Analisis Pemanfaatan Teknologi dalam Program Gerakan Literasi Sekolah (GLS) di SD Muhammadiyah 8 "KH. Mas Mansur" Kota Malang

The Ministry of Education and Culture, through Regulation No. 23 of 2015, initiated the School Literacy Movement (Gerakan Literasi Sekolah/GLS) as a national effort to cultivate students’ character by encouraging the habits of reading and writing. The policy emphasizes a 15-minute reading activity before learning begins, which then continues into the development and learning phases. One of the efforts to enhance literacy through GLS program is for schools to adapt to the rapid advancements in the digital technology. Hence, this study aims to describe and analyze the use of technology in the implementation of the GLS program at SD Muhammadiyah 8 “KH. Mas Mansur” City of Malang, as well as to identify the challenges and efforts associated with this technological integration.
This study employed a descriptive qualitative approach. Data were collected through observation, interviews, and documentation, involving two types of sources: primary data from the school principal, literacy team coordinator, and classroom teachers; and secondary data from the school archives. The study was conducted at SD Muhammadiyah 8 “KH. Mas Mansur,” located on Jl. Sumpil, Puwodadi Dub-district, Belimbing District, City of Malang, East Java Province. Data were analyzed using the Miles and Huberman model, which includes data collection, data reduction, data display, and conclusion drawing. Triangulation of sources and methods was employed to ensure data validity.
The findings indicate that the use of technology in the GLS Program at SD Muhammadiyah 8 “KH. Mas Mansur” is reflected in the planning stage through expert-led teacher training and the provision of technological infrastructure by the school. During the implementation stage, technological facilities are utilized optimally to create engaging literacy activities for students, thereby increasing their interest in literacy. In the evaluation stage, the effectiveness of the technological integration is assessed. The main challenge encountered was the limited technology usage by some teachers nearing retirement age. In response, the school mandated participation in “expert teacher” training sessions for all teachers, aiming to enhance their technological competence. Additionally, a collaborative culture among teachers helped foster mutual learning and experience-sharing in technology use.