Implementasi Pasal 15 Peraturan Daerah Kota Bandar Lampung Nomor 11 Tahun 2023 tentang Pengembangan Budaya Literasi dalam Meningkatkan Literasi Anak Perspektif Siyasah Tanfidziyyah
Abstract
The low level of children's literacy remains a major challenge in improving the quality of education in Bandar Lampung City. To address this issue, the Bandar Lampung City Government enacted Regional Regulation Number 11 of 2023 concerning the Development of Literacy Culture, particularly Article 15, which regulates literacy development through the provision of information and knowledge services, the development of literacy dimensions, and the improvement of quality of life through knowledge, skills, and attitudes. This study aims to analyze the implementation of Article 15 of Bandar Lampung City Regional Regulation Number 11 of 2023 in improving children's literacy and to examine it from the perspective of Siyasah Tanfidziyyah. This research employed a qualitative method with a descriptive approach. Data were collected through observations, interviews, and documentation and analyzed using the Miles, Huberman, and Saldaña model, including data condensation, data display, and conclusion drawing. The findings indicate that the implementation of Article 15 has been carried out through strengthening school libraries, providing reading corners, establishing reading habits before classroom learning, implementing the School Literacy Movement (Gerakan Literasi Sekolah/GLS), and developing digital literacy. These programs have contributed to improving students' knowledge, skills, and attitudes, although the development of all literacy dimensions has not yet been fully optimized. Supporting factors include a clear legal framework, the commitment of the Bandar Lampung City Education Office, active teacher participation, the availability of literacy facilities, and family support. Meanwhile, inhibiting factors include students' low interest in reading, the dominance of social media as a source of information, limited literacy facilities in several schools, insufficient parental involvement, and the lack of optimal monitoring and evaluation of literacy programs. From the perspective of Siyasah Tanfidziyyah, the implementation of this policy reflects the local government's responsibility in fulfilling its mandate, promoting public welfare (maslahah), and providing educational public services. However, stronger collaboration among the government, schools, families, and communities is still required to achieve the objectives of literacy culture development more effectively and sustainably.
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