The Implementation of the Gradual Release of Responsibility Model in Strengthening Literacy and Numeracy Learning

  • Reni Herawati Balai Pendidikan Menengah Kota Yogyakarta, DIY,  Indonesia

Abstract

This best practice article aimed to analyze and evaluate mentoring with the Gradual Release of Responsibility model for teachers in strengthening literacy and numeracy learning. The mentoring involved six selected senior high schools in Yogyakarta based on the urgency of strengthening literacy and numeracy learning. The Gradual Release of Responsibility model actualized the release of responsibility in stages: 1) Focused Lesson, 2) Guided Instruction, 3) Collaborative Learning, and 4) Individual Work. The data analysis showed teachers' understanding of literacy in learning, from 56% to 69%. Meanwhile, teachers' understanding of numeracy in learning crawled from 36% to 61%, increasing 25%. Teachers' skills in planning literacy learning increased by 15%, from 70% to 85%. Teachers' skills in planning for numeracy lessons experienced a sharp increase of 35%, from 38% to 75%. It could be inferred that mentoring with the Gradual Release of Responsibility model had a significant impact, although it did not achieve optimal results. There were some obstacles related to the same time as vaccine completion activities for teachers and students. The limited literature on implementing the Gradual Release of Responsibility model in school supervision put the findings a new insight and a novelty both at the level of practice and research. Furthermore, it is recommended for supervisors and schools to adopt the Gradual Release of Responsibility model for both teacher and student guidance in improving literacy and numeracy skills. 

Keywords: Gradual Release of Responsibility Model, literacy, numeracy

PDF Downloads

Download data is not yet available.

Author Biography

Reni Herawati, Balai Pendidikan Menengah Kota Yogyakarta, DIY

Reni Herawati, Pengawas Ahli Utama dengan golongan IV.d, bertugas di Balai Pendidikan Menengah Kota Yogyakarta. Prestasi yang diperoleh: Duta Pertukaran Guru AFS-Jenesys di Jepang tahun 2009, Juara 1 Guru Berprestasi DIY tahun 2009, Duta Kepala Sekolah dalam paparan Best Practice Kepala Sekolah pada School Principal Leadership Program yang diselenggarakan APCEIU-UNESCO di Seoul, Korea tahun 2013, Juara 2 Lomba Penelitian dan Best Practice Pengawas Sekolah dan Kepala Sekolah UNY Tingkat DIY dan Jawa Tengah tahun 2014, Juara 1 Best Practice Pengawas SMA-SMK Kemdikbud Tingkat Nasional tahun 2015.

Published
2022-01-01
How to Cite:
Herawati, R. (2022). The Implementation of the Gradual Release of Responsibility Model in Strengthening Literacy and Numeracy Learning. Ideguru: Jurnal Karya Ilmiah Guru, 7(1), 22-31. https://doi.org/10.51169/ideguru.v7i1.335
Section
Best Practices
Abstract viewed: 282 times
PDF (Bahasa Indonesia) downloaded: 257 times

References

Asil, M., & Brown, G. T. (2016). Comparing OECD PISA reading in English to other languages: Identifying potential sources of non-invariance. International Journal of Testing, 16(1), 71-93. Doi: https://doi.org/10.1080/15305058.2015.1064431

Au, K. H., & Raphael, T. E. (2019). Sustainable school improvement: The gradual release of responsibility in school change. In The gradual release of responsibility in literacy research and practice: Emerald Publishing Limited.

Clark, S. (2014). Avoiding the Blank Stare: Teacher Training with the Gradual Release of Responsibility in Mind. Paper presented at the English Teaching Forum.

Fauziah, A., Sobari, E. F. D., & Robandi, B. (2021). Analisis Pemahaman Guru Sekolah Menengah Pertama (SMP) Mengenai Asesmen Kompetensi Minimum (AKM). Edukatif: Jurnal Ilmu Pendidikan, 3(4), 1550-1558.

Fisher, D. (2008). Effective Use of The Gradual Release of Responsibility Model. Author Monographs, 1-4.

Fisher, D., & Frey, N. (2013). Better learning through structured teaching: A framework for the gradual release of responsibility: ASCD.

Fisher, D., & Frey, N. (2021). Better learning through structured teaching: A framework for the gradual release of responsibility: ASCD.

Kemdikbud. (2018). Pendidikan di Indonesia: Belajar dari PISA 2018. Jakarta: Kemdikbud.

Mahmud, M. R., & Pratiwi, I. M. (2019). Literasi numerasi siswa dalam pemecahan masalah tidak terstruktur. Kalamatika: Jurnal Pendidikan Matematika, 4(1), 69-88. doi: https://doi.org/10.22236/KALAMATIKA.vol4no1.2019pp69-88

Nugrahanto, S., & Zuchdi, D. (2019). Indonesia PISA result and impact on the reading learning program in Indonesia. Paper presented at the International Conference on Interdisciplinary Language, Literature and Education (ICILLE 2018).

OECD. (2019). PISA Assessment and Analytical Framework: Mathematics, Reading, Science, Problem Solving and Financial Literacy. doi:https://doi.org/10.1787/19963777

Pearson, P. D., & Gallagher, M. C. (1983). The instruction of reading comprehension. Contemporary educational psychology, 8(3), 317-344. Doi: https://doi.org/10.1016/0361-476X(83)90019-X

Tohir, M. (2019). Hasil PISA Indonesia tahun 2018 turun dibanding tahun 2015. Doi: https://doi.org/10.17605/OSF.IO/8Q9VY

Turner, J. D., & Mitchell, C. (2019). Sustaining culture, expanding literacies: culturally relevant literacy pedagogy and gradual release of responsibility. In The Gradual Release of Responsibility in Literacy Research and Practice: Emerald Publishing Limited.