COMPARISON OF READING LITERACY IN PRIMARY EDUCATION SYSTEMS IN THE UNITED STATES AND INDONESIA

This study presents a comparative analysis of the education systems in the United States and Indonesia, with a focus on the development of students’ reading literacy. Employing a qualitative research design with a comparative analysis method, the study examines policy documents, research reports, and scholarly publications related to education systems and literacy programs in both countries. The findings reveal a significant gap in literacy achievement, as evidenced by the Programme for International Student Assessment (PISA) 2021 scores, which show a 141-point difference (United States: 520; Indonesia: 379). Fundamental differences are identified in systemic approaches to education, the implementation of literacy initiatives, and supporting infrastructure. The United States, with its more decentralized federal system, demonstrates effectiveness through nationally recognized, research-based programs such as the Teachers College Reading and Writing Project (TCRWP). Such initiatives have been documented to produce an average improvement of 25% in students’ reading proficiency. In contrast, Indonesia has shown a strong commitment to improving literacy through national policy frameworks such as the School Literacy Movement (Gerakan Literasi Sekolah, GLS) and innovative teacher training programs, including micro-credential certification in literacy instruction, which has reached more than 70,000 educators. However, challenges persist in achieving equitable implementation and consistent quality of these programs across the country’s diverse and geographically extensive archipelagic regions. Key factors identified for improving literacy outcomes include the need for sustained and high-quality teacher professional development, the provision of adequate educational resources and infrastructure—such as access to diverse reading materials—and the contextual adaptation of evidence-based literacy programs to align with local linguistic and socio-cultural environments.