Analisis Budaya Literasi Sekolah melalui Perspektif Budaya Organisasi Edgar Schein di Indonesia
DOI:
https://doi.org/10.61476/aj8t3c95Keywords:
Literacy Culture, Organizational Culture, Edgar Schein, School, Interest in ReadingAbstract
The low literacy skills of students in Indonesia remain a challenge in educational development. The results of the 2022 Programme for International Student Assessment (PISA) show that Indonesian students’ reading achievement is below the OECD average, while data from the 2025 Reading Enthusiasm Index (TGM) indicate that the reading culture of Indonesian society remains in the moderate category. This situation underscores the importance of strengthening literacy culture—one that is not only focused on reading programs but also on fostering a sustainable culture within the school environment. This study aims to analyze school literacy culture through Edgar Schein’s organizational culture perspective and to explain the relationship between artifacts, espoused values, and basic underlying assumptions in the formation of a reading culture. The study employs a qualitative method with a descriptive approach. Data were collected through semi-structured interviews with eleven teachers from various educational levels and supported by document analysis. Data analysis utilized the interactive model of Miles, Huberman, and Saldaña within the framework of Edgar Schein’s organizational culture. The results indicate that school literacy culture is shaped through three dimensions of organizational culture. The “artifacts” dimension is manifested through reading corners, mini-libraries, literacy forums, and the cultivation of reading habits. The dimension of espoused values is reflected in the implementation of Problem-Based Learning, Discovery Learning, Sustained Silent Reading, Shared Reading, and Storytelling. The dimension of basic underlying assumptions highlights the importance of teacher role modeling, reading habits, intrinsic motivation, and the belief that literacy is the foundation of learning. The study concludes that strengthening a culture of literacy requires the integration of facilities, learning strategies, and cultural values that develop within the school organization.
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