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Zulaikha and Lagu- Development of a madrasah library model for the implementation of information literacy
Zulaikha and Lagu- Development of a madrasah library model for the implementation of information literacy
Zulaikha and Lagu- Development of a madrasah library model for the implementation of information literacy
Zulaikha and Lagu- Development of a madrasah library model for the implementation of information literacy
Zulaikha and Lagu- Development of a madrasah library model for the implementation of information literacy
Zulaikha and Lagu- Development of a madrasah library model for the implementation of information literacy
Zulaikha and Lagu- Development of a madrasah library model for the implementation of information literacy
Zulaikha and Lagu- Development of a madrasah library model for the implementation of information literacy
Zulaikha and Lagu- Development of a madrasah library model for the implementation of information literacy
Zulaikha and Lagu- Development of a madrasah library model for the implementation of information literacy
Zulaikha and Lagu- Development of a madrasah library model for the implementation of information literacy
Zulaikha and Lagu- Development of a madrasah library model for the implementation of information literacy
Zulaikha and Lagu- Development of a madrasah library model for the implementation of information literacy
Zulaikha and Lagu- Development of a madrasah library model for the implementation of information literacy
Zulaikha and Lagu- Development of a madrasah library model for the implementation of information literacy
Zulaikha and Lagu- Development of a madrasah library model for the implementation of information literacy
Zulaikha and Lagu- Development of a madrasah library model for the implementation of information literacy
Zulaikha and Lagu- Development of a madrasah library model for the implementation of information literacy
Zulaikha and Lagu- Development of a madrasah library model for the implementation of information literacy
Zulaikha and Lagu- Development of a madrasah library model for the implementation of information literacy
Zulaikha and Lagu- Development of a madrasah library model for the implementation of information literacy
Zulaikha and Lagu- Development of a madrasah library model for the implementation of information literacy
Zulaikha and Lagu- Development of a madrasah library model for the implementation of information literacy
Zulaikha and Lagu- Development of a madrasah library model for the implementation of information literacy
Zulaikha and Lagu- Development of a madrasah library model for the implementation of information literacy
Zulaikha and Lagu- Development of a madrasah library model for the implementation of information literacy
Zulaikha and Lagu- Development of a madrasah library model for the implementation of information literacy
Zulaikha and Lagu- Development of a madrasah library model for the implementation of information literacy
Zulaikha and Lagu- Development of a madrasah library model for the implementation of information literacy
Zulaikha and Lagu- Development of a madrasah library model for the implementation of information literacy
Zulaikha and Lagu- Development of a madrasah library model for the implementation of information literacy
Zulaikha and Lagu- Development of a madrasah library model for the implementation of information literacy
Zulaikha and Lagu- Development of a madrasah library model for the implementation of information literacy
Zulaikha and Lagu- Development of a madrasah library model for the implementation of information literacy
Zulaikha and Lagu- Development of a madrasah library model for the implementation of information literacy
Zulaikha and Lagu- Development of a madrasah library model for the implementation of information literacy
Zulaikha and Lagu- Development of a madrasah library model for the implementation of information literacy
Zulaikha and Lagu- Development of a madrasah library model for the implementation of information literacy
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Zulaikha and Lagu- Development of a madrasah library model for the implementation of information literacy

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  • 1. Development of a Madrasah Library Model for the Implementation of Information Literacy: a Case Study at the Library of MAN (State Islamic Senior High School) 1, 2, 3 Yogyakarta By Sri Rohyanti Zulaikha & Nurdin Laugu Yogyakarta Indonesia
  • 2. • This research tries to find out the implementation of one of the information literacy models applied in three madrasah libraries using a descriptive approach. Through this approach, the research compares the levels of information literacy between the three libraries and highlights their differences based on The Big Six model applied.
  • 3. CONTENT A. Background B. Problems and Formulated Question C. Theoretical Frameworks D. Results of Findings E. Concluding Remarks
  • 4. A. BACKGROUND A glance about: 1.Constitution of Indonesian national education system 2.Libraries of the MANs (State Islamic Senior High Schools). 3.Information explosion. 4.Information literacy.
  • 5. B. PROBLEMS AND FORMULATED QUESTION 1. The Problems of Madrasah Libraries. 2. How is the implementation of Information Literacy Skills in the development of a madrasah Library model.
  • 6. C. THEORETICAL FRAMEWORKS 1. Madrasah Libraries. 2. Information Literacy. 3. The Big Six Model.
  • 7. D. RESULTS OF FINDINGS 1. The implementation of Information Literacy Skills. 2. The Comparation between the result of the implementation of Information Literacy Skills of MAN 1, 2, 3 Yogyakarta. 3. Why MAN 3 is higher than the two others.
  • 8. E. CONCLUDING REMARKS 1. The results of the research. 2. What can be leant from MAN 3 (MAYOGA) library. 3. The research recommendations.
  • 9. Constitution of Indonesian national education system • In the Constitution number 20 year 2003 on the national education system mentioned that education is conscious and planned efforts to create learning environment and process so that students become actively capable of developing their own potential to achieve religious spiritual power, self control, personality, intelligence, noble character, and skills needed for themselves, society, nation, and state.
  • 10. Libraries of the MANs (State Islamic Senior High Schools) 1) A madrasah and its library are like two sides of one coin in terms of educating the students in order that they are aware of information needs. 2) Creating a foundation for life-long learning is a core program in a madrasah library. 3) The madrasah library does not only provide printed sources for reading to support the madrasah’s curricular programs, but also is supported by other information sources, such as internet access and other multimedia. 4) The madrasah library at present and in the future is expected to become students’ center of learning, which focuses more on the learning process than on the information dissemination.
  • 11. Information explosion 1) Information explosion in nowadays information technology world is unavoidable and extremely influences human lives. 2) Need for skills to be able to identify and filter the information
  • 12. Information literacy 1) Preparation for information literacy skills in the context of national learning is “a smart way” and significant to support Indonesian Republic national education system in achieving independent learning and long-life education. 2) Prerequisite for achieving information literacy in schools is the availability of libraries which bridge between users (students) and information needed in supporting the learning.
  • 13. The Problems of Madrasah Libraries The Problems of Madrasah Libraries 1. Collection : limited numbers and out of date 2. A lack of skill in finding the information 3. Minimum collaboration amongst the headmaster, the teacher, librarian and the student for making the library as a center of learning
  • 14. How is the implementation of Information Literacy Skills in the development of a madrasah Library Model : a Case Study at the Library of : a. MAN 1 Yogyakarta, b. MAN 2 Yogyakarta, b. MAN 3 Yogyakarta
  • 15. Madrasah Libraries 1. As an educational institution, the three MANs (State Islamic Senior High Schools) have an important role in advancing the educational level of students. Their libraries in this point must also take the same line to support the schools. Historically, MAN is an educational institution under the Ministry of Religious Affairs in Indonesia. 2. The term “madrasah library” is similar to the school library concerning its functions as a part of educational institution such as helping to achieve schools’ objectives.
  • 16. 3. MAN 1, 2, and 3 are typical madrasahs located in Yogyakarta 4. The manifesto states: governments, through their ministries responsible for education, are urged to develop strategies, policies and plans that implement the principles of this manifesto (IFLA, 2002:2)
  • 17. 5. the school library provides information and ideas that are fundamental to functioning successfully in our increasingly information and knowledge based present day society. 6. the school library equips students with lifelong learning skills and develops their imagination, thereby enabling them to live as responsible citizens.
  • 18. 7. As a centre of learning, several functions of madrasah library can be seen in the following: helping students clarify and expand their knowledge, develop their interests, talents, ability, and reading habits that led independent practice, familiarize the students seeking the information in the library, recreation and assist the students to expand learning opportunities as well as played a role in finding skills, evaluate information and make conclusions from research conducted (Rahmananta, 1995: 7)
  • 19. Information Literacy 1. Ability to: Recognise , Locate, Evaluate, Use effectively the needed information 2. Skills or the ability to solve the problem of information, information problem solving ALA (1996 : 1) 3. “Information literate people are those who have learned how to learn”(ALA, 1989) 4. The Ability to access, evaluate, organize, and use information is called information literacy (Riedling, 2002:1)
  • 20. The Big Six Model 1) All literacy models contain essential aspects in learning process, learning how to learn 2) APISI (2008:23) mentioned that The Big Six model has been much implemented in private schools in Jakarta. 3) Michael Eisenberg and Robert E. Berkowitz wrote the concept of The Big Six in their book entitled Curriculum Initiative: an Agenda and Strategy for library Media Program.
  • 21. Eisenberg/Berkowitz (1998) said that The Big six model is a process for people of all ages to solve information problems, in six stage under each: 1. Task Definition • Define the information problem • Identify information needed in order to complete the task (to solve the information problem) 2. Information Seeking Strategies • Determine the range of possible sources (brainstorm) • Evaluate the different possible sources to determine priorities (select the best sources) 3. Location and Access • Locate sources (intellectually and physically) • Find information within sources
  • 22. 4. Use of Information • Engage (e.g., read, hear, view, touch) the information in a source • Extract relevant information from a source 5. Synthesis • Organize information from multiple sources • Present the information 6. Evaluation • Judge the product (effectiveness) • Judge the information problem-solving process (efficiency)
  • 23. http://is.gd/d3IwhT
  • 24. The implementation of Information Literacy Skills 1. Population: 652 students of class XI of the three MANs, namely: 231 of MAN 1, 221 of MAN 2, and 200 of MAN 3. 2. Sample: 129 students as 45 of 231 from MAN 1, 44 of 221 from MAN 2, and 40 of 200 from MAN 3. 3. In general, the three madrasah libraries have already implemented the measures contained in the model of The Big Six, albeit they have not understood that the steps are performed using the implementation of information literacy model of the big six, except Library MAN 3
  • 25. 4. Based on the results of the comparative analysis of research data the average (mean) seen the highest average is owned by MAN 3 students in Yogyakarta, at 169.65, the next in succession followed by MAN 2 at 164.50 and the last is the MAN 1 at 161.76.:
  • 26. 5. Following each performance 6 stages in the three libraries : Implementation of The Big Six Models in Library MAN 1 Yogyakarta, can be described as follows: 70.00% 72.00% 74.00% 76.00% 78.00% 80.00% 82.00% 1 2 3 4 5 6 77.38% 73.96% 73.97% 74.94% 76.85% 80.83% Series1
  • 27. Implementation of The Big Six Models in Library MAN 2 Yogyakarta, can be described as follows: 70.00% 72.00% 74.00% 76.00% 78.00% 80.00% 82.00% 1 2 3 4 5 6 80.15% 74.43% 75.41% 75.82% 77.40% 81.34% Series1
  • 28. Implementation of The Big Six Models in Library MAN 3 Yogyakarta, can be described as follows: 73.00% 74.00% 75.00% 76.00% 77.00% 78.00% 79.00% 80.00% 81.00% 82.00% 83.00% 84.00% 1 2 3 4 5 6 81.21% 79.06% 78.66% 76.53% 81.53% 83.13% Series1
  • 29. The Comparation between the result of the implementation of Information Literacy Skills of MAN 1, 2, 3 Yogyakarta 1. Viewed from every stage of the 6 stages: tasks definition, information search strategies, access location information, use of information, synthesis, and evaluation; seen that the lowest of MAN 1: information search strategy by 73.96%; MAN 2: information search strategy by 74.43%; MAN 3: usage information by 76.53% . Meanwhile, the highest of MAN 1: 80.83% for evaluation; MAN 2 81.34% for evaluation; MAN 3: 83.13%for evaluation
  • 30. 2. Based on the data above, it is clearly to show that the evaluation stage is the highest level in the three MANs, while the lowest one is varied amongst the three MANs.
  • 31. The statistic results can be seen in the diagram below: 68% 70% 72% 74% 76% 78% 80% 82% 84% 1 2 3 4 5 6 77% 74% 74% 75% 77% 81% 80% 74% 75% 76% 77% 81%81% 79% 79% 77% 82% 83% MAN 1 MAN 2 MAN 3
  • 32. Why MAN 3 is higher than the two others 1. MAN 3, assigned subject PPMB (Pengembangan Penalaran dan Minat Baca)/ (Developing for Critical thinking and Reading Interest) as typical subjects MAN 3 (Local Content)
  • 33. 2. PPMB is a typical subject found in MAYOGA which is used to develop personality skills, critical thinking and cultivate reading habits and interests, as seen below:
  • 34. 3. This subject is aimed at improving the students’ curiosity to the provision of information and providing expertise in finding information in accordance with their needs. The Subject found is using the model of The Big Six in its application
  • 35. 1. The results of this research can be summarized to three points of conclusion a. the importance of every student to have information literacy skills in order to have self awareness of the information needs b. the importance of cooperation between the principal, teachers, librarians and students to make the library as a learning resource center c. the need for local content subjects which can help develop holistic program to increase skills in reading habit and ability to find the information needed by the students.
  • 36. 2. What can be learnt from MAN 3 a. MAN 3, assigned subject of PPMB (Pengembangan Penalaran dan Minat Baca)/ (Development of Reasoning and Reading Interest) as typical subject of MAN 3 (Local Content) b. PPMB is a typical subject that exists in MAYOGA that develops personality skills, critical thinking and cultivating reading habits and interests c. This subject is aimed at improving the student's curiosity to the provision of information and provide expertise in finding information in accordance with their needs. This Subjects using the model of the big six in its application.
  • 37. Recommendations • The research recommends that both MAN 1 and MAN 2 need to realize that PPMB subject as a typical subject in madrasah is significant to help increase the power of logical thinking and the reading culture as well as students' interest.
  • 38. Many thanks for your attention

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