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dc.contributor.authorRahayu, Triwati
dc.date.accessioned2016-10-19T04:06:44Z
dc.date.available2016-10-19T04:06:44Z
dc.date.issued2016-08-03
dc.identifier.citationAsean. (2014). ASEAN Economic Community. www.asean.org/asean-economic community. Diunduh 1 Juni 2016. Brown, H. Douglas. (2007). Principles of Language Learning and Teaching. New York: Pearson Education. Dirjen Dikdasmen. (2016). Desain Induk Gerakan Literasi Sekolah. Jakarta: Kementerian Pendidikan dan Kebudayaan. Krathwohl, D. R. ed. et al. (1964), Taxonomy of Educational Objectives: Handbook II, Affective Domain. New York: David McKay. Kumaravadivelu, B. (2006). Understanding Language Teaching from Method to Postmethod. London: Lawrence Erlbaum Associates.in_ID
dc.identifier.isbn978-602-361-045-7
dc.identifier.urihttp://hdl.handle.net/11617/7644
dc.description.abstractDeveloping character is an activity of habituation of positive attitude and behavior at school that starts gradually from basic education to higher education. One of the habituation is in connection with school literacy movement that is a mandatory activity to use 15 minutes prior to the day of learning to read books other than textbooks (every day). School literacy movement (GerakanLiterasiSekolah/ GLS) policy is closely linked to literacy as a basic component of formation of qualified, productive and competitive human resources, possessing good character, and nationalism. There are three stages in the implementation of GLS, namely habituation of fun reading activities at school environment; development of reading interest to improve the literacy skills; and implementation of literacy-based learning. The GLS program can create a literate school ecosystem and cultivate learners’ character.in_ID
dc.language.isoidin_ID
dc.publisherMuhammadiyah University Pressin_ID
dc.subjectliteracyin_ID
dc.subjectcharacterin_ID
dc.titlePenumbuhan Budi Pekerti Melalui Gerakan Literasi Sekolahin_ID
dc.typeArticlein_ID


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