Implementasi Literasi Agama dan Sains (Studi Kasus Penguatan Literasi Agama dan Sains di Smp N 8 Purworejo)

Currently, the literacy quality of our students is still low, both in the field of numeracy and science. According to the Program for International Student Assessment (PISA) assessment in 2018, Indonesian children's reading ability was ranked 74th out of 79 countries. Meanwhile, literacy in numerical and scientific fields ranked 73rd and 71st out of 79 participating countries. The low literacy of students is due to factors (1) selection of textbooks that do not encourage students to think critically and innovatively; (2) misconceptions that occur in students in understanding concepts or theories; (3) learning that tends to be textual; and (4) students' ability to understand reading. The government is trying to overcome this problem by developing the School Literacy Movement (GLS) program so that all schools can improve students' literacy skills. This study aims to: (1) analyze the implementation of strengthening religious and scientific literacy at SMP Negeri 8 Purworejo; (2) analyze the impact of strengthening religious and scientific literacy on students' interest in learning at SMP Negeri 8 Purworejo, and (3) analyze the implications of strengthening religious and scientific literacy for teachers in the learning process at SMP Negeri 8 Purworejo. The research method used is a qualitative method that emphasizes the naturalness of the data and explores authentic meaning. Data collection techniques used are observation, interviews and documentation. The data analysis technique used is an interactive model with the stages of data collection, data reduction, data display, verification and conclusions. The conclusion is that the implementation of literacy carried out at SMP Negeri 8 Purworejo includes facilities supporting the implementation of literacy consisting of libraries, book collections and librarians. The library space is up to standard, the number of book collections is less than 800 titles and the librarian is not linear with the areas of library activity. Habitual activities carried out include reading non-lesson books 15 minutes before class starts for grade 9 students and memorizing juz 30 for grade 7 and 8 students There are no activities to respond to reading results from both students and teachers. Literacy activities have a positive impact on improving students' attitudes and behavior in active questioning behavior, fond of discussions, reviewing subject matter, seeking information through print or digital media, willingness strong to experiment and explore new ideas based on the information obtained.