextually relevant curricula in addressing illiteracy in rural areas and aims to contribute to strategies for improving education quality in similar contexts.

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Author Information
Astina Hotnauli Marpaung, Yogyakarta State University, Indonesia
Hiryanto, Yogyakarta State University, Indonesia