Welcoming New Students with Strengthened Literacy
The new academic year is set to begin shortly after the long holiday break. According to the education calendar, learning activities for the 2026/2027 academic year officially commence on 13 July 2026. This moment marks a new journey for students entering higher levels of education, from primary schools (SD/MI) and junior secondary schools (SMP/MTs) to senior secondary and vocational schools (SMA/MA/SMK).
Each year, schools and madrasahs welcome new students through school environment orientation activities. In public schools, this activity is known as the School Environment Introduction Period (MPLS), while in madrasahs, the nomenclature has changed in 2026 from the Madrasah Student Introduction Period (MATSAMA) to the Madrasah Pupil Introduction Period (MATAMUDA).
These activities should not merely be ceremonial agendas or mere formalities. More than that, the school orientation period must serve as a space for character building, cultivating a learning culture, and preparing students to face educational challenges in the modern era. Practices such as hazing, non-educational tasks, or activities without clear learning objectives should be strictly avoided.
One crucial step that needs to be integrated into both MPLS and MATAMUDA is the strengthening of literacy. Literacy is the primary foundation of sustainable education. Strong literacy skills enable students to comprehend lessons, develop critical thinking, and build lifelong learning habits.
The current development of digital technology further underscores the importance of strengthening literacy from an early age. Children and teenagers are growing up amidst a torrent of information from the internet, social media, and various digital platforms. Many students spend hours playing online games or surfing social media without the ability to filter which information is accurate and beneficial.
This situation demands that schools pay special attention to digital literacy. Students must not only be able to use gadgets or operate applications but also understand digital ethics, protect personal data, recognise fake news, and utilise technology for productive learning and creative work.
Generally, literacy is understood as a set of skills encompassing reading, writing, comprehending, analysing, and using information critically. However, in a broader sense, literacy is an individual’s ability to receive, process, and convey information in various forms and life contexts.
Therefore, strengthening literacy for new students should not focus solely on basic reading and writing skills. It must also encompass various types of literacy required in the 21st century.
First, basic literacy or reading and writing. This literacy serves as the gateway to the entire learning process. The ability to read with comprehension and write effectively will determine a student’s success in studying various subjects.
Second, numeracy literacy, which is the ability to understand numbers, data, graphs, and various mathematical problems in daily life. Numeracy literacy helps students think logically and systematically and make decisions based on data.
Third, media literacy. Amidst the flood of information, students need to possess the ability to understand how media works, recognise the messages being conveyed, and respond critically to information received from television, the internet, or social media.
Fourth, digital literacy, which has become an urgent necessity in this technological era. Digital literacy is not only related to the ability to use technological devices but also includes the capacity to think critically, act ethically, and behave responsibly in the digital space.
Fifth, financial literacy. Students need to be introduced early to financial management, the importance of saving, distinguishing between needs and wants, and understanding simple economic concepts as a provision for their future lives.
Sixth, cultural literacy. Indonesia possesses an extraordinarily rich cultural diversity. Cultural literacy will help students understand national identity, appreciate differences, and foster an attitude of tolerance and love for both local and national cultures.
Thus, the school or madrasah orientation period should become a strategic moment to instil a culture of literacy in new students. Activities such as shared reading, library visits, digital literacy training, book discussions, and the introduction of local cultural works can be part of the MPLS or MATAMUDA programmes.
Ultimately, schools are not only tasked with welcoming new students but also with preparing a generation that is capable of critical thinking, creativity, adaptability, and responsibility in facing the changing times. Strengthening literacy from the very first day of school is an important investment to produce a generation of learners ready to face the challenges of the future.