Actualizing The School Literacy Movement Through a Pancasila-Based “Tambak Beras” Method in Vocational Education

Kinasih  Dwijayanti

doi:10.47239/734c1n42

Authors

Kinasih Dwijayanti SMK Negeri 1 Probolinggo, Indonesia

DOI:

https://doi.org/10.47239/734c1n42

Keywords:

School Literacy Movement, Pancasila, character education, vocational education

Abstract

This best-practice study describes the actualization of the School Literacy Movement (Gerakan Literasi Sekolah/GLS) through a Pancasila-based “Tambak Beras” method at SMK Negeri 1 Probolinggo. Tambak Beras operationalizes literacy through storytelling, book writing, meaningful cooking, enjoyable participation, learner choice, and religious habituation. The documented activities included storytelling competitions, a new-student anthology project involving more than 500 student writers before editorial selection, “Cooking Literacy” based on collaborative preparation and book reading, student-selected competitions, and centralized recitation before first-period lessons. Evidence was drawn from school documentation, activity records, photographs, published products, and reflective descriptions of student participation. The practice indicates that literacy can be positioned as a participatory school culture rather than a narrowly print-based routine, while Pancasila values are embedded through cooperation, fairness, deliberation, responsibility, and religious practice. Because the source is a descriptive best-practice account without a comparison group, standardized character measures, or pre-post quantitative indicators, the findings should be interpreted as documented implementation outcomes rather than causal evidence of character change. The approach offers a context-sensitive model for integrating literacy, civic values, creativity, and vocationally relevant participation in Indonesian secondary education.

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