Development of Literacy in Islamic Education in the COVID-19 Pandemic Era for Elementary School

The challenges of education during the Corona Virus Diseases (COVID-19) pandemic are increasingly complex. The internalization process of literacy activities needs to be improved in an effort to improve the quality of human resources in the global realm. This research aims to explore strategies in improving the literacy of students during COVID-19 and the problems faced by teachers during the literacy development process at Mutiara Hati Elementary School in Malang, Indonesia. This research uses a qualitative approach with case study methods. The data source was taken using observation, interview and documentation with data analysis techniques using triangulation techniques with three stages; collection, reduction, and conclusion. The results showed four strategies can be done to improve literacy activities that, strategies used can be done to improve the literacy culture of students through four ways; webinar activities, ongoing mentoring, work monitoring and distribution of students' literacy results. While in the problematic aspects faced by teachers there are three aspects, namely the limitations of competency in designing media, the limitations of discussion space on the work of students and the lack of supporting facilities to monitor the work of students. The findings of this study have manifestly shown that the integration of media, strategies and competencies of ideal teachers can provide positive output for creativity and critical thought processes of students in making work. This study recommends further research to test the effectiveness of literacy activities and the use of broader research methods of reach and problematic solving faced by teachers.


Introduction
Education is one of the most important components in building a nation's civilization (Cusanelli & Trevallion, 2020). Without education, the quality of human resources can't go well. Education is a very important domain in building the human mindset into a globally competitive human being (Benešová & Tupa, 2017). The challenges of the 21st-century are increasingly complex, especially in the increase in human resources and the demands of must-have skills. One form of demand for 21st-century skills is critical thinking, creativity, communication, collaboration skills (Singh, 2019; ; Halverson, 2018). As the description of the demands of the 21st century can be detailed in figure 1. Through these indicators, education should be able to internalize the values of 21st-century skills in the learning process. The learning process of the 21st-century is expected to encourage critical, innovative and creative thinking skills to implement collaborative and cooperative learning (Murniyetti et al. 2016;Rohman, 2017;Syafril et al. 2020).
Based on the research, Indonesia still lags far from the developed world. The Organisation for Economic Cooperation and Development (OECD) in the Programme for International Student Assessment (PISA) revealed that Indonesia's student comprehension skills were followed by 65 countries (Greene & Larsen, 2018). The test results showed that Indonesian students were still ranked 64th with a score of 396, while the average OECD score during testing was 496 (Ministry of Education, 2016).
It is a highlight for the highest educational institution in Indonesia, the Ministry of Education and Culture to develop literacy activities carried out in each unit of education called the School Literacy Movement (Nurohmah et al., 2020).
This activity has been socialized by the Ministry of Education and Culture in early 2016 to all levels of education in Indonesia. Under the directive, each school strives to implement and grow literacy.
Literacy was an important element for facing the industrial revolution 4.0 (Rahman et al. 2019). Rapid technological advances must be faced with high levels of literacy skills. The activities can be encourage reading culture, produce works and other innovations (Hanik, 2020). But a new challenge in the development of literacy today is the learning process carried out at home. This is because the COVID-19 virus is widespread around the world. There is no denying that Indonesia has adopted online learning for 8 months (Pininta, 2020).
On that basis, face-to-face classroom is restricted to stop the spread of COVID-19. Through distance learning, schools can find the best strategies to improve the culture of students, especially in elementary schools. This is because  (Fatimah & Sari, 2018).
Some previous studies have discussed virtual learning in writing poetry Juwitasari (2020), media that can be used in the learning process Wargadinata (2020), or improving learning through google classroom Sadiku (2015). Literacy development is also based on habituation from all parties of the school Kembud (2017), in addition to research on the school literacy movement is can improve the reading and writing skills of students (Batubara & Ariani, 2018

Literature Review
Currently, the literacy movement is undergoing rapid development. Literacy awareness is an important point of concern. This is because it is not only for adults but for elementary school students. As literacy at the moment is very dynamic and sustainable. Therefore the understanding of literacy needs to be reviewed holistically and integrally from all aspects. The sense of literacy is the competence that every human being has to understand the information in a diverse form; information in reading and writing (Marlina, 2019). In this case, literacy undergoes a continuous dynamism tailored to the development of the times. At first, literacy was limited to writing and reading (Zauche et al. 2016). At this time literacy is undergoing a very wide development and developing. Based on the meaning of the terminology that while etymologically the term literacy itself comes from the Latin "literatus" which means the person who learns. In this case, literacy is very closely related to the process of reading and writing (Harjali, 2019).
Education Development Center (EDC) menyatakan bahwa Literasi lebih dari sekedar keterampilan membaca dan menulis. Namun lebih dari itu, literasi adalah kemampuan individu untuk menggunakan segala potensi dan keterampilan yang dimilikinya dalam hidupnya (Zauche et al. 2016). With this understanding, literacy includes the ability to read words and read the world. The definition of School Literacy in the context of GLS is the ability to access, understand, and use something intelligently through various activities, including reading, viewing, listening, writing, and speaking (Batubara & Ariani, 2018).
The Education Development Center (EDC) states that Literacy is more than just reading and writing skills. But more than that, literacy is an individual's ability to use all the potentials and skills he has in his or her life (Zauche et al. 2016). With that understanding literacy includes the ability to read words and read the world.
The understanding of School Literacy in the context of GLS is the ability to access, understand, and use things intelligently through various activities, including reading, viewing, listening, writing, and speaking (Coal & Ariani, 2018).
One form of literacy is basic literacy. It is a basic skill in reading, writing, listening and counting. The basic literacy goal is to optimize a person's ability to read, write, communicate and count. Through basic literacy, students can develop their ability to produce works and benefit the wider world. Regarding the optimization of current literacy activities is digital literacy Nurohmah et al. (2020), he revealed that digital literacy plays a role in improving and providing new insights according to the interests of the work to be created, such as using Zoom media and Google Classroom. Other educations are also used to produce works such as virtually adopted poems (Wigham et al. 2018). The use of several learning applications can provide positive output in overcoming the limitations of the learning process in the midst of the COVID-19 pandemic.

Method
This research uses qualitative methods through a case study approach.
Qualitative research aims to examine students' perceptions and analyze strategies for developing literacy based on the experience of students holistically. The case study research process is based on the description of words and language in a natural context (Moleong, 2007;Engkizar et al. 2018;Amnda et al. 2020;Rahawarin et al. 2020). The case study method is focused on the strategy of developing literacy and literacy activities at SDIT Mutiara Hati Malang (Yin, 2003

Findings and Discussion
The literacy development process at SDIT Mutiara Hati Kota Malang is an important program in creating a superior generation. Conceptually, literacy is currently rapidly developing in schools and other educational institutions. This is seen not only in writing literacy, but digital literacy, the environment, and others.
Literacy writing found in SDIT Mutiara Hati can be developed through writing in the form of short stories. The short stories produced by students are very diverse.
The process of planning this literacy program was originally from the study of tour (outdoor learning) students outside the school environment. After outdoor activities, students are required to write down their experiences in short stories. This activity is one of the mandatory activities supported by teacher guidance.
Teachers are tasked with providing moral support in completing the work of students. Each task has a set time limit based on school policy. Through the application of such deadlines, students are also trained to instill a disciplined attitude towards their obligations. The written work is given to the guidance teacher to get input and advice on the resulting work. Based on one of the interview, the teachers at SDIT Mutiara Hati Malang, Indonesia. Here's an interview excerpt in Second, ongoing mentoring. The students of SDIT Mutiara Hati Malang received continuous assistance after following the writing briefing. In this mentoring process, students are given the freedom to write stories about their travels during the study tour every day. Then after the study tour, usually the teacher gives two or a maximum of three weeks for the student to collect his writing. The collection of students' writing is done by writing sent by school email.
Third, monitoring. At SDIT Mutiara Hati Malang the task of monitoring the work of students is entrusted to a teacher appointed directly by the foundation to conduct editing within two weeks. This monitoring process is carried out in order to evaluate the work of students before it is published into a book. This monitoring is done to discuss the mistakes of students in composing words or about sentences that are still confused. This monitoring process also sometimes encounters obstacles, this is due to the delay of students in collecting revision text.
Fourth, the distribution of students' literacy results. After monitoring, the draft of the learner's book is submitted to the publisher for cover design and title determination; title determination is the result of discussions between the publisher and the principal. Then after the book design and price are agreed upon, the students' work will be printed and distributed. Regarding the distribution of literacy results of students, there are still obstacles, because from 2016 until now it is still consumed by the school, not the consumption of the community.
The idea of publishing a book by students came about, starting when the students of SDIT Mutiara Hati Malang held their first study tour. One of the school programs is a study tour both at home and abroad. At that time the principal assumed that such a moment should not be missed, so the idea of recording the students' writings appeared. Hopefully, every student has memories of their study tour and makes it a book. This short story writing activity was originally applied to students in grades 5 and 6 who had recommended the purpose of their study tour. Before the study tour is departed, all students in grades 5 and 6 will participate in the study tour and be given the facility. A writing briefing that essentially opens up students' insights to get an idea of how to write and how to write it.  Students are given a one-week submission time, for those who do not collect or collect late as a result the writing will not be published. After the writing is collected, the school administration will compile all the writings of the students.
Then the writing will be given to the teacher who has been appointed by the foundation to edit the writing for two weeks. After the draft of the book was completed, SDIT Mutiara Hati Malang submitted it to the publisher to create a cover design and determine the title that had been discussed and consulted with the publisher and principal. Once the design of the book has been completed and the price has been agreed, then the learner's book is ready to be printed.
Literacy is an activity that impacts superior human resources. Because literacy requires an emphasis on the world of reading and writing (Hanik, 2020). In any pattern of literacy activities are not separated from the activities of reading, thinking, and writing (Suyono et al. 2017). The thought process starts by planning things to be written to the process of completing the work. This increasingly competitive world demands a smart, creative and innovative generation. All of Khalifa: Journal of Islamic Education :: Volume 4, Number 2, September 2020/1442 P-ISSN : 2541-6588 ; E-ISSN : 2549-4783 these skills can be realized of them through creative reading and writing activities (Teguh, 2017).
Literacy or communication skills in children will affect their social, emotional and cognitive development (Basyiroh, 2017;Putra et al. 2020). If the child can communicate with the surrounding environment it will foster confidence and be able to socialize or be accepted in the environment. Basyiroh's statement above emphasizes that language skills affect a child's social and personal adjustments and will certainly affect the child's emotional and cognitive development. Ability to communicate; Oral or writing skills such as reading and writing skills are basic skills that everyone must-have. When is the right time to learn to read and write and how to learn it has been of concern to many.
The demands of this century make the younger generation need to read both from home and abroad. As statements about reading and writing are good early benchmarks for education (Nopilda & Kristiawan, 2018). Limited activity during the COVID-19 pandemic did not follow SDIT Mutiara Hati's steps in developing literacy. As it is known that the need to read and write is an absolute necessity for the development of human knowledge (Rokhman et al. 2014).
Literacy writing is also one of the efforts to advance SDIT Mutiara Hati to spread creative and critical thinking characters according to the demands of the 21st century. Because short story work requires the support of creativity and critical thought processes of students in processing and producing works (Sipayung et al., 2018). This can trigger students' ongoing innovation through real-life experiences that are then translated into short story writing. In this 21st era, the literacy skills of students are very closely related to the demands of reading skills to be able to understand information analytically, critically and reflectively (Farikah, 2019).
Experimental learning also gives students an understanding that things can become more meaningful (Fryer & Bovee, 2016). This shows that the work created by the learner is one of his experiences carried out in daily activities. One of the challenges in the covid-19 pandemic era, the limitations of discussion during mentoring became one of the weaknesses in developing the literacy of students. It demands the skills and competence of teachers in developing online media in the mentoring process. One of the causes is also the fact that the lack of teacher training in developing the ability to design online learning (Syafril et al. 2019). As the competence of teachers is not only competency in teaching but professional competency that supports the process of developing literacy in the online system (Yusnita et al. 2018;Kasmar et al. 2019;Febriani & Anasruddin, 2020). It is also said that teacher competency is an important point in the success of student learning (Safutri et al., 2020).
As well as efforts to overcome these limitations, discussions between teachers are one of the efforts to improve their competence. Through the discussion comes suggestions and directions related to the problems faced. In addition to discussions with peers, the principal's guidance becomes the main point in the development of teacher competencies. Through the intermediary of these measures it is also said that the competence of teachers becomes a driver for students to maximize their performance in producing works . Other results suggest that teachers should be able to manage online classrooms for mentoring in the COVID-19 era (Suryaman et al. 2020).
To improve the quality of online learning on an ongoing basis, there are some important things that educational institutions must work on. First, educational institutions must start improving facilities and infrastructure to support online learning such as infrastructure, Learning Management System (LMS), and adequate repositories. Second, increase the capacity of educators who support the implementation of online mentoring, such as improving internal competencies of preparing media and connectivity and managing online learning. Third, the continuous expansion of platform support technology to support the remote learning process. Support of various technology platforms for learning activities is expected to continue until after the covid-19 emergency ends. Some of these efforts gymnastics that occurs in life. As stated that the habituation stage will affect the results of students' literacy skills (Batubara & Ariani, 2018).
Through literacy development efforts at SDIT Mutiara Hati Malang, students can instill critical and creative thinking skills and improve written communication. This will have an impact on the character of students who develop with age. In the literacy program of the school, of course, there must be discipline from all parties; not only the teacher but also the principal.
All of this requires commitment and struggle from all parties to succeed in the school literacy movement. Literacy facilities also need to be developed as one of the efforts to develop literacy culture in elementary schools (Faradina, 2017).
Without all that, the school literacy movement would just disappear like any other program launched by the previous government. The School Literacy Movement (GLS) must be implemented collaboratively by all components in schools and communities outside of school. Literacy developed is the basis for developing students' skills in answering the challenges of the 21st century.

Conclusion
Literacy is one of the realms in measuring the quality of education. One form of literacy that needs to be developed is creative culture and critical thinking in answering challenges in the 21st century. This can be expressed through literacy writing developed by SDIT Mutiara Hati as an effort to improve the quality of human resources since the elementary school level. Based on the results,