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

• 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.

CONTENT

A. Background

B. Problems and Formulated Question

C. Theoretical Frameworks

D. Results of Findings

E. Concluding Remarks

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.

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.

C. THEORETICAL FRAMEWORKS

1. Madrasah Libraries.

2. Information Literacy.

3. The Big Six Model.

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.

E. CONCLUDING REMARKS

1. The results of the research.

2. What can be leant from MAN 3

(MAYOGA) library.

3. The research recommendations.

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.

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.

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

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.

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

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

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.

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)

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.

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)

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)

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.

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

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)

http://is.gd/d3IwhT

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

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.:

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

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

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

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

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.

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

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)

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:

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

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.

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.

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.

Many thanks for your attention