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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)
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
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